메뉴 건너뛰기




Volumn 37, Issue 6, 2004, Pages 534-549

Interanimation: Repositioning possibilities in educational contexts

Author keywords

[No Author keywords available]

Indexed keywords


EID: 10044221724     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/00222194040370060901     Document Type: Review
Times cited : (8)

References (145)
  • 1
    • 0001847731 scopus 로고
    • The legacy of "slow it down and make it more concrete."
    • J. Zutell & S. McCormick (Eds.), Oak Creek, WI: National Reading Conference
    • Allington, R. L. (1991). The legacy of "slow it down and make it more concrete." In J. Zutell & S. McCormick (Eds.), Learner factors/teacher factors: Issues in literacy research and instruction (pp. 19-29). Oak Creek, WI: National Reading Conference.
    • (1991) Learner Factors/teacher Factors: Issues in Literacy Research and Instruction , pp. 19-29
    • Allington, R.L.1
  • 2
    • 84970393019 scopus 로고
    • Overrepresentation of minority students in special education: A continuing debate
    • Artiles, A. J., & Trent, S. C. (1994). Overrepresentation of minority students in special education: A continuing debate. The Journal of Special Education, 27, 410-437.
    • (1994) The Journal of Special Education , vol.27 , pp. 410-437
    • Artiles, A.J.1    Trent, S.C.2
  • 4
    • 0005555156 scopus 로고    scopus 로고
    • Multiples of evidence, time, and perspective: Revising the study of teaching and learning
    • E. Lagemann & L. S. Shulman, (Eds.), San Francisco: Jossey-Bass
    • Ball, D. L., & Lampert, M. (1999). Multiples of evidence, time, and perspective: Revising the study of teaching and learning. In E. Lagemann & L. S. Shulman, (Eds.), Issues in educational research: Problems and possibilities (pp. 371-398). San Francisco: Jossey-Bass.
    • (1999) Issues in Educational Research: Problems and Possibilities , pp. 371-398
    • Ball, D.L.1    Lampert, M.2
  • 7
    • 0036579245 scopus 로고    scopus 로고
    • The culture builder
    • Barth, R. S. (2001). The culture builder. Educational Leadership, 59(8), 6-11.
    • (2001) Educational Leadership , vol.59 , Issue.8 , pp. 6-11
    • Barth, R.S.1
  • 8
    • 85110599278 scopus 로고    scopus 로고
    • Theoretical foundations for social justice in education
    • M. Adams, L. A. Bell, & P. Griffin (Eds.), New York: Routledge
    • Bell, L. A. (1997). Theoretical foundations for social justice in education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook (pp. 3-15). New York: Routledge.
    • (1997) Teaching for Diversity and Social Justice: A Sourcebook , pp. 3-15
    • Bell, L.A.1
  • 9
    • 84917742820 scopus 로고
    • Building literacy communities
    • Bloome, D. (1986). Building literacy communities. Theory Into Practice, 15, 71-76.
    • (1986) Theory into Practice , vol.15 , pp. 71-76
    • Bloome, D.1
  • 12
    • 0003710078 scopus 로고    scopus 로고
    • Cambridge, MA: Harvard University Press
    • Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
    • (1996) The Culture of Education
    • Bruner, J.1
  • 14
    • 8744265617 scopus 로고    scopus 로고
    • Theory and research on teaching as dialogue
    • V. Richardson (Ed.), Washington DC: American Educational Research Association
    • Burbules, N. C., & Bruce, B. C. (2002). Theory and research on teaching as dialogue. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 1102-1121). Washington DC: American Educational Research Association.
    • (2002) Handbook of Research on Teaching 4th Ed. , pp. 1102-1121
    • Burbules, N.C.1    Bruce, B.C.2
  • 15
    • 0000941861 scopus 로고    scopus 로고
    • Bridging the research-to-practice gap
    • Carnine, D. (1997). Bridging the research-to-practice gap. Exceptional Children, 63, 513-522.
    • (1997) Exceptional Children , vol.63 , pp. 513-522
    • Carnine, D.1
  • 17
    • 0036767239 scopus 로고    scopus 로고
    • Models and methods for examining standards-based reforms and accountability initiatives: Have the tools of inquiry answered pressing questions on improving schools?
    • Chatterji, M. (2002). Models and methods for examining standards-based reforms and accountability initiatives: Have the tools of inquiry answered pressing questions on improving schools? Review of Educational Research, 72, 345-386.
    • (2002) Review of Educational Research , vol.72 , pp. 345-386
    • Chatterji, M.1
  • 19
    • 84993790715 scopus 로고    scopus 로고
    • Situating teachers' instructional practices in the institutional setting of the school and district
    • Cobb, P., McClain, K., de Silva Lamberg, T., & Dean, C. (2003). Situating teachers' instructional practices in the institutional setting of the school and district. Educational Researcher, 32(6), 13-24.
