Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-26T15:49:43.325Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  06 December 2010

Leslie Rupert Herrenkohl  and
Véronique Mertl
Leslie Rupert Herrenkohl
Affiliation:
University of Washington
Véronique Mertl
Affiliation:
University of Washington
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
How Students Come to Be, Know, and Do
A Case for a Broad View of Learning
 , pp. 201 - 212
Publisher: Cambridge University Press
Print publication year: 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alsop, S. (2005). Beyond Cartesian dualism. Encountering affect in the teaching and learning of science. Dordrecht, The Netherlands: Springer.Google Scholar
Anzaldua, G. C. (1987). Borderlands/La Frontiera: The new mestiza. San Francisco: Spinster/Aunt Lute.Google Scholar
Bakhurst, D. (2007). Vygotsky's demons. In Daniels, H., Cole, M., & Wertsch, J. V. (Eds.), The Cambridge companion to Vygotsky (pp. 50–76). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12 (3), 307–359.CrossRefGoogle Scholar
Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31, 1–36.CrossRefGoogle Scholar
Bateson, M. C. (1990). Composing a life. New York, NY: Penguin.Google Scholar
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529.CrossRefGoogle ScholarPubMed
Bearison, D. J. (1991). Interactional contexts of cognitive development: Piagetian approaches to sociogenesis. In Landsmann, L. T. (Ed.), Culture, cognition and schooling (pp. 56–70). Norwood, NJ: Ablex.Google Scholar
Becker, H. S., & Carper, J. W. (1956). The development of identification with an occupation. The American Journal of Sociology, 61(4), 289–298.CrossRefGoogle Scholar
Becker, H. (1982). School is a lousy place to learn anything in. American Behavioral Scientist, 16, 85–105.CrossRefGoogle Scholar
Bell, P., Bricker, L. A., Lee, T. R., Reeve, S., & Zimmerman, H. T. (2006). Understanding the cultural foundations of children's biological knowledge: Insights from everyday cognition research. In Barab, S. A., Hay, K. E, & Hickey, D. T (Eds.), Proceedings from the Seventh International Conference of the Learning Sciences (pp. 1029–1035). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Bell, P., Zimmerman, H. T., Bricker, L. A., & Lee, T. (2006). The everyday cultural foundations of children's biological understanding in an urban, high-poverty community. Paper presented at the National Association for Research in Science Teaching (NARST), San Francisco, CA.Google Scholar
Bodrova, E., & Leong, D. J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Englewood Cliffs, NJ: Merrill/Prentice Hall.Google Scholar
Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Bransford, J., Vye, N., Stevens, R., Kuhl, P., Schwartz, D., Bell, P., et al. (2006). Learning theories and education: Toward a decade of synergy. In Alexander, P. & Winne, P. (Eds.), Handbook of education psychology. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2, 141–178.CrossRefGoogle Scholar
Brown, A. L. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52 (4), 399–413.CrossRefGoogle ScholarPubMed
Brown, A. L., & Campione, J. C. (1990). Communities of learning and thinking, or a context by any other name. In Kuhn, D. (Ed.), Developmental perspectives on teaching and learning thinking skills. New York, NY: Kanger.Google Scholar
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In McGilly, K. (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229–270). Cambridge, MA: MIT Press.Google Scholar
Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In Schauble, L. & Glaser, R. (Eds.), Innovation in learning: New environments for education (pp. 289–325). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Bruer, J. T. (1993). Schools for thought: A science of learning in the classroom. Cambridge, MA: MIT Press.Google Scholar
Bruner, J. (1966). After John Dewey, what? In Bruner, J. (Ed.), On knowing: Essays for the left hand. New York, NY: Atheneum.Google Scholar
Burke, K. (1945). Grammar of motives. New York, NY: Prentice Hall.Google Scholar
Butterfield, E. C., & Nelson, G. D. (1991). Promoting positive transfer of different types. Cognition and Instruction, 8, 69–102.CrossRefGoogle Scholar
Carey, S., & Smith, C. (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28, 235–251.CrossRefGoogle Scholar
Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.Google Scholar
Chapin, S. H., O'Connor, C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn. Sausalito, CA: Math Solutions.Google Scholar
Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for scienceinstruction. Review of Educational Research, 63, 1–49.CrossRefGoogle Scholar
Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31, 175–190.CrossRefGoogle Scholar
Cohen, E. G. (1984). Talking and working together: Status, interaction and learning. In Peterson, P., Wilkinson, L. C. & Hallinan, M. (Eds.), The social context of instruction: Group organization and group process (pp. 171–189). New York, NY: Academic.Google Scholar
Cohen, E. G. (1990). Teaching in multiculturally heterogeneous classrooms: Findings from a model program. McGill Journal of Education, 26 (1), 7–23.Google Scholar
Cohen, E. G. (1994). Designing groupwork: Strategies for the heterogeneous classroom (2 ed.). New York, NY: Teachers College Press.Google Scholar
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.Google Scholar
Cornelius, L., & Herrenkohl, L. R. (2004). Power in the classroom: How the classroom environment shapes students' relationships with each other and with concepts. Cognition and Instruction, 22 (4), 467–498.CrossRefGoogle Scholar
Cubberley, E. P. (1919). Public education in the United States: A study and interpretation of American educational history. New York, NY: Houghton Mifflin.Google Scholar
Damon, W. (1983). Social and personality development: Infancy through adolescence. New York, NY: W.W. Norton.Google Scholar
Daniels, H., Cole, M., & Wertsch, J. V. (Eds.). (2007). The Cambridge companion to Vygotsky. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
DeAvila, E. A. (1987). Finding out/descubrimiento. Northvale, NJ: Santillana.Google Scholar
Dewey, J. (1902). The school as the socialcenter. The Elementary School Teacher, 3 (2), 73–86.CrossRefGoogle Scholar
Dewey, J. (1916). Democracy and education. New York, NY: The Free Press.Google Scholar
Dewey, J. (1933). How we think. Boston: D.C. Heath & Company.Google Scholar
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318 (5855), 1387–1388.CrossRefGoogle ScholarPubMed
Dreeban, R. (1968). On what is learned in school. Reading, MA: Addison-Wesley.Google Scholar
Dreyfus, H. L. (1984). What expert systems can't do. Raritan, 3 (4), 22–36.Google Scholar
Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5–12.CrossRefGoogle Scholar
Dyson, A. H. (1995). The courage to write: Child meaning making in a contested world. Language Arts, 72 (5), 324–333.Google Scholar
Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. London: Methuen.Google Scholar
Engle, R. A., & Conant, F. C. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20 (4399–483).CrossRefGoogle Scholar
Engle, R. A., McKinney de Royston, M., & Langer-Osuna, J. (2008). Toward a model of differential influence in discussions: Negotiating quality, authority, and access within a heated classroom argument. Paper presented at the Cognitive Science Society, Washington, DC.Google Scholar
Erickson, F. (2002). Culture and human development. Human Development, 45 (4), 299–306.CrossRefGoogle Scholar
Erickson, F. (2006). Definition and analysis of data from videotape: Some research procedures and their rationales. In Green, J. L., Camilli, G., & Elmore, P. (Eds.), Handbook of complementary methods in education research (pp. 177–191). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Erikson, E. H. (1950). Childhood and society. New York, NY: W.W. Norton & Company, Inc.Google Scholar
Erikson, E. H. (1968). Identity, youth, and crisis. New York, NY: W.W. Norton & Company, Inc.Google Scholar
Esmonde, I., & Langer-Osuna, J. (2007). Power in numbers: An analysis of how shifts in social and mathematical power among students in a cooperative group affect opportunities for learning. Paper presented at the American Educational Research Association, Chicago, IL.Google Scholar
Fine, M. (1991). Framing dropouts. Albany, NY: State University of New York Press.Google Scholar
Flanders, N. A. (1970). Analysing teaching behaviour. Reading, MA: Addison-Wesley.Google Scholar
Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Forman, E. A., & Ansell, E. (2002). Orchestrating the multiple voices and inscriptions of a mathematics classroom. The Journal of the Learning Sciences, 11 (2&3), 251–274.CrossRefGoogle Scholar
Forman, E. A., & Ansell, E. (2005). Creating mathematics stories: Learning to explain in a third-grade classroom. In Nemirovsky, R., Rosebery, A. S., Solomon, J. & Warren, B. (Eds.), Everyday matters in science and mathematics: Studies of complex classroom events. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Foucault, M. (1999). Power as knowledge. In Lemert, C. (Ed.), Social theory: The multicultural and classic readings (pp. 475–478). Boulder, CO: Westview.Google Scholar
