Expanding the web of meaning: Thought and emotion in an intergenerational reading and writing program

Reading Research Quarterly

Volumn 39, Issue 1, 2004, Pages 14-37

  Dipardo, Anne ^a   Schnack, Pat ^a  

^a UNIVERSITY OF IOWA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 21544464812     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.39.1.3     Document Type: Review

References (128)

1. APPLEMAN, D. (2000). Critical encounters in high school English: Teaching literary theory to adolescents. New York: Teachers College Press.
2. BARTLETT, F. (1932). Remembering: A study in experimental and social psychology. London: Cambridge University Press.
3. BARTUNEK, J.M., & LOUIS, M.R. (1996). Insider/outsider team research. Thousand Oaks, CA: Sage.
4. BOGDAN, R.C., & BIKLEN, S.K. (1992). Qualitative research for education: An introduction to theory and methods (2nd ed.). Boston: Allyn & Bacon.
5. BOLER, M. (1999). Feeling power: Emotions and education. New York: Routledge.
6. BRAND, A. (1989). The psychology of writing: The affective experience. Westport, CT: Greenwood Press.
7. BRAND, A. (1991). Social cognition, emotions, and the psychology of writing. Journal of Advanced Composition, 11(2), 395-407.
8. BRANDT, D. (2001). Literacy in American lives. New York: Cambridge University Press.
9. CALHOUN, C. (1984). Cognitive emotions. In C. Calhoun & R. Solomon (Eds.), What is an emotion?: Classic readings in philosophical psychology (pp. 327-342). New York: Oxford University Press.
10. CAMPBELL, J.R., VOELKL, K.E., & DONAHUE, P.L. (1997). Report in brief NAEP 1996 trends in academic progress. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
11. CARNEGIE COUNCIL ON ADOLESCENT DEVELOPMENT. (1989). Turning points: Preparing American youth for the twenty-first century. Washington, DC: Carnegie Corporation of New York.
12. COLE, T. (1992). The journey of life: A cultural history of aging in America. New York: Cambridge University Press.
13. COLES, G. (1998). Reading lessons: The debate over literacy. New York: Hill & Wang.
14. DALY, J.A. (1978). Writing apprehension and writing competency. Journal of Educational Research, 2, 10-14.
15. DALY, J.A., & WILSON, D.A. (1983). Writing apprehension, self-esteem, and personality. Research in the Teaching of English, 17(4), 327-341.
16. DAMASIO, A. (1994). Descartes' error: Emotion, reason, and the human brain. New York: Avon.
17. DAMASIO, A. (1999). The feeling of what happens: Body and emotion in the making of consciousness. New York: Harcourt Brace.
18. DAMON-MOORE, H., & KAESTLE, C. (1991). Surveying American readers. In C. Kaestle, H. Damon-Moore, L. Stedman, K. Tinsley, & W. Trollinger (Eds.), Literacy in the United States (pp. 180-203). New Haven, CT: Yale University Press.
19. DAVIES, B. (1989). The discursive production of male/female dualism in school settings. Oxford Review of Education, 15(3), 229-241.
20. DE BEAUVOIR, S. (1972). The coming of age. New York: Putnam.
21. DECI, E., KOESTNER, R., & RYAN, R. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1-27.
22. DESTIGTER, T. (2001). Affective thought, personalized democracy, and the council's multicultural mission. English Education, 33(4), 290-315.
23. DEWEY, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. New York: D.C. Heath.
24. DEWEY, J. (1984). Affective thought. In J. Boydston (Ed.), John Dewey: The later works (Vol. 2, pp. 104-110). Carbondale, IL: Southern Illinois University Press. (Original work published 1926)
25. ERIKSON, E. (1978). Reflections on Dr. Borg's life cycle. In E. Erikson (Ed.), Adulthood (pp. 1-31). New York: Norton.
26. ERIKSON, E., ERIKSON, J., & KIVNICK, H. (1986). Vital involvement in old age. New York: Norton.
27. FAIGLEY, L., DALY, J.A., & WITTE, S.P. (1981). The role of writing apprehension in writing performance and writing competence. Journal of Educational Research, 75, 16-21.
28. FLECKENSTEIN, K. (1991). Defining affect in relation to cognition: A response to Susan McLeod. Journal of Advanced Composition, 11(2), 447-453.
29. FLOWER, L. (1994). The construction of negotiated meaning: A social cognitive theory of writing. Carbondale, IL: Southern Illinois University Press.
