The Embeddedness of Reading in Classroom Life

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2014.  In Theoretical Models of Learning and Literacy Development [Literacy Research, Practice and Evaluation, 4], ► pp. 191 ff.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Green, Judith L., W. Douglas Baker, Monaliza Maximo Chian, Carmen Vanderhoof, LeeAnna Hooper, Gregory J. Kelly, Audra Skukauskaite & Melinda Z. Kalainoff

2020. Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach. Review of Research in Education 44:1 ► pp. 161 ff.

Heap, James L.

1997.  In Encyclopedia of Language and Education, ► pp. 217 ff.

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.

Jennings, Louise B.

2015.  In As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice, ► pp. 185 ff.

Kalainoff, Melinda Z. & Matthew G. Clark

2017.  In Leader Development Deconstructed, ► pp. 209 ff.

Kang, Emily J. S. & Julie A. Bianchini

2013.  In Moving the Equity Agenda Forward [Cultural Studies of Science Education, 5], ► pp. 261 ff.

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.

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.

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.

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.

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.

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.

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.

LeBlanc, Robert Jean

2020. Literary theory across genre chains: intertextual traces in reading/writing/talking literary theory in the high school classroom. English in Education ► pp. 1 ff.

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.

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.

Patrick, Patricia G. & Sue Dale Tunnicliffe

2013.  In Zoo Talk, ► pp. 115 ff.

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.

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.

Rex, Lesley A.

2001. The Remaking of a High School Reader. Reading Research Quarterly 36:3 ► pp. 288 ff.

ROGERS, THERESA, ELIZABETH MARSHALL & CYNTHIA A. TYSON

2006. Dialogic narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings. Reading Research Quarterly 41:2 ► pp. 202 ff.

Schlichting, Kathleen & Kathy R. Fox

2015. An authentic assessment at the graduate level: a reflective Capstone Experience. Teaching Education 26:3 ► pp. 310 ff.

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.

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.

This list is based on CrossRef data as of 22 january 2021. 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.