Carla McLain
EDCI 6304
February 15, 2008
Assignment #1
Dr. Barbara Rogoff
Personal and Social Background
Dr. Barbara Rogoff received her Bachelor of Arts (B.A.) degree from Pomona College.
In 1977, she received her Doctor of Philosophy (Ph.D.) in Developmental Psychology from
Harvard University. Prior to joining the University of California Santa Cruz (UCSC) faculty in
1992, Dr. Rogoff served on the faculty at the University of Utah. In 1995, she was named the
University of California (UC) Santa Cruz Foundation Professor of Psychology. Currently, Dr.
Rogoff holds this position and the UC Presidential Chair (years 2003-2006). Dr. Rogoff received
the UCSC Excellence in Teaching Award in 1999-2000 and delivered the 2004 UC Santa Cruz
Faculty Research Lecture. She is a Fellow to the American Psychological Society; The American
Anthropological Association; and American Psychological Association. Dr. Rogoff’s former
Fellowships include The Center for Advanced Study in the Behavioral Sciences at Stanford
University; a Kellogg Fellow; a Spencer Fellow; and an Osher Fellow of the Exploratorium in
San Francisco. She served as Editor for Human Development and Newsletter of the Society for
Research in Child Development. Memberships include the National Institute of Child Health and
Human Development and Developments in Science of Learning for the National Academy of
Sciences. A few of the books authored by Dr. Rogoff that received awards include:

Apprenticeship in Thinking (1990) - Scribner Award from the American
Educational Research Association
Dr. Barbara Rogoff

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The Cultural Nature of Human Development (2003) - William James Book
Award from the American Psychological Association

Learning Together: Children and Adults in a School Community (2004) - Finalist
for the Maccoby Award of the American Psychologist Association
After many hours of research, information regarding her personal life (birthday, family, or
childhood) could not be located. Dr. Rogoff is an accomplished teacher and a popular. A
committee of the UCSC Academic Senate describes Dr. Rogoff “as amazingly productive in her
research and writing and her books and articles have had a major impact” (McNulty, 2004).
Contributions
Dr. Rogoff has dedicated over 25 years “exploring how children learn” (McNulty, 2004)
and “understanding and communicating the different learning thrusts between cultures”
(Wikipedia, 2007). Dr. Rogoff investigates how a child develops as they participate in cultural
activities in varying institutions such as schools, museums, and families (The President’s Summit
on Faculty Gender Equity, 2002). Her research group focues on the cultural aspects where
schooling is not prevailing including:

“Collaboration

Learning through observation

Children’s interest and keen attention to ongoing events

Roles of adults as guides or as instructors

Children’s opportunities to participate in cultural activities or in age-specific childfocused settings” (UCSC Psychology Department, 2008)
Dr. Barbara Rogoff
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In addition to research groups, Dr. Rogoff has authored over five books, coauthored three books,
and edited five books. She wrote Chapter 14 titled “Cognition as a Collaborative Process” in the
edited Handbook of Child Psychology discussing “Constructivist theorists Piaget and Vygotsky
in relation to collaboration, the role of adult experts in the process of learning, peer interaction,
and community collaborative sociocultureal activities” (Wikipedia, 2007). Dr. Rogoff’s focus is
researching and writing about learning in different cultures, communities, and learning
environments.
Contributions Relevance
Dr. Rogoff’s relevance is an educator and researcher “focusing on social and
collaborative nature of learning and the different forms of guidance that an adult provides a
child” (Scaffolding: The Theory, 2007). Her research interests include:
 “Theoretical work on the structure of informal learning
o Distinguished the two process Intent Participation and Assembly-Line Preparation

Intent Participation: collaborative, horizontal structure varying in roles,
with fluid responsibilities

