My thanks to Mike Cole, Carol Lee, Phil Chappell, Peter Smagorinsky, Jay
Lemke, Ellice Forman, Ruth Berry, and David Preiss for replies to my
request for "studies in which researchers/theorists have collaborated with
teachers to explicate complex teaching and learning processes in classroom
settings, that simultaneously serve to develop and inspire visions of
teaching excellence." Some of these works are known to me, others not.
All are appreciated.
As promised, here is a listing of the suggestions.
Nice to know you are around, David.
Seems like you couldn't pass up bud mehan's book, Learning Lessons.
Derek Edwards book of a decade or more ago? Must be some Gordon Wells
Lee, C.D. (2004). Double Voiced Discourse: African American Vernacular
English as Resource in Cultural Modeling classrooms In Arnetha Ball and
Sarah W. Freedman (Editors) New Literacies for New Times: Bakhtinian
Perspectives on Language, Literacy, and Learning for the 21st Century. NY:
Cambridge University Press.
Lee, C.D., Rosenfeld, E., Mendenhall, R., Rivers, A. & Tynes, B. (2003).
Cultural Modeling as a Frame for Narrative Analysis. In C. Dauite and C.
Lightfoot (Eds). Narrative Analysis:Studying the Development of Individuals
in Society. Thousand Oaks, CA: Sage Publications.
Lee, C.D. & Majors, Y. (2003) Heading Up the Street: Localized
Opportunities for Shared Constructions of Knowledge. Pedagogy, Culture and
Lee, C.D. (2003). Cultural Modeling: CHAT as a Lens for Understanding
Instructional Discourse Based on African American English Discourse
Patterns. In V. Ageyev, B. Gindis, A. Kozulin, S. Miller (Editors)
Vygotsky and the Culture of Education: Sociocultural Theory and Practice
in the 21st Century. NY: Cambridge University Press.
Lee, C.D. (2001). Is October Brown Chinese? A Cultural Modeling Activity
System for Underachieving Students. American Educational Research
Journal, 38(1), 97-142.
Lee, C.D. Signifying in the Zone of Proximal Development. (2000). In
Carol D. Lee and Peter Smagorinsky (Editors). Vygotskian Perspectives on
Literacy Research. NY: Cambridge University Press.
Lee, C.D. (1995). A Culturally Based Cognitive Apprenticeship: Teaching
African American High School Students Skills in Literary Interpretation.
Reading Research Quarterly, 30(4), 608-631.
Lee, C.D. (1995). Signifying as a Scaffold for Literary Interpretation.
Journal of Black Psychology, 21(4), 357-381.
Lee, C.D. (1993). Signifying as a Scaffold for Literary Interpretation:
The Pedagogical Implications of an African American Discourse Genre.
Urbana, IL: National Council of Teachers of English. [This book is
published as part of the Research Report Series of NCTE. Only
twenty-nine books have been published in this series since 1963.]
I suggest Networks, an online journal available through
Gordon Wells' site
Also, the section "Sociocultural Theory and Application in the
Classroom" in Vygotsky's Educational Theory in Cultural Context
Edited by Alex Kozulin, Boris Gindis, Vladimir S. Ageyev, Suzanne M.
Miller, a Cambridge publication, 2003
Smagorinsky, P., Gibson, N., Moore, C., Bickmore, S., & Cook, L.
(2004). Praxis shock: Making the transition from a student-centered
university program to the corporate climate of schools. English Education,
Johnson, T. S., Smagorinsky, P., Thompson, L., & Fry, P. G. (2003).
Learning to teach the five-paragraph theme. Research in the Teaching of
English, 38, 136-176.
Gallas, K., & Smagorinsky, P. (2002). Approaching texts in school. The
Reading Teacher, 56(1), 54-61.
Smagorinsky, P., Lakly, A., & Johnson, T. S. (2002). Acquiescence,
accommodation, and resistance in learning to teach within a prescribed
curriculum. English Education, 34, 187-213.
O’Donnell-Allen, C., & Smagorinsky, P. (1999). Revising Ophelia: Rethinking
questions of gender and power in school. English Journal, 88(3), 35-42.
Smagorinsky, P., & O’Donnell-Allen, C. (1998). The depth and
dynamics of context: Tracing the sources and channels of engagement and
disengagement in students’ response to literature. Journal of Literacy
Research, 30, 515-559.
Smagorinsky, P., & O’Donnell-Allen, C. (1998). Reading as mediated
and mediating action: Composing meaning for literature through multimedia
interpretive texts. Reading Research Quarterly, 33, 198-226.
Smagorinsky, P., & Coppock, J. (1995). The reader, the text, the
context: An exploration of a choreographed response to literature. Journal
of Reading Behavior, 27, 271-298.
Smagorinsky, P., & Coppock, J. (1995). Reading through the lines:
An exploration of drama as a response to literature. Reading & Writing
Quarterly, 11, 369-391.
Smagorinsky, P., & Coppock, J. (1994). Exploring an evocation of the
literary work: Processes and possibilities of an artistic response to
literature. Reader, Fall, 62-74.
Smagorinsky, P., & Coppock, J. (1994). Exploring artistic response
to literature. In C. K. Kinzer & D. J. Leu (Eds.), Multidimensional
aspects of literacy research, theory, and practice, (pp. 335-341).
