Was Bud Mehans Learning Lessons buried in there somewhere?
mike
On Tue, 08 Mar 2005 14:09:30 -0500, Ellice Forman <ellice+ who-is-at pitt.edu> wrote:
> Here are some more references from Beth Warren and Ann Rosebery and their
> colleagues. They also collaborate with teachers:
>
> Conant, F. R., Rosebery, A., Warren, B., & Hudicourt-Barnes, J. (2001). The
> sound of drums. In E. McIntyre, A. Rosebery & N. Gonzalez (Eds.), Classroom
> diversity: Connecting curriculum to students' lives (pp. 51-61).
> Portsmouth, NH: Heinemann.
> McIntyre, E., Rosebery, A., & Gonzalez, N. (Eds.). (2001). Classroom
> diversity: Connecting curriculum to students' lives. Portsmouth, NH:
> Heinemann.
> Rosebery, A. S., & Puttick, G. M. (1998). Teacher professional development
> as situated sense-making: A case study in science education. Science
> Education, 82, 649-677.
> Rosebery, A. S., Warren, B., & Conant, F. R. (1992). Appropriating
> scientific discourse: Findings from language minority classrooms. The
> Journal of the Learning Sciences, 2(1), 61-94.
> Warren, B., & Rosebery, A. S. (1993). Equity in the future tense:
> Redefining relationships among teachers, students, and science in
> linguistic minority classrooms. In W. Secada, E. Fennema & L. Byrd (Eds.),
> New directions in equity for mathematics education. New York: Cambridge
> University Press.
> Warren, B., & Rosebery, A. S. (1996). "This question is just too, too
> easy!": Students' perspectives on accountability in science. In L. Schauble
> & R. Glaser (Eds.), Innovations in learning new environments for education
> (pp. 97-125). Mahwah, NJ: Lawrence Erlbaum Associates.
> Warren, B., Rosebery, A. S., & Conant, F. R. (1991). Discourse and social
> practices: Learning science in language minority classrooms. Biliteracy:
> Theory and Practice.
>
> --On Tuesday, March 08, 2005 11:26 AM -0600 David H Kirshner
> <dkirsh@lsu.edu> wrote:r
>
> >
> >
> >
> >
> > 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.
> >
> > David Kirshner
> > _____________________________________________________________
> >
> >
> > 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
> > around.
> > Mike Cole
> > _____________________________
> >
> >
> > 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
> > Society, 11(1)49-68).
> >
> > 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.]
> > _____________________________
> >
> >
> > David,
> > I suggest Networks, an online journal available through
> > Gordon Wells' site
> > http://education.ucsc.edu/faculty/gwells/networks/
> > 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
> > Phil Chappell
> > _____________________________
> >
> >
> > 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, 36. 214-245.
> > 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
> > classroom teaching.
> >
> > 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. pgherbst@umich.edu
> >
> > Jay Lemke
> > _____________________________
> >
> >
> > 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
> > Associates.
> > 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 Associates.
> > 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), 41-83.
> > Strom, D., Kemeny, V., Lehrer, R., & Forman, E. A. (2001). Visualizing the
> > emergent structure of children's mathematical argument. Cognitive Science,
> > 25, 733-773.
> >
> > Ellice Forman
> > _____________________________
> >
> >
> > 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,
> > 21, 255-277.
> >
> > 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 , 87-103.
> >
> > 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
> > David Preiss
> > _____________________________
> >
>
> Ellice Ann Forman
> Department of Instruction and Learning
> University of Pittsburgh
> 5M38 WWPH
> Pittsburgh, PA 15260
> (412) 648-7022
>
>
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