Hi Peg,
these, for example, involve 2 fulltime teachers, 2 researchers, who
also were teaching with the other two . Michael
Roth, W.-M., Tobin, K., Carambo, C., & Dalland, C. (in press).
Coordination in coteaching: Producing alignment in real time. Science
Education, ••, •••–•••.
Roth, W.-M., Tobin, K., Carambo, C., & Dalland, C. (2004). Coteaching:
Creating resources for learning and learning to teach chemistry in
urban high schools. Journal of Research in Science Teaching, 41 (9),
882–904.
On 21-Mar-05, at 8:46 AM, Peg Griffin wrote:
> Thank you. What a lovely bunch of pages the page opens up to!
> ----- Original Message -----
> From: Gordon Wells
> To: xmca@weber.ucsd.edu
> Sent: Sunday, March 20, 2005 4:35 PM
> Subject: Re: microanalysis of teaching/learning
>
> David asked - a couple of weeks ago -
>
> I am trying to get a hold of key 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.
>
> You'll find several articles on my webpage. See also Dialogic Inquiry
> (Cambridge U.P.)
>
> Gordon
>
> --
>
> Gordon Wells
> Dept of Education, http://education.ucsc.edu/faculty/gwells
> UC Santa Cruz.
> gwells@ucsc.edu
This archive was generated by hypermail 2b29 : Sun May 01 2005 - 01:00:06 PDT