    • (2003) Educational Researcher , vol.32 , Issue.6 , pp. 13-24
    • Cobb, P.1    McClain, K.2    De Silva Lamberg, T.3    Dean, C.4
  • 27
    • 0036766961 scopus 로고    scopus 로고
    • How can comprehensive school reform models be successfully implemented?
    • Desimone, L. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72, 433-479.
    • (2002) Review of Educational Research , vol.72 , pp. 433-479
    • Desimone, L.1
  • 28
    • 0034336712 scopus 로고    scopus 로고
    • The theoretical foundations of professional development in special education: Is sociocultural theory enough?
    • De Valenzuela, J. S., Connery, M. C., & Musanti, S. (2000). The theoretical foundations of professional development in special education: Is sociocultural theory enough? Remedial and Special Education, 21, 110-120.
    • (2000) Remedial and Special Education , vol.21 , pp. 110-120
    • De Valenzuela, J.S.1    Connery, M.C.2    Musanti, S.3
  • 29
    • 0003174779 scopus 로고
    • Do you see what we see? the referential and intertextual nature of classroom life
    • Dixon, C., de la Cruz, E., Green, J., Lin, L., & Brandts, L. (1992). Do you see what we see? The referential and intertextual nature of classroom life. Journal of Classroom Interaction, 27(2), 29-36.
    • (1992) Journal of Classroom Interaction , vol.27 , Issue.2 , pp. 29-36
    • Dixon, C.1    De La Cruz, E.2    Green, J.3    Lin, L.4    Brandts, L.5
  • 30
    • 0014324952 scopus 로고
    • Special education for the mildly mentally retarded: Is much of it justifiable?
    • Dunn, L. M. (1968). Special education for the mildly mentally retarded: Is much of it justifiable? Exceptional Children, 23, 5-21.
    • (1968) Exceptional Children , vol.23 , pp. 5-21
    • Dunn, L.M.1
  • 32
    • 0005542945 scopus 로고    scopus 로고
    • Elementary and Secondary Education Act of 2001. United States Department of Education
    • Elementary and Secondary Education Act of 2001. No Child Left Behind. United States Department of Education.
    • No Child Left behind
  • 33
    • 0036579128 scopus 로고    scopus 로고
    • Hard questions about practice
    • Elmore, R. F. (2002). Hard questions about practice. Educational Leadership, 59(8), 22-25.
    • (2002) Educational Leadership , vol.59 , Issue.8 , pp. 22-25
    • Elmore, R.F.1
  • 34
    • 0002131507 scopus 로고    scopus 로고
    • Activity theory and individual and social transformation
    • Y. Engestrom, R. Miettinen, & R. Punamäkí (Eds.), Cambridge, UK: Cambridge University Press
    • Engestrom, Y. (1999). Activity theory and individual and social transformation. In Y. Engestrom, R. Miettinen, & R. Punamäkí (Eds.), Perspectives on activity theory, (pp. 19-38). Cambridge, UK: Cambridge University Press.
    • (1999) Perspectives on Activity Theory , pp. 19-38
    • Engestrom, Y.1
  • 35
    • 0039561307 scopus 로고    scopus 로고
    • A case study of the apprenticeship process: Another perspective on the ap-prentice and the scaffolding metaphor
    • Englert, C. S., Berry, R., & Dunsmore, K. (2001). A case study of the apprenticeship process: Another perspective on the ap-prentice and the scaffolding metaphor. Journal of Learning Disabilities, 34, 152-171.
    • (2001) Journal of Learning Disabilities , vol.34 , pp. 152-171
    • Englert, C.S.1    Berry, R.2    Dunsmore, K.3
  • 36
    • 35448997752 scopus 로고    scopus 로고
    • A diversity of teaching and learning paths: Teaching writing in situated activity
    • J. Brophy (Ed.), Amsterdam: JAI Press
    • Englert, C. S., & Dunsmore, K. (2002). A diversity of teaching and learning paths: Teaching writing in situated activity. In J. Brophy (Ed.), Social constructivist teaching: Affordances and constraints (Vol. 9, pp. 81-130). Amsterdam: JAI Press.
    • (2002) Social Constructivist Teaching: Affordances and Constraints , vol.9 , pp. 81-130
    • Englert, C.S.1    Dunsmore, K.2
  • 38
    • 0032220847 scopus 로고    scopus 로고
    • Accelerating reading progress in early literacy project classrooms: The potential to return students to grade level
    • Englert, C. S., Garmon, A., Mariage, T. V., & Tarrant, T. K. (1998). Accelerating reading progress in early literacy project classrooms: The potential to return students to grade level. Remedial and Special Education, 19, 142-159.