Franke, M. L., Kazemi, E., & Battey, D. (2007). Mathematics teaching and classroom practice. In Lester, J. F. K. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 225–256). Charlotte, NC: Information Age Publishing.Google Scholar
Gee, J. (1990). Social linguistics and literacies: Ideology in discourses. London, UK: Falmer Press.Google Scholar
Gergen, K. (1991). The saturated self: Dilemmas of identity in contemporary life. New York, NY: Basic Books.Google Scholar
Goffman, E. (1959). The presentation of self in everyday life. Garden City, NJ: Doubleday.Google Scholar
Gonzalez, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Goodnow, J. J. (1990). The socialization of cognition: What's involved? In Stigler, J. W., Shweder, R. A. & Herdt, G. (Eds.), Cultural psychology: Essays on comparative human development (pp. 259–286). New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Graff, G. (1992). Beyond the culture wars: How teaching the conflicts can revitalize American education. New York, NY: W.W. Norton & Company, Inc.Google Scholar
Graves, D. (1983). Writing: Teachers and Children at work. Portsmouth, NH: Heinemann.Google Scholar
Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58 (6–7), 466–474.CrossRefGoogle ScholarPubMed
Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26 (1), 5–17.Google Scholar
Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53 (1), 5–26.CrossRefGoogle Scholar
Greeno, J. G. (2002). Students with competence, authority, and accountability: Affording intellective identities in classrooms. New York, NY: The College Board.Google Scholar
Gresalfi, M. S. (2009). Taking up opportunities to learn: Constructing dispositions in mathematics classrooms. Journal of the Learning Sciences, 18 (3), 327–369.CrossRefGoogle Scholar
Gutiérrez, K., & Stone, L. (2000). Synchronic and diachronic dimensions of social practice: An emerging methodology for cultural-historical perspectives on literacy learning. In Lee, C. D & Smagorinsky, P (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 150–164). Cambridge, UK: Cambridge University Press.Google Scholar
Gutierrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 22(5), 19–25.CrossRefGoogle Scholar
Haroutunian-Gordon, S., & Waks, L. J. (in press). Listening: Challenges for teachers. Teachers College Record.
Harter, S. (1999). The construction of self: A developmental perspective. New York, NY: Guilford Press.Google Scholar
Heath, S. B. (1986). Sociocultural contexts of language development. In Beyond Language: Social and Cultural Factors in Schooling Language Minority Students. Los Angeles, CA: Evaluation, Dissemination, and Assessment Center.Google Scholar
Heath, S. B. (1995). Race, ethnicity, and the defiance of categories. In Hawley, W. D. & Jackson, A. W. (Eds.), Toward A Common Destiny: Improving Race And Ethnic Relations in America (pp. 39–70). San Francisco, CA: Jossey-Bass.Google Scholar
Heckman, J. J., Stixrud, J., & Urzua, S. (2006). The effects of cognitive and noncognitive abilities on labor market outcomes and social behaviors. Journal of Labor Economics, 24 (3), 411–482.CrossRefGoogle Scholar
Hegedus, S. J., & Penuel, W. R. (2008). Studying new forms of participation and identity in mathematics classrooms with integrated communication and representational infrastructures. Educational Studies in Mathematics, 68 (2), 171–183.CrossRefGoogle Scholar
Herrenkohl, L. R., & Guerra, M. R. (1998). Participation structure, scientific discourse, and student engagement in fourth grade. Cognition and Instruction, 16(4), 431–473.CrossRefGoogle Scholar
Herrenkohl, L. R., & Guerra, M. R. (1999). Moving classrooms beyond transmission models of teaching and learning. In Bibace, R., Dillon, J. J. & Dowds, B. N. (Eds.), Partnerships in research, clinical and educational settings (Vol. 18, pp. 161–178). Stamford, CT: Ablex.Google Scholar
Herrenkohl, L. R., Palinscar, A. S., DeWater, L. S., & Kawasaki, K. (1999). Developing scientific communities in classrooms: A sociocognitive approach. The Journal of the Learning Sciences, 8 (3& 4), 451–493.CrossRefGoogle Scholar
Herrenkohl, L. R., & Wertsch, J. V. (1999). The use of cultural tools: Mastery and appropriation. In Sigel, I. (Ed.), Development of mental representation: Theories and applications (pp. 415–435). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Herrenkohl, L.R., White, B., Tasker, T. (under review). Pedagogical practices to support classroom cultures of scientific inquiry.
