The moral implications of teacher-child discourse in early childhood classrooms

Early Childhood Research Quarterly

Volumn 11, Issue 4, 1996, Pages 515-534

  Buzzelli, Cary A ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0347246513     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0885-2006(96)90020-4     Document Type: Article

References (60)

1. Anning A. Teachers' theories about children's learning. Claderhead J. Teachers' professional learning. 1988;128-145 Falmer, London.
2. Ayers W. To teach. 1993;Teachers College Press, New York.
3. Bakhtin M.M. Holquist M. The dialogic imagination. 1981;University of Texas Press, Austin.
4. Bakhtin M.M. Emerson Caryl, Holquist Michael. Speech genres and other late essays. 1986;University of Texas Press, Austin. V.W. McGee, Trans.
5. Ball D.L., Wilson S.M. Integrity in teaching: Recognizing the fusion of the moral and intellectual. American Educational Research Journal. 33:1996;155-192.
6. Burbules N. Dialogue in teaching: Theory and practice. 1993;Teachers College Press, New York.
7. Buzzelli C.A. Young children's moral understanding: Learning about right and wrong. Young Children. 47:1992;47-53.
8. Buzzelli C.A. Morality in a social context. Child and Youth Care Forum. 22:1993;375-386.
9. Buzzelli C.A. Teacher-child discourse in the early childhood classroom: A dialogic model of self-regulation and moral development. Reifel S. Advances in early eduation and day care. Vol. 7:1995;271-294 JAI Press, Greenwich, CT.
10. Buzzelli C.A. (in press). Origins, differences and the origins of differences in moral development: Parent-child discourse as moral activity. Developmental Review.
11. Cazden C. Classroom discourse: The language of teaching and learning. 1988;Heinemann, Portsmouth, NH.
12. Charlesworth R., Hart C.H., Burts D.C., DeWolf M. The LSU studies: Building a research base for developmentally appropriate practice. Reifel S. Advances in early education and day care: Perspectives in developmentally appropriate practice. 5:1993;3-28.
13. Christie F. Pedagogical and content registers in a writing lesson. Linguistics and Education. 3:1991;203-224.
14. Cobb P., Wood T., Yackel E. Discourse, mathematical thinking, and classroom practice. Forman E., Minik N., Stone C.A. Contexts for learning: Sociocultural dynamics in children's development. 1993;91-119 Oxford University Press, Oxford.
15. Connelly F.M., Clandinin D.J. Teachers as curriculum planners: Narratives of experience. 1988;Teachers College Press, New York.
16. DeVries R., Haney J., Zan B. Sociomoral atmosphere in direct-instruction, eclectic, and constructivist kindergartens: A study of teachers' enacted interpersonal understanding. Early Childhood Research Quarterly. 6:1991;449-471.
17. DeVries R., Reese-Learned H., Morgan P. Sociomoral development in direct-instruction, eclectic, and constructivist kindergartens: A study of children's enacted interpersonal understanding. Early Childhood Research Quarterly. 6:1991;473-517.
18. DeVries R., Zan B. Moral classrooms, moral children: Creating a constructivist atmosphere in early education. 1994;Teachers College Press, New York.
19. Dewey J. The child and the curriculum. 1902;University of Chicago Press, Chicago.
20. Dewey J. Moral principles in education. 1909;Houghton Mifflin, Boston.
21. Dewey J. Experience and education. 1938;Macmillan, New York.
22. Dillon J.T. Questioning and discussion: A multidisciplinary study. 1988;Ablex, Norwood, NJ.
23. Dillon J.T. Using discussion in classrooms. 1994;Open University Press, Buckingham, England.
24. Edwards D., Mercer N. Common knowledge: The development of understanding in the classroom. 1987;Methuen, London.
25. Edwards A.D., Westgate D.P.G. Investigating classroom talk. 1994;Falmer, London.
26. Emerson C. The outer word and inner speech: Bakhtin, Vygotsky and the internalization of language. Morson G.S. Bakhtin: Essays and dialogues on his work. 1981;21-40 University of Chicago Press, Chicago.
27. Hughes M., Westgate D. Re-appraising talk in nursery and reception classes. Education, 3-13. 16:(2):1988;9-15.
28. Hughes M., Westgate D. Activities and the quality of pupil talk in nursery and reception classes. Education, 3-13. 18:(2):1990;41-47.
29. Jackson P., Boostrom R., Hansen D. The moral life of schools. 1993;Jossey-Bass, San Francisco.
