ABSTRACT
In a recent issue of Educational and Child Psychology, Phil Stringer (1998) responded to an article by Sara Meadows (1998) in which it was suggested that neo-Vygotskian accounts of cognitive development are now influencing educational theory and policy. Stringer contends that approaches to peer group work in schools, including some of our own recent work on collaborative problem-solving among teachers, can be given a ‘Vygotskian reading’. That we as writers/researchers did not undertake the work with a Vygotskian model in mind perhaps reveals something of the way in which psychological accounts are seen to and/or do influence theory, research, policy and practice.