30. FREEDMAN, S.W. (1995). Crossing the bridge to practice: Rethinking the theories of Vygotsky and Bakhtin. Written Communication, 12(1), 74-92.
31. GAVELEK, J., & RAPHAEL, T. (1996). Changing talk about text: New roles of teachers and students. Language Arts, 73(3), 182-192.
32. GEE, J.P. (1996). Vygotsky and current debates in education: Some dilemmas as afterthoughts to Discourse, learning, and schooling. In D. Hicks (Ed.), Discourse, learning, and schooling (pp. 269-282). Cambridge, England: Cambridge University Press.
33. GEE, J.P. (2000). New people in new worlds: Networks, the new capitalism and schools. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 43-68). New York: Routledge.
34. GEE, J.P. (2001). Foreword. In C. Lewis (Ed.), Literary practices as social acts (pp. xv-xix). Mahwah, NJ: Erlbaum.
35. GEISLER, R.M., ROBERDEU, J., & HILL, G. (Producers), & MALICK, T. (Director). (1998). The thin red line [motion picture]. United States: Twentieth-Century Fox Home Entertainment.
36. GILBAR, S. (Ed.). (1995). Reading in bed: Personal essays on the glories of reading. Boston: David R. Godine.
37. GLICK, J. (1983). Piaget, Vygotsky and Werner. In S. Wapner & B. Kaplan (Eds.), Towards a holistic developmental psychology (pp. 35-52). Hillsdale, NJ: Erlbaum.
38. GLICK, J. (1992). Werner's relevance for contemporary developmental psychology. Developmental Psychology, 28(4), 558-565.
39. GOFFMAN, E. (1959). The presentation of self in everyday life. New York: Doubleday.
40. GOLEMAN, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam.
41. GROSSMAN, P. (2002). Research on the teaching of literature: Finding a place. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 416-432). Washington, DC: American Educational Research Association.
42. GUTHRIE, J.T., & WIGFIELD, A. (2000). Engagement and motivation in reading. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.
43. HARGREAVES, A. (2000). Mixed emotions: Teachers' perceptions of their interactions with students. Teaching and Teacher Education, 16, 811-826.
44. HARGREAVES, A. (2001). Emotional geographies of teaching. Teachers College Record, 103, 1056-1080.
45. HEATH, S.B. (1988). Protean shapes in literacy events. In E. Kintgen, B. Kroll, & M. Rose (Eds.), Perspectives on literacy (pp. 348-370). Carbondale, IL: Southern Illinois University Press.
46. HILLOCKS, G. (2002). The testing trap: How state writing assessments control learning. New York: Teachers College Press.
47. HJORT, M., & LAVER, S. (Eds.). (1997). Emotion and the arts. New York: Oxford University Press.
48. ISEN, A.M., DAUBMAN, K.A., & NOWICKI, G.P. (1998). Positive affect facilitates creative problem solving. In J. Jenkins, K. Oatley, & N. Stein (Eds.), Human emotions: A reader (pp. 288-297). Malden, MA: Blackwell.
49. JUNG, C. (1933). Modern man in search of a soul (W.S. Dell & C.F. Baynes, Trans.). New York: Harcourt, Brace, & World.
50. KLEINMAN, S., & COPP, M. (1993). Emotions and fieldwork. Newbury Park, CA: Sage.
51. KOHN, A. (1999). The case against standardized testing: Raising the scores, ruining the schools. Portsmouth, NH: Heinemann.
52. KOZULIN, A. (1990). Vygotsky's psychology: A biography of ideas. Cambridge, MA: Harvard University Press.
53. LABOUVIE-VIEF, G. (1994). Psyche & eros: Mind and gender in the life course. New York: Cambridge University Press.
54. LABOUVIE-VIEF, G., CHIODO, L., GOGUEN, L., DIEHL, M., & ORWOLL, L. (1995). Representations of self across the life span. Psychology and Aging, 10(3), 404-415.
55. LANGER, J. (1995). Envisioning literature: Literary understanding and literature instruction. New York: Teachers College Press.
56. LAVE, J., & WENGER, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
57. LESKO, N. (2001). Act your age!: A cultural construction of adolescence. New York: Routledge/Falmer.
58. LYNOTT, R., & LYNOTT, P.P. (1996). Tracing the course of theoretical development in the sociology of aging. The Gerontologist, 36, 749-760.
59. MANGUEL, A. (1996). A history of reading. New York: Viking.
60. MARSHALL, J.D. (2000). Research on response to literature. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 381-502). Mahwah, NJ: Erlbaum.