    • (1998) Remedial and Special Education , vol.19 , pp. 142-159
    • Englert, C.S.1    Garmon, A.2    Mariage, T.V.3    Tarrant, T.K.4
  • 39
    • 0007179086 scopus 로고
    • Making students partners in the comprehension process: Organizing the reading "POSSE."
    • Englert, C. S., & Mariage, T. V. (1991). Making students partners in the comprehension process: Organizing the reading "POSSE." Learning Disability Quarterly, 14, 123-138.
    • (1991) Learning Disability Quarterly , vol.14 , pp. 123-138
    • Englert, C.S.1    Mariage, T.V.2
  • 40
    • 3042821589 scopus 로고    scopus 로고
    • The sociocultural model in special education interventions: Apprenticing students in higher-order thinking
    • H. L. Swanson, K. R. Harris, & S. Graham (Eds.), New York: Guilford Press
    • Englert, C. S., & Mariage, T. (2003). The sociocultural model in special education interventions: Apprenticing students in higher-order thinking. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 450-467). New York: Guilford Press.
    • (2003) Handbook of Learning Disabilities , pp. 450-467
    • Englert, C.S.1    Mariage, T.2
  • 42
    • 21344491413 scopus 로고
    • Developing a school-based discourse for literacy learning: A principled search for understanding
    • Englert, C. S., Raphael, T. E., & Mariage, T. (1994). Developing a school-based discourse for literacy learning: A principled search for understanding. Learning Disability Quarterly, 17, 2-32.
    • (1994) Learning Disability Quarterly , vol.17 , pp. 2-32
    • Englert, C.S.1    Raphael, T.E.2    Mariage, T.3
  • 43
    • 0001721560 scopus 로고    scopus 로고
    • A multi-year literacy intervention: Transformation and personal change in the community of the early literacy project
    • Englert, C. S., Raphael, T. E., & Mariage, T. (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.
    • (1998) Teacher Education and Special Education , vol.21 , pp. 255-277
    • Englert, C.S.1    Raphael, T.E.2    Mariage, T.3
  • 44
    • 21844487248 scopus 로고
    • Fostering the search for understanding: A teacher's strategies for working in students' "zones of proximal development."
    • Englert, C. S., Rozendal, M., & Mariage, M. (1994). Fostering the search for understanding: A teacher's strategies for working in students' "zones of proximal development." Learning Disability Quarterly, 17, 187-204.
    • (1994) Learning Disability Quarterly , vol.17 , pp. 187-204
    • Englert, C.S.1    Rozendal, M.2    Mariage, M.3
  • 45
    • 0012299714 scopus 로고    scopus 로고
    • Linguistic and intertextual analysis within discourse analysis
    • A. Jaworski & N. Coupland (Eds.), New York: Routledge
    • Fairclough, N. (1999). Linguistic and intertextual analysis within discourse analysis. In A. Jaworski & N. Coupland (Eds.), The discourse reader (pp. 183-211). New York: Routledge.
    • (1999) The Discourse Reader , pp. 183-211
    • Fairclough, N.1
  • 47
    • 0041628440 scopus 로고    scopus 로고
    • Reading lives: Creating and sustaining learning about culture and literacy education in teacher study groups
    • C. Clark (Ed.), New York: Teachers College Press
    • Florio-Ruane, S., & Raphael, T. E. (2001). Reading lives: Creating and sustaining learning about culture and literacy education in teacher study groups. In C. Clark (Ed.), Talking shop: Authentic conversation and teacher learning (pp. 64-81). New York: Teachers College Press.
    • (2001) Talking Shop: Authentic Conversation and Teacher Learning , pp. 64-81
    • Florio-Ruane, S.1    Raphael, T.E.2
  • 50
    • 84940363593 scopus 로고    scopus 로고
    • Principles for sustaining research-based practice in the schools: A case study
    • Fuchs, L. S., & Fuchs, D. (2001). Principles for sustaining research-based practice in the schools: A case study. Focus on Exceptional Children, 33(6), 1-14.
    • (2001) Focus on Exceptional Children , vol.33 , Issue.6 , pp. 1-14
    • Fuchs, L.S.1    Fuchs, D.2
  • 51
    • 10044227761 scopus 로고
    • Sources of educational change
    • M. Fullan & S. Stiegebauer (Eds.), New York: Teachers' College Press
    • Fullan, M. G. (1991). Sources of educational change. In M. Fullan & S. Stiegebauer (Eds.), The new meaning of educational change (pp. 325-344). New York: Teachers' College Press.
