>Kevin, there's so much -- what do you already know about?
Hi Judy,
I'm pleasantly surprised to hear you say there's a lot of such work out there.
I guess I'm thinking, in part, of looking at classroom discourse as
practice and asking what kind of mind it produces. One piece I've come back
to many times is Norris Minick's analysis of the development of
representational speech/bracketing of situational sense in the primary
grades. (1993, In Chaiklin and Lave, Understanding practice.)
What are other good examples of that kind of historical work, or other
CHAT-related analyses? I'm not imagining a comprehensive list, of course,
but just some that seem particularly useful.
many thanks,
Kevin
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