61. MARSHALL, J.D., SMAGORINSKY, P., & SMITH, M. (1995). The language of interpretation: Patterns of discourse in discussions of literature. Urbana, IL: National Council of Teachers of English.
62. MCKENNA, M., KEAR, D., & ELLSWORTH, R. (1995). Children's attitudes toward reading: A national survey. Reading Research Quarterly, 30, 934-956.
63. MCLEOD, S. (1997). Notes on the heart: Affective issues in the writing classroom. Carbondale, IL: Southern Illinois University Press.
64. MERRIAM, S.B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
65. MILL, J.S. (1969). Autobiography and other writings (J. Stillinger, Ed.). Boston: Houghton Mifflin. (Original work published 1874)
66. NELL, V. (1988). Lost in a book: The psychology of reading for pleasure. New Haven, CT: Yale University Press.
67. NEWKIRK, T. (1997). The performance of self in student writing. Portsmouth, NH: Boynton/Cook.
68. NODDINGS, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.
69. OATLEY, K., (1999). Meetings of minds: Dialogue, sympathy, and identification in reading fiction. Poetics, 26, 439-454.
70. OATLEY, K., & JENKINS, J. (1998). Understanding emotions. Maiden, MA: Blackwell.
71. OATLEY, K., & NUNDY, S. (1996). Rethinking the role of emotions in education. In D. Olson & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (pp. 257-274). Cambridge, MA: Blackwell.
72. O'BRIEN, G. (2000). The browser's ecstasy: A meditation on reading. Washington, DC: Counterpoint.
73. OHANIAN, S. (1999). One size fits few: The folly of educational standards. Portsmouth, NH: Heinemann.
74. OLDFATHER, P. (2002). Students' experiences when not initially motivated for literacy learning. Reading & Writing Quarterly, 18(3), 231-256.
75. PURCELL-GATES, V. (1991). On the outside looking in: A study of remedial readers' meaning-making while reading literature. Journal of Reading Behavior, 23(2), 235-253.
76. QUINDLEN, A. (1998). How reading changed my life. New York: Ballantine.
77. RABINOWITZ, P.J. (1998). "A thousand times and never like": Rereading for class. In P.J. Rabinowitz & M.W. Smith (Eds.), Authorizing readers: Resistance and respect in the teaching of literature (pp. 88-102). New York: Teachers College Press.
78. RADWAY, J.A. (1997). A feeling for books: The book-of-the-month club, literary taste, and middle-class desire. Chapel Hill, NC: University of North Carolina Press.
79. RAY, R. (2000). Beyond nostalgia: Aging and life-story writing. Charlottesville, VA: University Press of Virginia.
80. ROGOFF, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1(4), 209-229.
81. ROGOFF, B., MATUSOV, E., & WHITE, C. (1996). Models of teaching and learning: Participation in a community of learners. In D. Olson & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (pp. 388-414). Cambridge, MA: Blackwell.
82. ROSENBLATT, L. (I978). The reader, the text, and the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
83. ROSENBLATT, L. (1983). Literature as exploration (4th ed.). New York: Modern Language Association. (Original work published 1938)
84. ROWE, J., & KAHN, R. (1998). Successful aging. New York: Dell.
85. SALOVEY, P., & MAYER, J.M. (1998). Emotional intelligence. In J. Jenkins, K. Oatley, & N. Stein (Eds.), Human emotions: A reader (pp. 313-319). Maiden, MA: Blackwell.
86. SCHEFF, T. (1979). Catharsis in healing, ritual, and drama. Berkeley, CA: University of California Press.
87. SCHEFFLER, I. (1991). In praise of the cognitive emotions. In In praise of the cognitive emotions and other essays in the philosophy of education (pp. 3-17). New York: Routledge.
88. SCHNACK, P. (2001). Partners in reading: A community reading/ writing project. English Journal, 90(5), 95-101.
89. SINGER, H. (1985). A century of landmarks in reading research. In H. Singer & R.B. Ruddell (Eds.), Theoretical models and processes of reading (3rd ed., pp. 8-21). Newark, DE: International Reading Association.
90. SMAGORINSKY, P. (1995). The social construction of data: Methodological problems of investigating learning in the zone of proximal development. Review of Educational Research, 65(3), 191-212.
91. SMAGORINSKY, P. (2001). If meaning is constructed, what's it made from?: Toward a cultural theory of reading. Review of Educational Research, 71(1), 133-169.