Hickey, D. T., & Schafer, N. J. (2006). Sociocultural, knowledge-centered views of classroom management. In Evertson, C. & Weinstein, C. (Eds.), Handbook of classroom management: Research, practice, & contemporary issues (pp. 281–308). New York, NY: Simon & Schuster Macmillan.Google Scholar
Hicks, D. (1996). Discourse, learning, and schooling. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Hinde, R. A., Perret-Clermont, A. N., & Stevenson-Hinde, J. (Eds.). (1985). Social relationships and cognitive development. Oxford: Clarendon Press.Google Scholar
Holland, D., & Lachicotte, W. (2007). Vygotsky, Mead, and the new sociocultural studies of identity. In Daniels, H, Cole, M, & Wertsch, J. V (Eds.), The Cambridge companion to Vygotsky (pp. 101–135). New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.Google Scholar
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79 (1), 491–525.CrossRefGoogle Scholar
John-Steiner, V. (2000). Creative collaboration. New York, NY: Oxford University Press.Google Scholar
Karmiloff-Smith, A., & Inhelder, B. (1974). If you want to get ahead, get a theory. Cognition, 3 (3), 195–212.CrossRefGoogle Scholar
Kawasaki, K., Herrenkohl, L. R., & Yeary, S. A. (2004). Theory building and modeling in a sinking and floating unit: A case study of third and fourth grade students' developing epistemologies of science. International Journal of Science Education, 26 (11), 1299–1324.CrossRefGoogle Scholar
Kazemi, E., & Hubbard, A. (2008). New directions for the design and study of professional development: Attending to the coevolution of teachers' participation across contexts. Journal of Teacher Education, 59 (5), 428–441.CrossRefGoogle Scholar
Kirsh, D., & Maglio, P. (1994). On distinguishing epistemic from pragmatic action. Cognitive Science, 18, 513–549.CrossRefGoogle Scholar
Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62, 155–78.CrossRefGoogle Scholar
Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77, 319–337.CrossRefGoogle Scholar
Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27 (1), 29–63.CrossRefGoogle Scholar
Lampert, M., & Graziani, F. (2009). Instructional activities as a tool for teachers' and teacher educators' learning. Elementary School Journal, 109 (5), 491–509.CrossRefGoogle Scholar
Lave, J. (1988). Cognition in practice. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Lee, C. D. (1995). A culturally based cognitive apprenticeship: Teaching African American high school students' skill in literacy interpretation. Reading Research Quarterly, 30, 608–630.CrossRefGoogle Scholar
Lee, C. D. (2000). Signifying in the zone of proximal development. In Lee, C. D & Smagorinsky, P (Eds.), Vygotskian Perspectives on Literacy Research: Constructing meaning through collaborative inquiry (pp. 191–225). Cambridge, UK: Cambridge University Press.Google Scholar
Lee, C. D. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal, 38, 97–141.CrossRefGoogle Scholar
Lehrer, R., & Schauble, L. (2005). Developing modeling and argument in the elementary grades. In Romberg, T. A., Carpenter, T. P. & Dremock, F. (Eds.), Understanding mathematics and science matters (pp. 29–53). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Lemke, J. (2000). The long and the short of it: Comments on multiple timescale studies of human activity. Journal of the Learning Sciences, 10 (1–2), 193–202.Google Scholar
Lemke, J. (2000). Across the scales of time: artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7 (4), 273–290.CrossRefGoogle Scholar
Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex Publishing Corporation.Google Scholar
Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35 (3), 3–14.CrossRefGoogle Scholar
Marcia, J. E. (1980). Identity in adolescence. In Adelson, J. (Ed.), Handbook of adolescent psychology (pp. 159–187). New York, NY: John Wiley and Sons.Google Scholar
Matthews, G. B. (1980). Philosophy and the young child. Cambridge, MA: Harvard University Press.Google Scholar
Matthews, G. B. (1984). The philosophy of childhood. Cambridge, MA: Harvard University Press.Google Scholar
