Examining Classroom Interactions Related to Difference in Students' Science Achievement

Science Education

Volumn 87, Issue 1, 2003, Pages 40-63

  Zady, Madelon F ^a   Portes, Pedro R ^b   Ochs, V Dan ^b  

^a BELLARMINE UNIVERSITY   (United States)

^b UNIVERSITY OF LOUISVILLE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0037227471     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/sce.1053     Document Type: Article

References (75)

1. American Association for the Advancement of Science (AAAS). (1990). The liberal art of science: Agenda for action. Washington, DC: AAAS.
2. Baker, D. P. (1997). Surviving TIMSS: Or everything you blissfully forgot about international comparisons. Phi Delta Kappan, 79, 295-300.
3. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79.
4. Bracey, G. W. (2000). The TIMSS "final year" study and report: A critique. Educational Researcher, 29, 4-10.
5. Brady, I., & Kumar, A. (2000). Some thoughts on sharing science. Science Education, 84, 507-523.
6. Brophy, J. (1988a). Research linking teacher behavior to student achievement: Potential implications for instruction of Chapter 1 students. Educational Psychologist, 23, 235-286.
7. Brophy, J. (1988b). If only it were true: A response to Geer. Educational Researcher, 12, 10-12.
8. Carlsen, W. S. (1993). Teacher knowledge and discourse control: Quantitative evidence from novice biology teachers' classrooms. Journal of Research in Science Teaching, 30(5), 471-481.
9. Cazden, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth: Heinemann Educational Books.
10. Cole, M. (1985). The zone of proximal development: Where culture and cognition create each other. In J. V. Wertsch (Ed.), Culture, communication and cognition (pp. 146-161). New York: Cambridge University Press.
11. Cole, M., & Engstrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed Cogntition (pp. 1-46). Cambridge: Cambridge University Press.
12. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing and mathematics. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Erlbaum.
13. Cuban, L. (1988). Response to Brophy. Educational Psychologist, 23, 286-296.
14. Eckert, P. (1989). Jocks and burnouts: Social categories and identity in the high school. New York: Teachers College Press.
15. Fine, M. (1991). Framing dropouts: Notes on the politics of an urban public high school. Albany, NY: State University of New York Press.
16. Fontinhas, F., Morais, A. M., & Neves, I. P. (1995). Students' coding orientation and school socializing context in their relation with students' scientific achievement. Journal of Research in Science Teaching, 32, 445-462.
17. Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science and achievement in science knowledge. Journal of Research in Science Teaching, 34, 343-357.
18. Gallimore, R., Goldenberg, C. N., & Weisner, T. S. (1992). The social construction of subjective reality of activity settings: Implications for community psychology. American Journal of Community Psychology, 21(44), 537-559.
19. Gagne, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). New York: Holt, Rinehart and Winston.
20. Gee, J. (1989). What is literacy? Journal of Education, 171, 18-25.
21. Giesen, P., & Sirotnik, K. A. (1979). The methodology of classroom observations in a study of schooling. Technical Report #5. Los Angeles: University of California. ERIC document number ED 214875.
22. Goodlad, J. I. (1984). A place called school. New York: McGraw-Hill.
23. Griffin, P., & Cole, M. (1984). Current activity for the future: The zo-ped. In B. Rogoff & J. V. Wertsch (Eds.), Children's learning in the "ZPD" (pp. 45-65). San Francisco, CA Jossey-Bass.
24. Hodson, D. (1999). Going beyond cultural pluralism: Science education for sociopolitical action. Science Education, 83, 775-796.
25. Hogan, K. (1999). Thinking aloud together: A test of an intervention to foster students' collaborative reasoning. Journal of Research in Science Teaching, 36, 1085-1109.
26. Holliday, W. G., Yore, L. D., & Alvermann, D. E. (1994). The reading-science learning-writing connections: Breakthroughs, barriers, and promises. Journal of Research in Science Teaching, 31, 877-893.
27. Howe, A. C. (1996). Development of science concepts within a Vygotskian framework. Science Education, 80, 35-51.
28. Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science Education, 82, 407-416.
29. Jones, M. G., & Carter, G. (1994). Verbal and nonverbal behavior of ability-grouped dyads. Journal of Research in Science Teaching, 31, 603-619.
30. Laugksch, R. C. (2000). Scientific literacy: A conceptual view. Science Education, 84, 71-94.
31. Levine, J. M., & Moreland, R. L. (1991). Culture and socialization in work groups. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 257-282). Washington, DC: American Psychological Association.
32. Lewis, A. C. (1999). As others see us. Phi Delta Kappan, 80, 339-340.
33. Lofland, J., & Lofland, L. H. (1984). Analyzing social settings (2nd ed.). Belmont, CA: Wadsworth.
34. Lumpe, A. T., & Staver, J. R. (1995). Peer collaboration and concept development: Learning about photosynthesis. Journal of Research in Science Teaching, 32, 71-98.
35. McCarthy, C. (1988). The uses of culture: Education and the limits of ethnic identification. New York: Routledge.
36. McNeil, L. M. (1986). Contradictions of control: School structure and school knowledge. London, UK: Routledge and Kegan Paul.
37. Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.
