Article published in:
Towards a Critical Sociology of Reading Pedagogy: Papers of the XII World Congress on Reading
Edited by Carolyn Baker and Allan Luke
[Pragmatics & Beyond New Series 19] 1991
► pp. 141
Cited by

Cited by 41 other publications

No author info given
2014.  In Theoretical Models of Learning and Literacy Development [Literacy Research, Practice and Evaluation, ],  pp. 191 ff. Crossref logo
Bianchini, Julie A. & Lynnette M. Cavazos
2007. Learning from students, inquiry into practice, and participation in professional communities: Beginning teachers' uneven progress toward equitable science teaching. Journal of Research in Science Teaching 44:4  pp. 586 ff. Crossref logo
Bianchini, Julie A., Bryan A. Hilton-Brown & Therese D. Breton
2002. Professional development for university scientists around issues of equity and diversity: Investigating dissent within community. Journal of Research in Science Teaching 39:8  pp. 738 ff. Crossref logo
Bianchini, Julie A., Carol C. Johnston, Susannah Y. Oram & Lynnette M. Cavazos
2003. Learning to teach science in contemporary and equitable ways: The successes and struggles of first-year science teachers. Science Education 87:3  pp. 419 ff. Crossref logo
Bianchini, Julie A. & Eric M. Solomon
2003. Constructing views of science tied to issues of equity and diversity: A study of beginning science teachers. Journal of Research in Science Teaching 40:1  pp. 53 ff. Crossref logo
Bielman, Virginia A., Leann G. Putney & Neal Strudler
2003. Constructing Community in a Postsecondary Virtual Classroom. Journal of Educational Computing Research 29:1  pp. 119 ff. Crossref logo
Brooks, Lonny J.A. & Reynaldo Anderson
2017.  In Envisioning futures for environmental and sustainability education,  pp. 385 ff. Crossref logo
Connor, Carol McDonald, Christopher Schatschneider, Frederick J. Morrison, Claire Cameron Ponitz, Shayne B. Piasta, Barry J. Fishman, Elizabeth Coyne Crowe, Stephanie Glasney & Phyllis S. Underwood
2009. Back to the Future: Contrasting Scientific Styles in Understanding Reading. Educational Researcher 38:7  pp. 537 ff. Crossref logo
Crawford, Teresa
2005. What counts as knowing: Constructing a communicative repertoire for student demonstration of knowledge in science. Journal of Research in Science Teaching 42:2  pp. 139 ff. Crossref logo
Crawford, Teresa
2008. Winning the Epistemological Struggle: Constructing a Cultural Model of Shared Authority in an Elementary Classroom. Teachers College Record: The Voice of Scholarship in Education 110:8  pp. 1706 ff. Crossref logo
Crawford, Teresa, Gregory J. Kelly & Candice Brown
2000. Ways of Knowing beyond Facts and Laws of Science: An Ethnographic Investigation of Student Engagement in Scientific Practices. Journal of Research in Science Teaching 37:3  pp. 237 ff. Crossref logo
Córdova, Ralph A. & Amanda L. Matthiesen
2010. Reading, Writing, and Mapping Our Worlds Into Being: Shared Teacher Inquiries Into Whose Literacies Count. The Reading Teacher 63:6  pp. 452 ff. Crossref logo
Dixon, Carol, Judith Green, Beth Yeager, Doug Baker & María Fránquiz
2000. “I Used To Know That”: What Happens When Reform Gets Through The Classroom Door. Bilingual Research Journal 24:1-2  pp. 113 ff. Crossref logo
DOĞAN ALTUN, Zübeyde & Ithel JONES
2017. PRESCHOOL CHILDREN'S VERBAL COMMUNICATION WITHIN TWO DIFFERENT CLASSROOM SETTINGS [en]. Elektronik Sosyal Bilimler Dergisi 16:61  pp. 466 ff. Crossref logo
Ellenbogen, Kirsten M., Jessica J. Luke & Lynn D. Dierking
2004. Family learning research in museums: An emerging disciplinary matrix?. Science Education 88:S1  pp. S48 ff. Crossref logo
Freitas, Cláudia Avellar & Maria Lucia Castanheira
2007. Talked Images: Examining the Contextualised Nature of Image Use. Pedagogies: An International Journal 2:3  pp. 151 ff. Crossref logo
Freppon, Penny A. & Ellen McIntyre
1999. A Comparison of Young Children Learning to Read in Different Instructional Settings. The Journal of Educational Research 92:4  pp. 206 ff. Crossref logo
Heap, James L.
1997.  In Encyclopedia of Language and Education,  pp. 217 ff. Crossref logo
Jennings, Louise B.
2010. Challenges and possibilities of Holocaust education and critical citizenship: An ethnographic study of a fifth-grade bilingual class revisited. PROSPECTS 40:1  pp. 35 ff. Crossref logo