Assembly-Line Preparation: hierachical structure with fixed roles
 Research on participation structures of learning activities in communities where schooling
has not been prevalent
o Research group focues on the organization of teaching-and-learning in indigenous
communities of Central and North America where structures of participation seem
to emphasize intent participation
Dr. Barbara Rogoff
o Research suggests that experience in school as well as integration in or
segregation from community life play important roles in the forms of learning
common in children’s communicites
 Research on informal learning in an innovative elementary school” The Center for
Informal Learning and Schools, 2008).
o Documented an innovative elementary school that priorities learning through
intent participation
Dr. Rogoff’s observations have provided insights for effective approaches of literacy teaching
between adults and children (Scaffolding: The Theory, 2007). Her research into effective
teaching approaches in literacy focuses on what learners do when engaged in a learning
experience (Scaffolding: The Theory, 2007). The following table explains Dr. Rogoff’s view of
learning and organizational structures in the literacy teaching in the early years in classrooms.
Type of Collaborative
Learning, Social Learning
Apprenticeship
Level 3 Examples in the Classroom
Classroom examples
Guided Participation
Appropriation









Modeled reading and writing
Teacher-read novels
Modeled literature study
Guided reading
Shared reading and writing
Interactive writing
Readers’ theatre
Independent reading and writing
Oral presentation
Uses with
Whole class
Small group
Individual
(Scaffolding: The Theory, 2007)
Dr. Rogoff emphasizes 1) importance communities have in fostering collaborative relationships
between adults and children; 2) role language plays in learning; 3) significance of guidance; and
4) a learners’ space (Scaffolding: The Theory, 2007). Dr. Rogoff’s research helps educators and
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Dr. Barbara Rogoff
learners take part in their community which involves different cultures and learning
environments.
Though much is not known about Dr. Barbara Rogoff’s personal life, her research
continues to provide educators the guidance needed to improve tacit learning in the classroom.
This guidance helps educators understanding the development of students in literacy. Her
research in communities without a prevailing education system helps in the development of
education. Thanks to Dr. Rogoff “a child is prepared for participation in future events through
the process of participation” (Scaffolding: The Theory, 2007).
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Dr. Barbara Rogoff
References
Barbara Rogoff. (2008). The Center for Informal Learning and Schools. Retrieved,
January 21, 2008, from http://www.exploratorium.edu/CILS/people/brogoff.html
Barbara Rogoff. (2008). The National Acedemies: Advisers to the Nation on Science,
Engineering, and Medicine. Retrieved, February 15, 2008, from
http://www7.nationalacademies.org/core/Barbara%20Rogoff%20Bio.html
Barbara Rogoff. (2008) UCSC Psychology Department. Retrieved, February 15, 2008, from
http://people.ucsc.edu/~brogoff/
Barbara Rogoff. (2008). UCSC Psychology Department. Retrieved, January 21, 2008,
from http://people.ucsc.edu/~brogoff/index.php?Bio
Barbara Rogoff. (2008). Univeristy of California Santa Cruz Directory. Retrieved,
January 21, 2008, from http://psych.ucsc.edu/directory/details.php?id=21
Barbara Rogoff. (2007, October 10). In Wikipedia, The Free Encyclopedia. Retrieved,
February 15, 2008, from http://en.wikipedia.org/wiki/Barbara_Rogoff
Biographical Sketches of Committee Members and Staff. (1999). The National Acadies of
Science. Retrieved, February 15, 2008, from
http://www.psicopolis.com/asped/howpeople1/bios.html
McNulty, J. (2004). Psychologist Barbara Rogoff to deliver UCSC Faculty Research
Lecture on February 5. Retrieved, February 15, 2008, from
http://currents.ucsc.edu/03-04/01-26/rogoff.html
The President’s Summit on Faculty Gender Equity. (2002, November 6-7). University of
California. Retrieved, February 15, 2008, from
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Dr. Barbara Rogoff
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http://www.ucop.edu/pressummit/participant-bios.html
Scaffolding: The Theory. (2007, May 9). Department of Education and Early Childhood
Development. Retrieved, February 15, 2008, from
http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/concep
ts/2L3_ZPD.htm
Scaffolding: The Theory. (2007, May 9). Department of Education and Early Childhood
Development. Retrieved, February 15, 2008, from
http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/exampleclass3.pdf