Chapter 14: Co-Regulation: A Model for Classroom Research in a Vygotskian Perspective

We have been invited to discuss work that McCaslin and colleagues have continued to engage in the Vygotskian tradition in the last decade. We are honored to do so. This chapter includes a working model of co-regulation (McCaslin, 2009) that provides a framework for how research might be conducted within a Vygostkian perspective and three illustrative streams of our research with elementary school students that are guided by it. Collectively, the research methods of each study mirror the three dominant instructional formats in classrooms: whole class, private, and small groups. Each study is discussed in the context of the co-regulation model and related scholarship. As in the original chapter (McCaslin, 2004), with each study we build a case for the importance of the individual within a sociocultural perspective; an individual whose identity is informed by changing personal capabilities in emergent interaction with historical and cultural events.