    • (1991) The New Meaning of Educational Change , pp. 325-344
    • Fullan, M.G.1
  • 53
    • 0027643444 scopus 로고
    • The social construction and subjective reality of activity settings: Implications for community psychology
    • Gallimore, R., Goldenberg, C., & Weisner, T. S. (1993). The social construction and subjective reality of activity settings: Implications for community psychology. American Journal of Community Psychology, 21(4), 537-539.
    • (1993) American Journal of Community Psychology , vol.21 , Issue.4 , pp. 537-539
    • Gallimore, R.1    Goldenberg, C.2    Weisner, T.S.3
  • 54
    • 0003206095 scopus 로고
    • Literacy, discourse, and linguistics: Introduction
    • Gee, J. P. (1989a). Literacy, discourse, and linguistics: Introduction. Journal of Education, 171(1), 5-19.
    • (1989) Journal of Education , vol.171 , Issue.1 , pp. 5-19
    • Gee, J.P.1
  • 56
    • 0012947394 scopus 로고    scopus 로고
    • The realities of translating research into classroom practice
    • Gersten, R., & Dimino, J. (2001). The realities of translating research into classroom practice. Learning Disabilities Research & Practice, 16, 120-130.
    • (2001) Learning Disabilities Research & Practice , vol.16 , pp. 120-130
    • Gersten, R.1    Dimino, J.2
  • 57
    • 84992898024 scopus 로고    scopus 로고
    • Introduction of Dr. Gita L. Vygodskaya
    • Gindis, B. (1999a). Introduction of Dr. Gita L. Vygodskaya. Remedial and Special Education, 20, 329.
    • (1999) Remedial and Special Education , vol.20 , pp. 329
    • Gindis, B.1
  • 58
    • 0033249147 scopus 로고    scopus 로고
    • Vygotsky's vision: Reshaping the practice of special education for the 21st century
    • Gindis, B. (1999b). Vygotsky's vision: Reshaping the practice of special education for the 21st century. Remedial and Special Education, 20, 333-340.
    • (1999) Remedial and Special Education , vol.20 , pp. 333-340
    • Gindis, B.1
  • 60
    • 0000958147 scopus 로고
    • The pedagogy of poverty versus good teaching
    • Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappan, 73, 290-294.
    • (1991) Phi Delta Kappan , vol.73 , pp. 290-294
    • Haberman, M.1
  • 62
    • 0001878382 scopus 로고
    • A situated perspective on what counts as reading
    • C. Baker & A. Luke (Eds.), Amsterdam, the Netherlands: John Benjamins
    • Heap, J. L. (1991). A situated perspective on what counts as reading. In C. Baker & A. Luke (Eds.), Toward a critical sociology of reading pedagogy (pp. 103-139). Amsterdam, the Netherlands: John Benjamins.
    • (1991) Toward A Critical Sociology of Reading Pedagogy , pp. 103-139
    • Heap, J.L.1
  • 64
    • 0024712251 scopus 로고
    • The newtonian mechanistic paradigm, special education, and contours of alternatives: An overview
    • Heshusius, L. (1989). The newtonian mechanistic paradigm, special education, and contours of alternatives: An overview. Journal of Learning Disabilities, 22, 403-415.
    • (1989) Journal of Learning Disabilities , vol.22 , pp. 403-415
    • Heshusius, L.1
  • 69
    • 0347702895 scopus 로고    scopus 로고
    • Special but unequal: Race and special education
    • C. H. Finn, A. J. Rotherham, & J. C. Hokanson (Eds.), Washington, DC: Fordham Foundation and Progressive Policy Institute
    • Ladner, M., & Hammons, C. (2001). Special but unequal: Race and special education. In C. H. Finn, A. J. Rotherham, & J. C. Hokanson (Eds.), Rethinking special education for a new century. Washington, DC: Fordham Foundation and Progressive Policy Institute.
    • (2001) Rethinking Special Education for A New Century
    • Ladner, M.1    Hammons, C.2
  • 70
    • 0242673301 scopus 로고    scopus 로고
    • An auspicious moment for education research?
    • E. C. Lagemann & L. S. Shulman (Eds.), San Francisco: Jossey-Bass
    • Lagemann, E. C. (1999). An auspicious moment for education research? In E. C. Lagemann & L. S. Shulman (Eds.), Issues in education research: Problems and possibilities (pp. 3-16). San Francisco: Jossey-Bass.
    • (1999) Issues in Education Research: Problems and Possibilities , pp. 3-16
    • Lagemann, E.C.1
  • 74
    • 0002876617 scopus 로고    scopus 로고
    • Metamedia literacy: Transforming meanings and media
    • D. Reinking, L. Labbo, M. McKenna & R. Kiefer (Eds.), Hillsdale, NJ: Erlbaum
    • Lemke, J. L. (1998a). Metamedia literacy: Transforming meanings and media. In D. Reinking, L. Labbo, M. McKenna & R. Kiefer (Eds.), Handbook of literacy and technology (pp. 283-301). Hillsdale, NJ: Erlbaum.