Matthews, W. (1984). Influences on the learning and participation of minorities in mathematics. Journal for Research in Mathematics Education, 15 (2), 84–95.CrossRefGoogle Scholar
Matusov, E. (1996). Intersubjectivity without agreement. Mind, Culture and Activity, 3, 25–45.CrossRefGoogle Scholar
Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Mercier, E., Mertl, V., Tyson, K., Barron, B., Herrenkohl, L., Nasir, N., et al. (2008). Repertoires of collaborative practice: A theoretical introduction. Paper presented at the American Educational Research Association, New York.Google Scholar
Merriam, S. B. (1998). Qualitative research and case study applications in education (2nd ed.). San Francisco, CA: Jossey-Bass Publishers.Google Scholar
Mertl, V. (2009). “Don't touch anything, it might break!”: Adolescent musicians' accounts of collaboration and access to technologies seminal to their musical practice. In Dimitracopoulou, A., O'Malley, C., Suthers, D., & Reimann, P. (Eds.), Proceedings of the Eighth International Conference on Computer Supported Collaborative Learning (CSCL). Rhodes, Greece: International Society of the Learning Sciences Inc.Google Scholar
Mertl, V., O'Mahony, K., Honwad, S., Tyson, K., Herrenkohl, L. R., & Hoadley, C. (2008). Analyzing collaborative contexts: Professional musicians, corporate engineers, and communities in the Himalayas. In Barab, S. A., Hay, K. E, & Hickey, D. T (Eds.), Proceedings of the Ninth International Conference of the Learning Sciences (ICLS). Utrecht, The Netherlands. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Mertl, V., & Herrenkohl, L. R. (2006). Dispositions: Bridging the intellectual, social, and personal dimension of learning. Paper presented at the American Educational Research Association, San Francisco, CA.Google Scholar
Michaels, S., Shouse, A. W., & Schweingruber, H. A. (2008). Ready, set, science! Putting research to work in k-8 science classrooms. Board on science education, center for education, division of behavioral and social sciences and education. Washington, DC: The National Academies Press.Google Scholar
Moll, L. C. (1990). Introduction. In Moll, L. C. (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 1–27). New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Moll, L. C. (2001). Through the mediation of others: Vygotskian research on teaching. In Richardson, V. (Ed.), Handbook of research on teaching (4th ed., pp. 111–129). Washington, DC: AERA Wittrock, M.C.Google Scholar
Moll, L. C., & Greenberg, J. B. (1990). Creating zones of possibilities: Combining socialcontexts for instruction. In Moll, L. C. (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 319–348). New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Nasir, N. S. (2006). But when is identity?: Challenges and tensions in operationalizing identity in studies of learning. Unpublished manuscript.Google Scholar
Nasir, N. S., & Hand, V. M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76 (4), 449–479.CrossRefGoogle Scholar
Nasir, N.S., Rosebery, A.S., Warren, B., and Lee, C.D. (2006). Learning as a cultural process. In Sawyer, R. K. (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 489–504). New York, NY: Cambridge University Press.Google Scholar
,National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National Academies Press.Google Scholar
,National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: The National Academies Press.Google Scholar
Nussbaum, M. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge: Harvard University Press.Google Scholar
Nussbaum, M. (1999). The discernment of perception: An Aristotelian conception of private and public rationality. In Sherman, N. (Ed.), Aristotle's ethics (pp. 145–181). Lanham: Rowman and Littlefield.Google Scholar
O'Connor, K. (2001). Contextualization and the negotiation of social identities in a situated learning project. Linguistics & Education, 12 (3), 285–308.CrossRefGoogle Scholar
O'Connor, K. (2003). Communicative practice, cultural production, and situated learning: Constructing and contesting identities of expertise in a heterogeneous learning context. In Wortham, S. & Rymes, B. (Eds.), The linguistic anthropology of education. Westport, CT: Praeger.Google Scholar