92. SMITH, M.W. (1995). Adult book-club discussion: Toward an understanding of the culture of practice. In J. Marshall, P. Smagorinsky, & M.W. Smith (Eds.), The language of interpretation: Patterns of discourse in discussions of literature (pp. 100-120). Urbana, IL: National Council of Teachers of English.
93. SMITH, M.W. (1996). Conversations about literature outside classrooms: How adults talk about books in their book clubs. Journal of Adolescent & Adult Literacy, 40, 180-186.
94. SOTER, A. (1999). Young adult literature and the new literary theories: Developing critical readers in middle school. New York: Teachers College Press.
95. SPIELBERG, S. (Director). (1998). Saving Private Ryan [Motion pic ture]. United States: Universal Studios Home Video.
96. SPRADLEY, J.P. (1980). Participant observation. New York: Holt, Rinehart & Winston.
97. STREET, B.V., & STREET, J.C. (1995). The schooling of literacy. In B.V. Street (Ed.), Social literacies: Critical approaches to literacy in development, ethnography and education (pp. 106-131). New York: Longman.
98. TAPPAN, M.B. (1998). Sociocultural psychology and caring pedagogy: Exploring Vygotsky's "Hidden Curriculum." Educational Psychologist, 33(1), 23-33.
99. TILLICH, P. (1952). The courage to be. New Haven, CT: Yale University Press.
100. VYGOTSKY, L.S. (1971). The psychology of art. Cambridge, MA: MIT Press.
101. VYGOTSKY, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
102. VYGOTSKY, L.S. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press.
103. VYGOTSKY, L.S. (1987). Lecture 4: Emotions and their development in childhood (N. Minick, Trans.). In R. Rieber & A. Carton (Eds.), The collected works of L.S. Vygotsky (Vol. 1, pp. 325-358). New York: Plenum Press.
104. WATSON, D. (2000). Mood and temperament. New York: Guilford.
105. WERNER, H. (1948). Comparative psychology of mental development (2nd ed.). Chicago: Follett. (Original work published 1940)
106. WERTSCH, J. (1996). Vygotsky: The ambivalent enlightenment rationalist. In M. Cole & J. Wertsch (Eds.), Contemporary implications of Vygotsky and Luria (pp. 39-62). Worcester, MA: Clark University Press.
107. WERTSCH, J. (2000). Vygotsky's two minds on the nature of meaning. In C.D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research (pp. 19-30). Cambridge, England: Cambridge University Press.
108. WILHELM, J. (1997). "You gotta BE the book: Teaching engaged and reflective reading with adolescents. New York: Teachers College Press.
109. ZANCANELLA, D. (1991). Teachers reading/readers teaching: Five teachers' personal approaches to literature and their teaching of literature. Research in the Teaching of English, 25, 5-33.
110. ALBOM, M. (1997). Tuesdays with Morrie. New York: Doubleday.
111. ANONYMOUS. (1998). Go ask Alice. New York: Aladdin/Simon & Schuster.
112. AVI. (1990). The true confessions of Charlotte Doyle. New York: Avon.
113. AYER, E., with WATERFORD, H., & HECK, A. (1995). Parallel journeys. New York: Simon & Schuster.
114. BAKER, L. (1998). Flamingo rising. New York: Ballantine.
115. BLOOR, E. (2001). Tangerine. New York: Scholastic.
116. BROOKS, B. (1995). The moves make the man. New York: Harper Collins.
117. DANZIGER, P., & MARTIN, A. (1999). P.S. longer letter later. New York: Scholastic.
118. DRUCKER, M., & HALPERIN, M. (1993). Jacob's rescue: A Holocaust story. New York: Bantam.
119. DUNCAN, L. (1997). I know what you did last summer. New York: Pocket Books.
120. HOLLAND, I. (1973). Heads you win, tails I lose. New York: Harper Collins.
121. KENRET, P. (1993). Cages. New York: Pocket Books.
122. LOWRY, L. (1989). Number the stars. New York: Houghton Mifflin.
123. PELZER, D. (1995). A child called "It": One child's courage to survive. Deerfield Beach, FL: Health Communications.
124. SACHAR, L. (1998). Holes. New York: Farrar, Straus & Giroux.
125. SPIEGELMAN, A. (1992). Maus: A survivor's tale: And here my troubles began. New York: Pantheon.
126. WEAVER, W. (1995). Striking out. New York: Harper Collins.
127. WIESEL, E. (1982). Night. New York: Bantam. (Original work published 1960)
128. WILLIAMS, L. (1996). Behind the bedroom wall Minneapolis, MN: Milkweed.