Forty-Third Yearbook of the National Reading Conference. Chicago:
National Reading Conference.
Smagorinsky, P., & Coppock, J. (1994). Cultural tools and the
classroom context: An exploration of an alternative response to literature.
Written Communication, 11, 283-310.
Smagorinsky, P., & O’Donnell-Allen, C. (2004). A study of students'
artistic interpretations of Hamlet. In A. Goodwyn & A. Stables (Eds.),
Language and literacy education (pp. 170-191). Thousand Oaks, CA: Sage.
Smagorinsky, P., & O’Donnell-Allen, C. (2000). Idiocultural
diversity in small groups: The role of the relational framework in
collaborative learning. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian
perspectives on literacy research: Constructing meaning through
collaborative inquiry (pp. 165-190). New York: Cambridge University Press.
There's some interesting new work just starting up here, that I am loosely
associated with, in mathematics teaching, with researchers collaborating
with teachers to look at the logics of practice (in Bourdieu's sense) of
teachers by having conversations around videos and scenarios of unusual
possibilities, or just a wide range of options, at various moments in
The lead on this is Patricio Herbst, collaborating with Dan Chazan and a
group of math teachers in various roles from project assistants to
conversation partcipants. It builds on some earlier work by Herbst, contact
him for more info. firstname.lastname@example.org
Rich Lehrer and Leona Schauble have been collaborating with teachers for a
number of years. Here are some of their publications:
Lehrer, R., Jacobson, C., Thoyre, G., Kemeny, V., Danneker, D., Horvath,
J., et al. (in press). Developing understanding of space and geometry in
the primary grades. Mahwah, NJ: Lawrence Erlbaum.
Lehrer, R., & Romberg, T. (1996). Exploring children's data modeling.
Cognition and Instruction, 14(1), 1-43.
Lehrer, R., & Schauble, L. (2004). Modeling natural variation through
distribution. American Educational Research Journal, 41(3), 635-679.
Lehrer, R., & Schauble, L. (in preparation). Reasoning about structure and
function: Children's conceptions of gears.
Lehrer, R., & Schauble, L. (Eds.). (2002a). Investigating real data in the
classroom: Expanding children's understanding of math and science. New
York: Teacher's College Press.
Lehrer, R., & Schauble, L. (Eds.). (2002b). Symbolic communication in
mathematics and science: Co-constituting inscription and thought. Mahwah,
NJ: Lawrence Erlbaum Publishers.
Lehrer, R., Schauble, L., Carpenter, S., & Penner, D. (2000). The
inter-related development of inscriptions and conceptual understanding. In
P. Cobb, E. Yackel & K. McClain (Eds.), Symbolizing and communicating in
mathematics classrooms (pp. 325-360). Mahwah, NJ: Lawrence Erlbaum
Lehrer, R., Schauble, L., & Petrosino, A. J. (2001). Reconsidering the role
of experiment in science education. In K. Crowley, C. D. Schunn & T. Okada
(Eds.), Designing for science: Implications from everyday, classroom, and
professional settings (pp. pp. 251-278). Mahwah, NJ: Lawrence Erlbaum
Lehrer, R., Schauble, L., Strom, D., & Pligge, M. (Eds.). (2001).
Similarity of form and substance: Modeling material kind. Mahwah, NJ:
Lawrence Erlbaum Publishers.
Lehrer, R., & Shumow, L. (1997). Aligning the construction zones of parents
and teachers for mathematics reform. Cognition and Instruction, 15(1),
Strom, D., Kemeny, V., Lehrer, R., & Forman, E. A. (2001). Visualizing the
emergent structure of children's mathematical argument. Cognitive Science,
Englert, C. S., Berry, R., & Dunsmore, K. (2001) A case study of the
apprenticeship process: another perspective on the apprentice and the
scaffolding metaphor. Journal of Learning Disabilities,34, 152-171.
Englert, C. S., Raphael, T. E., & Mariage, T. V. (1998). A multi-year
literacy intervention: transformation and personal change in the community
of the Early Literacy Project . Teacher Education and Special Education,
Englert, C. S., Marige, T. V., & Garmon, M. A. (1998). Accelerating reading
progress in Early Literacy Project classrooms: three exploratory studies.
Remedial and Special Education, 19, 142-159.
Englert, C. S., & Rozendal, M. S. (1996). Nonreaders and nonwriters in
special education: crossing new literacy thresholds. Reading and Writing, 8
Englert, C.S., Garmon, A., Mariage, T. V., Rozendal, M., Tarrant, K., &
Urba, J. (1995). The early literacy project: Connecting across the literacy
curriculum. Learning Disability Quarterly, 18, 253-275.
Englert, C. S., Tarrant, K. L., Mariage, T. V., & Oxer, T. (1994). Lesson
talk as the work of reading groups: The effectiveness of two interventions.
Journal of Learning Disabilities, 27, 165-185.
Englert, C. S., Raphael, T. R., & Mariage, T. V., (1994). Developing a
school-based discourse for literacy learning: A principled search for
understanding. Learning Disability Quarterly, 17, 2-32.
I am just reading a paper by Fenstermacher and Richardson in The Teacher
College Record that might fit nicely your needs. It is called On making
determinations of quality in teaching. (2005). V. 107, ps. 186-213
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