O'Connor, M. C., & Michaels, S. (1993). Aligning academic task and participation status through revoicing: analysis of a classroom discourse strategy. Anthropology and Education Quarterly, 24 (4), 318–335.CrossRefGoogle Scholar
O'Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks: orchestrating thinking practices in group discussion. In Hicks, D. (Ed.), Child discourse and social learning (pp. 63–102). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Oatley, K., & Nundy, S. (1996). Rethinking the role of emotions in education. In Olson, D. R. & Torrance, N. (Eds.), The handbook of education and human development: New models of learning, teaching, and schooling (pp. 257–274). Oxford, UK: Blackwell.Google Scholar
Ochs, E., Schieffelin, B., & Platt, M., “ in, ed. by.. (1979). Propositions across utterances and speakers. In Ochs, E. & Schieffelin, B. (Eds.), Developmental pragmatics (pp. 251–268). New York, NY: Academic Press.Google Scholar
Packer, M. J., & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontology, not just epistemology. Educational Psychologist, 35 (4), 227–241.CrossRefGoogle Scholar
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1 (2), 117–175.Google Scholar
Payton, J., Weissberg, R. P., Durlack, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., et al. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning (CASEL).Google Scholar
Piaget, J. (1970). Science of education and the psychology of the child (D. Coltman, Trans.). New York, NY: Orion Press.Google Scholar
Polman, J. L. (2004). Dialogic activity structures for project-based learning environments. Cognition and Instruction, 22 (4), 431–466.CrossRefGoogle Scholar
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.Google Scholar
Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1 (4), 209–229.Google Scholar
Rogoff, B. (1995). Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship. In Wertsch, J.V., Rio, P. D, & Alvarez, A (Eds.), Sociocultural studies of mind (pp. 139–164). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.Google Scholar
Rose, M. (1995). Possible lives: The promise of public education in America. Boston, MA: Houghton Mifflin.Google Scholar
Rosebery, A. S., & Warren, B. (2000). Children's ways with words in science and mathematics: A conversation across disciplines. Madison, WI: University of Wisconsin-Madison.Google Scholar
Rosebery, A. S., & Warren, B. (2008). Introduction. In Rosebery, A. S. & Warren, B. (Eds.), Teaching science to English language learners: Building on students' strengths. Arlington, VA: National Science Teachers Association.Google Scholar
Rosebery, A. S., Warren, B., & Conant, F. R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. Journal of Learning Sciences, 2 (1), 61–94.CrossRefGoogle Scholar
Rutherford, F. J., & Ahlgren, A. (1990). Science for all Americans, American Association for the Advancement of Science. New York, NY: Oxford University Press.Google Scholar
Sawyer, R. K. (2006). The Cambridge handbook of the learning sciences. New York, NY: Cambridge University Press.Google Scholar
Schauble, L. (1990). Belief revision in children: The role of prior knowledge and strategies for generating evidence. Journal of Experimental Child Psychology, 49, 31–57.CrossRefGoogle ScholarPubMed
Schauble, L., Klopfer, L., & Raghavan, K. (1991). Students' transformation from an engineering model to a science model of experimentation. Journal of Research in Science Teaching, 28 (9), 859–882.CrossRefGoogle Scholar
Shulman, L. S., & Quinlan, K. M. (1996). The comparative psychology of school subjects. In Berliner, D. & Calfee, R. (Eds.), Handbook of educational psychology (pp. 399–673). New York, NY: Simon & Schuster Macmillan.Google Scholar
Siegler, R. S. (1985). Encoding and the development of problem solving. In Chipman, S. F., Segal, W. & Glaser, R. (Eds.), Thinking and learning skills. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Sinclair, J. M., & Coulthard, R. M. (1975). Toward and analysis of discourse: The English used by teachers and pupils. Oxford: Oxford University Press.Google Scholar