    • (1998) Handbook of Literacy and Technology , pp. 283-301
    • Lemke, J.L.1
  • 75
    • 85071534621 scopus 로고    scopus 로고
    • Multiplying meaning: Visual and verbal semiotics in scientific text
    • J. R. Martin & R. Veel (Eds.), London: Routledge
    • Lemke, J. L. (1998b). Multiplying meaning: Visual and verbal semiotics in scientific text. In J. R. Martin & R. Veel (Eds.), Reading science (pp. 87-113). London: Routledge.
    • (1998) Reading Science , pp. 87-113
    • Lemke, J.L.1
  • 76
    • 10044222484 scopus 로고    scopus 로고
    • February 28 and March 1. Paper presented at the 24th Annual Ethnography in Education Forum, University of Pennsylvania, Philadelphia
    • Lemke, J. L. (2003, February 28 and March 1). Modeling change: The dynamics of place, time, and identity. Paper presented at the 24th Annual Ethnography in Education Forum, University of Pennsylvania, Philadelphia.
    • (2003) Modeling Change: The Dynamics of Place, Time, and Identity
    • Lemke, J.L.1
  • 77
    • 0007075227 scopus 로고    scopus 로고
    • Organizing schools for teacher learning
    • L. Darling-Hammond & G. Sykes (Eds.), San Francisco: Jossey-Bass
    • Little, J. W. (1998). Organizing schools for teacher learning. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 233-262). San Francisco: Jossey-Bass.
    • (1998) Teaching As the Learning Profession: Handbook of Policy and Practice , pp. 233-262
    • Little, J.W.1
  • 79
    • 3042744654 scopus 로고    scopus 로고
    • What have we learned about learning disabilities from qualitative research?: A review of studies
    • H. L. Swanson, K. R. Harris & S. Graham (Eds.), New York: Guilford Press
    • MacArthur, C. (2003). What have we learned about learning disabilities from qualitative research?: A review of studies. In H. L. Swanson, K. R. Harris & S. Graham (Eds.), Handbook of learning disabilities (pp. 450-467). New York: Guilford Press.
    • (2003) Handbook of Learning Disabilities , pp. 450-467
    • MacArthur, C.1
  • 80
    • 0034338910 scopus 로고    scopus 로고
    • Constructing educational possibilities: A sociolinguistic examination of meaning-making in "sharingchair."
    • Mariage, T. V. (2000). Constructing educational possibilities: A sociolinguistic examination of meaning-making in "sharingchair." Learning Disability Quarterly, 16, 79-103.
    • (2000) Learning Disability Quarterly , vol.16 , pp. 79-103
    • Mariage, T.V.1
  • 81
    • 0038968415 scopus 로고    scopus 로고
    • Features of an interactive writing discourse: Conversational involvement, conventional knowledge, and internalization in "morning message."
    • Mariage, T. V. (2001). Features of an interactive writing discourse: Conversational involvement, conventional knowledge, and internalization in "morning message." Journal of Learning Disabilities, 34, 172-196.
    • (2001) Journal of Learning Disabilities , vol.34 , pp. 172-196
    • Mariage, T.V.1
  • 82
    • 85008756520 scopus 로고    scopus 로고
    • The teacher as "more knowledgeable other" in assisting literacy learning with special needs students
    • Mariage, T. V., Englert, C. S., & Garmon, M. A. (2000). The teacher as "more knowledgeable other" in assisting literacy learning with special needs students. Reading and Writing Quarterly, 16, 299-336.
    • (2000) Reading and Writing Quarterly , vol.16 , pp. 299-336
    • Mariage, T.V.1    Englert, C.S.2    Garmon, M.A.3
  • 83
    • 0042072976 scopus 로고    scopus 로고
    • A case of educational change: Improving student achievement through a school/ university partnership
    • Mariage, T. V., & Garmon, M. A. (2003a). A case of educational change: Improving student achievement through a school/ university partnership. Remedial and Special Education, 24, 215-233.
    • (2003) Remedial and Special Education , vol.24 , pp. 215-233
    • Mariage, T.V.1    Garmon, M.A.2
  • 84
    • 10044275828 scopus 로고    scopus 로고
    • Expanding the potential of school/university collaboration: General and special education as partners in improving student achievement in a rural pds
    • D. Wiseman & S. Knight (Eds.)