Jennings, Louise B.
2015.  In As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice,  pp. 185 ff. Crossref logo
Johnson, Sarah Jean & Hasmik Avetisian Cochran
2021. Collaborative research into the “hidden worlds” of children’s peer reading. Journal of Early Childhood Research 19:3  pp. 381 ff. Crossref logo
Kalainoff, Melinda Z. & Matthew G. Clark
2017.  In Leader Development Deconstructed,  pp. 209 ff. Crossref logo
Kang, Emily J. S. & Julie A. Bianchini
2013.  In Moving the Equity Agenda Forward [Cultural Studies of Science Education, 5],  pp. 261 ff. Crossref logo
Kelly, Gregory J & Candice Brown
2002. Communicative Demands of Learning Science Through Technological Design: Third Grade Students’ Construction of Solar Energy Devices. Linguistics and Education 13:4  pp. 483 ff. Crossref logo
Kelly, Gregory J., Candice Brown & Teresa Crawford
2000. Experiments, contingencies, and curriculum: Providing opportunities for learning through improvisation in science teaching. Science Education 84:5  pp. 624 ff. Crossref logo
Kelly, Gregory J. & Catherine Chen
1999. The sound of music: Constructing science as sociocultural practices through oral and written discourse. Journal of Research in Science Teaching 36:8  pp. 883 ff. Crossref logo
Kelly, Gregory J., Catherine Chen & Teresa Crawford
1998. Methodological considerations for studying science-in-the-making in educational settings. Research in Science Education 28:1  pp. 23 ff. Crossref logo
Kelly, Gregory J., Catherine Chen & William Prothero
2000. The epistemological framing of a discipline: Writing science in university oceanography. Journal of Research in Science Teaching 37:7  pp. 691 ff. Crossref logo
Kumpulainen, Kristiina & Sinikka Kaartinen
2000. Situational mechanisms of peer group interaction in collaborative meaning-making: Processes and conditions for learning. European Journal of Psychology of Education 15:4  pp. 431 ff. Crossref logo
Kumpulainen, Kristiina & Mika Mutanen
1999. The situated dynamics of peer group interaction: an introduction to an analytic framework. Learning and Instruction 9:5  pp. 449 ff. Crossref logo
LeBlanc, Robert Jean
2021. Literary theory across genre chains: intertextual traces in reading/writing/talking literary theory in the high school classroom. English in Education 55:2  pp. 177 ff. Crossref logo
Luke, Allan
1995. Chapter 1: Text and Discourse in Education: An Introduction to Critical Discourse Analysis. Review of Research in Education 21:1  pp. 3 ff. Crossref logo
Parsons, Eileen R. C., Lynn Uyen Tran & Crystall Travis Gomillion
2008. An Investigation of Student Roles within Small, Racially Mixed Science Groups: A racial perspective. International Journal of Science Education 30:11  pp. 1469 ff. Crossref logo
Patrick, Patricia G. & Sue Dale Tunnicliffe
2013.  In Zoo Talk,  pp. 115 ff. Crossref logo
Poole, Deborah
2008. Interactional Differentiation in the Mixed-Ability Group: A Situated View of Two Struggling Readers. Reading Research Quarterly 43:3  pp. 228 ff. Crossref logo
Rex, Lesley A, Timothy J Murnen, Jack Hobbs & David McEachen
2002. Teachers’ Pedagogical Stories and the Shaping of Classroom Participation: “The Dancer” and “Graveyard Shift at the 7-11”. American Educational Research Journal 39:3  pp. 765 ff. Crossref logo
Rex, Lesley A.
2001. The Remaking of a High School Reader. Reading Research Quarterly 36:3  pp. 288 ff. Crossref logo
2006. Dialogic narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings. Reading Research Quarterly 41:2  pp. 202 ff. Crossref logo
Schlichting, Kathleen & Kathy R. Fox
2015. An authentic assessment at the graduate level: a reflective Capstone Experience. Teaching Education 26:3  pp. 310 ff. Crossref logo
Tuyay, Sabrina, Louise Jennings & Carol Dixon
1995. Classroom discourse and opportunities to learn: An ethnographic study of knowledge construction in a bilingual third‐grade classroom. Discourse Processes 19:1  pp. 75 ff. Crossref logo
Wu, Hsin-Kai
2003. Linking the microscopic view of chemistry to real-life experiences: Intertextuality in a high-school science classroom. Science Education 87:6  pp. 868 ff. Crossref logo

This list is based on CrossRef data as of 06 august 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.