38. Mishler, E. (1986). Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press.
39. Moll, L. C. (1990). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. New York: Cambridge University Press.
40. Mullis, I. V. S., & Jenkins, L. B. (1988). The science report card: Elements of risk and recovery. National Assessment of Educational Progress (NAEP). Princeton, NJ: The Educational Testing Service.
41. National Assessment of Educational Progress (NAEP). (1996). Science performance standards. Washington, DC: National Assessment Governing Board.
42. National Science Education Standards (NSES). (1996). National Research Council. Washington, DC: National Academy Press.
43. National Science Teachers Association (NSTA). (2002). National survey provides snapshot of K-12 science classrooms. National Science Teachers Association Reports, 13(4), 1.
44. Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge, MA: Cambridge University Press.
45. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
46. O'Connor, M. C., & Michaels, S. (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology and Education Quarterly, 24, 318-335.
47. Page, R. N. (1991). Lower track classrooms: A curricular and cultural perspective. New York: Teachers College Press.
48. Palincsar, A. M., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1, 117-175.
49. Portes, P. R. (1996). Ethnicity and culture in education and psychology. In D. Berliner & R. Calfee (Eds.), The handbook of educational psychology (pp. 331-357). New York: McMillan.
50. Portes, P. R., Zady, M. F., & Dunham, R. M. (1998). The effects of parents' assistance on middle school students' problem solving and achievement. Journal of Genetic Psychology, 159, 163-178.
51. Pratt, H. (2002). The science or learning: A shift in frame of reference. National Science Teachers Association Reports, 13(4), 2-3.
52. Purcell-Gates, V. (1994). Relationships between parental literacy skills and functional uses of print and children's ability to learn literacy skills. Washington, DC: National Institute for Literacy. Paper under Grant no. X257A20223.
53. Radziszewska, B., & Rogoff, B. (1991). Children's guided participation in planning imaginary errands with skilled adult or peer partners. Developmental Psychology, 27, 381-389.
54. Rodriguez, A. (1997). The dangerous discourse of invisibility: A critique of the National Research Council's National Science Education Standards. Journal of Research in Science Teaching, 34(1), 19-37.
55. Ross, D. D., Bondy, E., & Kyle, D. W. (1993). Reflective teaching for student empowerment. New York: Macmillan.
56. Roth, W.-M. (1997). Interactional structures during a grade 4-5 open-design engineering unit. Journal of Research in Science Teaching, 34, 273-302.
57. Roth, W.-M., & Roychoudhury, A. (1993). The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students. Journal of Research in Science Teaching, 30, 503-534.
58. Russell, T. (1983). Analyzing arguments in science classroom discourse: Can teachers' questions distort scientific authority? Journal of Research in Science Teaching, 20, 27-45.
59. Rutherford, F. J., & Ahlgren, A. (1989). Project 2061. Science for all Americans. Washington, DC: American Association for the Advancement of Science.
60. Shepardson, D. P. (1999). Learning science in a first grade science activity: A Vygotskian perspective. Science Education, 83, 621-638.
61. Shymansky, J. A., Hedges, L. V., & Woodworth, G. (1990). A reassessment of the effects of inquiry-based science curricula of the 60s on student performance. Journal of Research in Science Teaching, 27, 127-144.
62. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
63. Spradley, J. P., & McCurdy, D. W. (1972). The cultural experience ethnography in complex society. Chicago: Science Research Associates.
64. Stallings, J. A. (1980). Allocated reading time revisited or beyond time on task. Educational Researcher, 9(11), 11-16.
65. Stallings, J., & Kaskowitz, D. (1974). Follow through classroom observation evaluation (1972-1973), SRI Project URU-7370. Stanford, CA: Stanford Research Institute.
66. Stipek, D., Feller, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children's achievement and motivation. Child Development, 66, 209-221.
67. Stohr-Hunt, P. M. (1996). An analysis of frequency of hands-on experience and science achievement. Journal of Research in Science Teaching, 33, 101-109.
68. Stringfield, S., & Teddlie, C. (1991). Observers as predictors of schools' multi-year outlier status. Elementary School Journal, 91(4), 357-376.
69. Tannen, D. (1994). Gender and discourse. Oxford: Oxford University Press.
70. Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge, MA: Cambridge University Press.
71. Tudge, J. (1990). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge, MA: Cambridge University Press.
72. Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press. (Original work published 1934.)
73. Weisner, T. S., Gallimore, R., & Jordan, C. (1988). Unpackaging cultural effects on classroom learning: Hawaiian peer assistance and child-generated activity. Anthropology and Education Quarterly, 19, 327-353.
74. Whitford, B. L., & Kyle, D. W. (1984, April 23-27). Interdisciplinary teaming: Initiating change in a middle school. Paper presented at the Annual Meeting of the AERA, New Orleans, USA.
75. Zady, M. F., & Portes, P. R. (2001). When low SES parents cannot assist their children in solving science problems. Journal of Education of Students Placed At Risk, 6(3), 215-229.