Songer, N. B., & Linn, M. C. (1991). How do students' views of science influence knowledge integration? Journal of Research in Science Teaching, 28(761–784).CrossRefGoogle Scholar
Spiro, M. E. (1982). Collective representations and mental representations in religious symbol systems. In Maquet, J. (Ed.), On symbols in anthropology: Essays in honor of Harry Hoijer (pp. 45–72). Malibu: Udena Publications.Google Scholar
Stevens, R., O'Connor, K., & Garrison, L. (2005). Engineering student identities in the navigation of the undergraduate curriculum. Paper presented at the American Society for Engineering Education Annual Conference & Exposition.Google Scholar
Stigler, J. W., & Hiebert, J. (1998). Teaching is a cultural activity. American Educator, 22 (4), 4–11.Google Scholar
Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York, NY: Cambridge University Press.Google Scholar
Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.Google Scholar
Toulmin, S. (1992). Cosmopolis: The hidden agenda of modernity. Chicago, IL: University of Chicago Press.Google Scholar
Veer, R., (2001). The idea of units of analysis: Vygotsky‘s contribution. In Chaiklin, S. (Ed.), The theory and practice of cultural-historical pedagogy (pp. 93–106). Aarhus, DK: Aarhus University Press.Google Scholar
Veer, R., (2007). Vygotsky in context: 1900–1935. In Daniels, H, Cole, M& Wertsch, J. V(Eds.), The Cambridge companion to Vygotsky (pp. 21–50). New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Oxford, England: Blackwell.Google Scholar
Veresov, N. (1999). Undiscovering Vygotsky: Etudes on the prehistory of cultural-historical psychology. Frankfurt am Main, Germany: Peter Lang.Google Scholar
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Vygotsky, L. S. (1987/1934). Thinking and speech (N. Minick, Trans.). In Rieber, R. W. & Carton, A. S. (Eds.), The collected works of L.S. Vygotsky (Vol. 1). New York, NY: Plenum Press.Google Scholar
Wahl, K. H., & Blackhurst, A. (2000). Factors affecting the occupational and educational aspirations of children and adolescents. Professional School Counseling, 3 (5), 367–374.Google Scholar
Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. S., & Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38 (5), 529–552.CrossRefGoogle Scholar
Warren, B., Rosebery, A. S., & Conant, F. R. (1989). Cherche konnen: science and literacy in language minority classrooms (No. 7305). Cambridge, MA: Bolt, Beranek & Newman.Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Wertsch, J. V. (1988). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.Google Scholar
Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.Google Scholar
Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.Google Scholar
Wertsch, J. V., & Rupert, L. J. (1993). The authority of cultural tools in a sociocultural approach to mediated agency. Cognition and Instruction, 11, 227–240.CrossRefGoogle Scholar
Windschitl, M., Thompson, J., & Braaten, M. (in press). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education.
Wineburg, S., & Grossman, P. (2001). Affect and effect in cognitive approaches to instruction. In Carver, S. & Klahr, D. (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 475–488). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Wortham, S. (2004). The interdependence of social identification and learning. American Educational Research Journal, 41, 715–750.CrossRefGoogle Scholar
Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. New York, NY: Cambridge University Press.Google Scholar
Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458–477.CrossRefGoogle Scholar
Yamakawa, Y., Forman, E., & Ansell, E. (2009). Role of positioning: The role of positioning in constructing an identity in a third grade mathematics classroom. In Kumpulainen, K., Hmelo-Silver, C. E. & César, M. (Eds.), Investigating classroom interaction: Methodologies in action (pp. 179–202). Rotterdam: Sense Publishers.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×