30. Kagan D.M. Ways of evaluating teacher cognition: Inferences concerning the Goldilocks principle. Review of Educational Research. 60:1990;419-469.
31. Lemke J. Using language in the classroom. 1985;Deakin University Press, Geelong, Victoria, Australia.
32. Lemke J. Talking science: Language, learning, and values. 1990;Ablex, Norwood, NJ.
33. Lemke J. Textual politics: Discourse and social dynamics. 1995;Taylor & Francis, London.
34. Lotman Yu.M. Text within a text. Soviet Psychology. 26:(3):1988;32-51.
35. Maher F.A., Tetreault M.K. The feminist classroom. 1994;Basic Books, New York.
36. Mehan H. Learning lessons: Social organization in the classroom. 1979;Harvard University Press, Cambridge, MA.
37. Moll L.C. Vygotsky and education: Instructional implications and applications of sociohistorical psychology. 1990;Cambridge University Press, Cambridge.
38. Noddings N. Caring: A feminist approach to ethics and development. 1984;University of California Press. Berkeley.
39. Noddings N. The challenge to care in schools: An alternative approach to education. 1992;Teachers College Press, New York.
40. Norman K. Thinking voices: The work of the National Oracy Project. 1992;Hodder & Stoughton, London. (for the National Curriculum Council).
41. Oser F.K., Dick A., Patry J.L. Effective and responsible teaching: The new synthesis. 1992;Jossey-Bass, San Francisco.
42. Palincsar A.S., Brown A.L., Campione J.C. First-grade dialogues for knowledge acquisition and use. Forman E., Minik N., Stone C.A. Contexts for learning: Sociocultural dynamics in children's development. 1993;43-57 Oxford University Press, Oxford.
43. Ramirez J.D. The functional differentiation of social and private speech: A dialogic approach. Diaz R.M., Berk L.E. Private speech: From social interaction to self-regulation. 1992;199-214 Erlbaum, Hillsdale, NJ.
44. Rice S., Burbules N.C. Communicative virtues and educational relations. Alexander H. Philosophy of education 1992: Proceedings of the forty-eighth annual meeting of the Philosophy of Education Society. 1993;34-44 Philosophy of Education Society, Normal, IL.
45. Sinclair J.M., Couthard R.M. Towards an analysis of discourse: The English used by teachers and pupils. 1975;Oxford University Press, London.
46. Sockett H. The moral base for teacher professionalism. 1993;Teachers College Press, New York.
47. Tizard B., Hughes M. Young children learning: Talking and thinking at home and at school. 1984;Fontana, London.
48. Tom A. Teaching as a moral craft. 1984;Longman, New York.
49. Voloshinov V.N. Marxism and the philosophy of language. 1929/1973;Seminar Press, New York. (Original work published 1929).
50. Vygotsky L.S. Mind in society. 1978;Harvard University Press, Cambridge, MA.
51. Vygotsky L.S. Consciousness as a problem in the psychology of behavior. Soviet Psychology. 17:(4):1979;3-35.
52. Wells G. The centrality of talk in education. Norman K. Thinking voices: The work of the National Oracy Project. 1992;283-310 Hodder & Stoughton, London. (for the National Curiculum Council).
53. Wells G. Revaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the cl. Linguistics and Education. 5:1993;1-37.
54. Wertsch J. Vygotsky and the social formation of mind. 1985;Harvard University Press, Cambridge, MA.
55. Wertsch J. Voices of the mind: A sociocultural approach to mediated action. 1991;Harvard University Press, Cambridge, MA.
56. Wertsch J., Smolka A.L. Continuing the dialogue: Vygotsky, Bakhtin and Lotman. Daniels H. Charting the agenda: Educational activity after Vygotsky. 1993;69-92 Routledge, New York.
57. Wertsch J.V., Toma C. Discourse and learning in the classroom: A Sociocultural approach. Steffe L., Gale J. Constructivism in education. 1995;159-174 Erlbaum, Hillsdale, NJ.
58. Wertsch J., Tulviste P., Hagstrom F. A sociocultural approach to agency. Forman E., Minick N., Stone C.A. Contexts for learning: Sociocultural dynamics in children 's development. 1993;336-356 Oxford University Press, New York.
59. Wood D. Teaching talk: How modes of teacher talk affect pupil participation. Norman K. Thinking voices: The work of the National Oracy Project. 1992;203-214 Hodder & Stoughton, London. (for the National Curriculum Council).
60. Young R. Critical theory and classroom talk. 1992;Multilingual Matters LTD, Clevedon, England.