    • Mariage, T. V., & Garmon, M. A. (2003b). Expanding the potential of school/university collaboration: General and special education as partners in improving student achievement in a rural pds. In D. Wiseman & S. Knight (Eds.), The impact of school-university collaboration on K-12 student outcomes (pp. 49-69).
    • (2003) The Impact of School-university Collaboration on K-12 Student Outcomes , pp. 49-69
    • Mariage, T.V.1    Garmon, M.A.2
  • 85
    • 10044265875 scopus 로고    scopus 로고
    • Improving student outcomes through systemic reforms: Accountability, coherence, individuation, and culture
    • in press. Charlotte, MI: Michigan Department of Education, Office of Special Education and Early Intervention Services
    • Mariage, T. V., & Patriarca, L. (in press). Improving student outcomes through systemic reforms: Accountability, coherence, individuation, and culture. In Focus on results. Charlotte, MI: Michigan Department of Education, Office of Special Education and Early Intervention Services.
    • Focus on Results
    • Mariage, T.V.1    Patriarca, L.2
  • 88
  • 92
    • 0004287336 scopus 로고
    • Cambridge, MA: Harvard University Press
    • Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
    • (1979) Learning Lessons
    • Mehan, H.1
  • 98
    • 0002676811 scopus 로고    scopus 로고
    • Shifting participant frameworks: Orches-trating thinking practices in group discussion
    • D. Hicks (Ed.), New York: Cambridge University Press
    • O'Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks: Orches-trating thinking practices in group discussion. In D. Hicks (Ed.), Discourse, learning, and schooling (pp. 63-103). New York: Cambridge University Press.
    • (1996) Discourse, Learning, and Schooling , pp. 63-103
    • O'Connor, M.C.1    Michaels, S.2
  • 99
    • 35448953393 scopus 로고    scopus 로고
    • Westward expansion and the ten-year-old mind: Teaching for historical understanding in a diverse classroom
    • J. Brophy (Ed.), Amsterdam: JAI Press
    • Okolo, C. M., Ferretti, R. P., & MacArthur, C. D. (2002). Westward expansion and the ten-year-old mind: Teaching for historical understanding in a diverse classroom. In J. Brophy (Ed.), Social constructivist teaching: Affordances and constraints (Vol. 9, pp. 299-331). Amsterdam: JAI Press.
    • (2002) Social Constructivist Teaching: Affordances and Constraints , vol.9 , pp. 299-331
    • Okolo, C.M.1    Ferretti, R.P.2    MacArthur, C.D.3
  • 100
    • 84954643067 scopus 로고
    • The role of dialogue in providing scaffolded instruction
    • Palincsar, A. S. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 21(1-2), 73-98.
    • (1986) Educational Psychologist , vol.21 , Issue.1-2 , pp. 73-98
    • Palincsar, A.S.1
  • 101
    • 0010026477 scopus 로고    scopus 로고
    • Social constructivist perspectives on teaching and learning
    • Palincsar, A. S. (1998b). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345-375.
    • (1998) Annual Review of Psychology , vol.49 , pp. 345-375
    • Palincsar, A.S.1
  • 102
    • 84963428932 scopus 로고
    • Reciprocal teaching of comprehension-fostering and comprehension- monitoring activities
    • Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
    • (1984) Cognition and Instruction , vol.1 , pp. 117-175
    • Palincsar, A.S.1    Brown, A.L.2
  • 104
    • 0035580848 scopus 로고    scopus 로고
    • Making science accessible to all: Results of a design experiment in inclusive classrooms
    • Palincsar, A. S., Magnusson, S. J., Collins, K. M., & Cutter, J. (2001). Making science accessible to all: Results of a design experiment in inclusive classrooms. Learning Disability Quarterly, 24, 15-32.
    • (2001) Learning Disability Quarterly , vol.24 , pp. 15-32
    • Palincsar, A.S.1    Magnusson, S.J.2    Collins, K.M.3    Cutter, J.4
  • 106
    • 84862485900 scopus 로고    scopus 로고
    • Developing schools into learning organizations: Focus on continuous improvement and enhanced student outcomes
    • Retrieved April 2004
    • Patriarca, L., Mariage, T. V., & Garmon, M. A. (2003). Developing schools into learning organizations: Focus on continuous improvement and enhanced student outcomes. Leading Change. Retrieved April 2004. From http://www.cemm.org
    • (2003) Leading Change
    • Patriarca, L.1    Mariage, T.V.2    Garmon, M.A.3
  • 108
    • 0010711205 scopus 로고    scopus 로고
    • Ethics, power, and privilege: Neglected considerations in the education of African-American learners with special needs
    • Patton, J. M., & Townsend, B. L. (1999). Ethics, power, and privilege: Neglected considerations in the education of African-American learners with special needs. Teacher Education and Special Education, 22, 276-286.
