Cambridge [England] ; New York : Cambridge University Press,
2010. xviii, 215 p. : ill. ; 24 cm. Includes bibliographical
references (p. 201-211) and index. "Studies of learning are too
frequently conceptualized only in terms of knowledge
development. Yet it is vital to pay close attention to the
social and emotional aspects of learning in order to understand
why and how it occurs. How Students Come to Be, Know, and Do
builds a theoretical argument for and a methodological approach
to studying learning in a holistic way. The authors provide
examples of urban fourth graders from diverse cultural and
linguistic backgrounds studying science as a way to illustrate
how this model contributes to a more complete and complex
understanding of learning in school settings. What makes this
book unique is its insistence that to fully understand human
learning we have to consider the affective-volitional processes
of learning along with the more familiar emphasis on knowledge
and skills. Developing interest, persisting in