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Vygotsky, Tutoring and Learning

David Wood and Heather Wood
Oxford Review of Education
Vol. 22, No. 1, Vygotsky and Education (Mar., 1996), pp. 5-16
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/1050800
Page Count: 12
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Vygotsky, Tutoring and Learning
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Abstract

This paper starts with a selective examination of research into individualised tutoring. We articulate theoretical and empirical evidence to support the conclusion that a set of common principles governs such tutoring. These principles apply to the provision of tutorial support for pre-school aged children through to adult learners in a number of domains. In support of these claims, we bring together and relate research and theory from both face to-face teaching and computer-based tutoring situations. However, we also try to articulate some of the limits of our current knowledge. We suggest that the principles identified apply mainly to procedural learning in well-structured domains. We examine the idea that other learning goals, such as the development of skills in self-regulation, need to be derived from a different model of the learning process.

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