    • (1999) Teacher Education and Special Education , vol.22 , pp. 276-286
    • Patton, J.M.1    Townsend, B.L.2
  • 112
    • 0024058249 scopus 로고
    • Holistic/constructivist principles of the teaching/learning process: Implications for the field of learning disabilities
    • Poplin, M. S. (1988a). Holistic/constructivist principles of the teaching/learning process: Implications for the field of learning disabilities. Journal of Learning Disabilities, 21, 403-415.
    • (1988) Journal of Learning Disabilities , vol.21 , pp. 403-415
    • Poplin, M.S.1
  • 113
    • 0024058576 scopus 로고
    • The reductionistic fallacy in learning disabilities: Replicating the past by reducing the present
    • Poplin, M. (1988b). The reductionistic fallacy in learning disabilities: Replicating the past by reducing the present. Journal of Learning Disabilities, 21, 389-400.
    • (1988) Journal of Learning Disabilities , vol.21 , pp. 389-400
    • Poplin, M.1
  • 116
    • 0040418769 scopus 로고    scopus 로고
    • Responsible linkages between diversity and disability: A challenge for special education
    • Pugach, M. C., & Seidle, B. L. (1998). Responsible linkages between diversity and disability: A challenge for special education. Teacher Education and Special Education, 21, 319-333.
    • (1998) Teacher Education and Special Education , vol.21 , pp. 319-333
    • Pugach, M.C.1    Seidle, B.L.2
  • 117
    • 10044291227 scopus 로고    scopus 로고
    • Forging identities, tackling problems, and arguing with culture: Psychotherapy with persons who have learning disabilities
    • P. Rodis, A. Garrod, & M. L. Boscardin (Eds.), Boston: Allyn & Bacon
    • Rodis, P. (2001). Forging identities, tackling problems, and arguing with culture: Psychotherapy with persons who have learning disabilities. In P. Rodis, A. Garrod, & M. L. Boscardin (Eds.), Learning disabilities and life stories (pp. 205-230). Boston: Allyn & Bacon.
    • (2001) Learning Disabilities and Life Stories , pp. 205-230
    • Rodis, P.1
  • 119
    • 35448961609 scopus 로고    scopus 로고
    • Talking to understand science
    • J. Brophy (Ed.), Amsterdam: JAI Press
    • Roth, K. J. (2002). Talking to understand science. In J. Brophy (Ed.), Social constructivist teaching: Affordances and constraints (Vol. 9, pp. 197-262). Amsterdam: JAI Press.
    • (2002) Social Constructivist Teaching: Affordances and Constraints , vol.9 , pp. 197-262
    • Roth, K.J.1
  • 120
    • 0003647167 scopus 로고    scopus 로고
    • Dordrecht, the Netherlands: Kluwer
    • Roth, W. M. (1998). Designing communities. Dordrecht, the Netherlands: Kluwer.
    • (1998) Designing Communities
    • Roth, W.M.1
  • 121
    • 0002525549 scopus 로고
    • Assisted performance in writing instruction with learning disabled students
    • L. C. Moll (Ed.), Cambridge, UK: Cambridge University Press
    • Rueda, R. (1991). Assisted performance in writing instruction with learning disabled students. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 403-426). Cambridge, UK: Cambridge University Press.
    • (1991) Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology , pp. 403-426
    • Rueda, R.1
  • 123
    • 0002455079 scopus 로고    scopus 로고
    • Looking toward the 21st century: Challenges of educa-tional theory and practice
    • Schoenfeld, A. H. (1999). Looking toward the 21st century: Challenges of educa-tional theory and practice. Educational Researcher, 28(7), 4-14.
    • (1999) Educational Researcher , vol.28 , Issue.7 , pp. 4-14
    • Schoenfeld, A.H.1
  • 126
    • 0000456251 scopus 로고    scopus 로고
    • School discipline at a crossroads: From zero tolerance to early response
    • Skiba, R., & Peterson, R. (2000). School discipline at a crossroads: From zero tolerance to early response. Exceptional Children, 66, 335-346.
    • (2000) Exceptional Children , vol.66 , pp. 335-346
    • Skiba, R.1    Peterson, R.2
  • 129
    • 0002102722 scopus 로고
    • Special education and student disability as organizational pathologies: Toward a metatheory of school organization and change
    • T. M. Skrtic (Ed.), New York: Teachers College Press
    • Skrtic, T. M. (1995b). Special education and student disability as organizational pathologies: Toward a metatheory of school organization and change. In T. M. Skrtic (Ed.), Disability and democracy: Reconstructing (special) education for post-modernity (pp. 190-232). New York: Teachers College Press.
    • (1995) Disability and Democracy: Reconstructing (Special) Education for Post-modernity , pp. 190-232
    • Skrtic, T.M.1
  • 130
    • 0034486228 scopus 로고    scopus 로고
    • Epistemological diversity in research on preservice teacher preparation for historically underserved children
    • W. G. Secada (Ed.), Washington, DC: American Educational Research Association
    • Sleeter, C. (2000). Epistemological diversity in research on preservice teacher preparation for historically underserved children. In W. G. Secada (Ed.), Review of research in education (Vol. 25, pp. 209-250). Washington, DC: American Educational Research Association.
    • (2000) Review of Research in Education , vol.25 , pp. 209-250
    • Sleeter, C.1
  • 131
    • 0003672357 scopus 로고    scopus 로고
    • Alexandria, VA: Association for Supervision and Curriculum Development and National Staff Development Council
    • Sparks, D., & Hirsch, S. (1997). A new vision for staff development. Alexandria, VA: Association for Supervision and Curriculum Development and National Staff Development Council.
    • (1997) A New Vision for Staff Development
    • Sparks, D.1    Hirsch, S.2
  • 132
    • 0036766835 scopus 로고    scopus 로고
    • Policy implementation and cognition: Refraining and refocusing implementation research
    • Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Refraining and refocusing implementation research. Review of Educational Research, 72, 387-431.
    • (2002) Review of Educational Research , vol.72 , pp. 387-431
    • Spillane, J.P.1    Reiser, B.J.2    Reimer, T.3
  • 133
    • 0032111610 scopus 로고    scopus 로고
    • The metaphor of scaffolding: Its utility for the field of learning disabilities
    • Stone, C. A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31, 344-364.
    • (1998) Journal of Learning Disabilities , vol.31 , pp. 344-364
    • Stone, C.A.1
  • 134
    • 0040350234 scopus 로고    scopus 로고
    • From deficit thinking to social constructivism: A review of theory, research, and practice in special education
    • P. D. Pearson & A. Iran-Nejad (Eds.), Washington, DC: American Educational Research Association
    • Trent, S. C., Artiles, A. J., & Englert, C. S. (1998). From deficit thinking to social constructivism: A review of theory, research, and practice in special education. In P. D. Pearson & A. Iran-Nejad (Eds.), Review of research in education (pp. 277-307). Washington, DC: American Educational Research Association.
    • (1998) Review of Research in Education , pp. 277-307
    • Trent, S.C.1    Artiles, A.J.2    Englert, C.S.3
  • 136
    • 0033228908 scopus 로고    scopus 로고
    • Vygotsky and problems of special education
    • Vygodskaya, G. L. (1999). Vygotsky and problems of special education. Remedial and Special Education, 20, 330-332.
    • (1999) Remedial and Special Education , vol.20 , pp. 330-332
    • Vygodskaya, G.L.1
  • 138
    • 0040508712 scopus 로고
    • The complementary contributions of Halliday and Vygotsky to a "language-based theory of learning."
    • Wells, G. (1994). The complementary contributions of Halliday and Vygotsky to a "language-based theory of learning." Linguistics and Education, 6, 41-90.
    • (1994) Linguistics and Education , vol.6 , pp. 41-90
    • Wells, G.1
  • 140
    • 84937180901 scopus 로고    scopus 로고
    • Language and education: Reconceptualizing education as dialogue
    • Wells, G. (1999b). Language and education: Reconceptualizing education as dialogue. Annual Review of Applied Linguistics, 19, 135-155.
    • (1999) Annual Review of Applied Linguistics , vol.19 , pp. 135-155
    • Wells, G.1
  • 141
    • 0007546622 scopus 로고    scopus 로고
    • Dialogic inquiry in education: Building on the legacy of Vygotsky
    • C. D. Lee & P. Smagorinksy (Eds.), New York: Cambridge University Press
    • Wells, G. (2000). Dialogic inquiry in education: Building on the legacy of Vygotsky. In C. D. Lee & P. Smagorinksy (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 51-85). New York: Cambridge University Press.
    • (2000) Vygotskian Perspectives on Literacy Research: Constructing Meaning Through Collaborative Inquiry , pp. 51-85
    • Wells, G.1
  • 142
    • 35448967423 scopus 로고    scopus 로고
    • Learning and teaching for understanding: The key role of collaborative knowledge building
    • J. Brophy (Ed.), Amsterdam: JAI Press
    • Wells, G. (2002). Learning and teaching for understanding: The key role of collaborative knowledge building, In J. Brophy (Ed.), Social constructivist teaching: Affordances and constraints (Vol. 9, pp. 1-41). Amsterdam: JAI Press.
    • (2002) Social Constructivist Teaching: Affordances and Constraints , vol.9 , pp. 1-41
    • Wells, G.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.