Theories of failure and the failure of theories: A cognitive/sociocultural/macrostructural study of eight struggling students

Research in the Teaching of English

Volumn 40, Issue 1, 2005, Pages 8-61

  Dressman, Mark ^a   Wilder, Phillip ^a   Connor, Julia Johnson ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 24744438914     PISSN: 0034527X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (84)

1. Abdullah, S., Kamberelis, G., & McGinley, W. (1992). Literacy, identity, and resistance within the African-American slave community and some recommendations for new forms of literacy pedagogy. In C. K. Kinzer & D. J. Leu (Eds.), Forty-first yearbook of the National Reading Conference (pp. 379-391). Chicago: National Reading Conference.
2. Abowitz, K. K. (2000). A pragmatist revisioning of resistance theory. American Educational Research Journal, 37, 877-907.
3. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
4. Alvermann, D. E., & Hagood, M. C. (2000). Fandom and critical media literacy. Journal of Adolescent and Adult Literacy, 43, 436-446.
5. Baker, L., Afflerbach, P., & Reinking, D. (Eds.). (1996). Developing engaged readers in school and home communities. Mahwah, NJ: Erlbaum.
6. Bakhtin, M. M. (1981). The dialogic imagination: Four essays. M. Holquist (Ed.), C. Emerson & M. Holquist (Trans.). Austin, TX: University of Texas Press.
7. Bean, T. W., Bean, S. K., & Bean, K. F. (1999). Intergenerational conversations and two adolescents' multiple literacies: Implications for redefining content area literacy. Journal of Adolescent and Adult Literacy, 42, 438-448.
8. Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society, and culture. Beverly Hills, CA: Sage.
9. Brandt, D. (2003). Changing literacy. Teachers College Record, 105, 245-260.
10. Bruce, B. C. (2002). Diversity and critical social engagement: How changing technologies enable new modes of literacy in changing circumstances. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 1-18). New York: Peter Lang.
11. California Department of Education. (1996). Teaching reading: A balanced, comprehensive approach to teaching reading in prekindergarten through grade three. Sacramento, CA: Author.
12. Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.
13. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
14. Dressman, M. (1997). Preference as performance: Doing social class and gender in three school libraries. Journal of Literacy Research, 29, 319-361.
15. Dressman, M. (1999). On the use and misuse of research evidence: Decoding two states' reading initiatives. Reading Research Quarterly, 34, 258-285.
16. Dressman, M., & Wilder, P. (in press). Wireless technology and the prospect of educational reform. In A. Luke and J. Albright (Eds.), Bourdieu and literacy education. Mahwah, NJ: Erlbaum.
17. Finders, M. (1997). Just girls: Hidden literacies and life in junior high. New York: Teachers College Press.
18. Fine, M. (1991). Framing dropouts: Notes on the politics of an urban public high school. Albany, NY: SUNY Press.
19. Finn, P. J. (1999). Literacy with an attitude: Educating working-class children in their own self-interest. Albany, NY: State University of New York Press.
20. Fisher, M. (2004). The song is unfinished: The new literate and literary and their institutions. Written Communication, 21, 290-312.
21. Foley, D.E. (1990). Learning capitalist culture: Deep in the heart of Tejas. Philadelphia, PA: University of Pennsylvania Press.
22. Foster, M., Lewis, J., & Onafowora, L. (2003). Anthropology, culture, and research on teaching and learning: Applying what we have learned to improve practice. Teachers College Record, 105, 261-277.
23. Franco, B. (2001). You hear me? Poems and writing by teenage boys. Cambridge, MA: Candlewick.
24. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
25. Gaffney, J. S., Methven, J. M., & Bagdasarian, S. (2002). Assisting older students to read expository text in a tutorial setting: An arrangement for a high impact intervention. Reading and Writing Quarterly, 18, 119-150.
26. Gee, J. P. (2000). Teenagers in new times: A new literacy studies perspective. Journal of Adolescent and Adult Literacy, 43, 412-420.
27. Gee, J.P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave & Macmillan.
28. Gee, J. P. (2004). New times and new literacies: Themes for a changing world. In A.F. Ball and S. W. Freedman (eds.), Bakhtinian perspectives on language, literacy, and learning (pp. 279-306). Cambridge: Cambridge University Press.
29. Gee, J. P., & Crawford, V. M. (1998). Two kinds of teenagers: Language, identity, and social class. In D. E. Alvermann, K. A. Hinchmann, D. W. Moore, S. F. Phelps, & D. R. Waff (Eds.), Reconceptualizing the literacies in adolescents' lives (pp. 225-245). Mahwah, NJ: Erlbaum.
30. Giroux, H. A. (1983). Theory and resistance in education. Westport, CT: Bergin & Garvey.
31. Glennon, T. (1995). Race, education, and the construction of a disabled class. Wisconsin Law Review, 30, 1237-1338.
32. Goetz, J., & LeCompte, M. (1984). Ethnography and qualitative design in educational research. San Diego, CA: Academic Press.
33. Hall, S. (1996). The meaning of New Times. In D. Morley and K. Chen (Eds.), Stuart Hall: Critical dialogues in cultural studies (pp. 233-237). London: Routledge, 1996.
34. Hamilton, V. (1987). The mystery of Drear House. New York: Scholastic.
35. Hammersley, M., & Atkinson, P. (1995). Ethnography: Principles in practice (2nd ed.). New York: Routledge.
36. Harré, R., & Gillett, G. (1994). The discursive mind. Thousand Oaks, CA: Sage.
37. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Cambridge University Press.
38. Heath, S. B., & McLaughlin, M. W. (1994). The best of both worlds: Connecting schools and community youth organizations for all-day, all-year learning. Educational Administration Quarterly, 30, 278-300.
39. Hill, C. (2003). Integrating digital tools into a culturally diverse curriculum: An assessment model for the Pacesetter Program. Teachers College Record, 105, 278-296.
40. Hull, G., & Schultz, K. (2001). Literacy and learning out of school: A review of theory and research. Review of Educational Research, 71, 575-611.
41. Ivey, G. (1999). A multicase study in the middle school: Complexities among young adolescent readers. Reading Research Quarterly, 34, 172-192.
42. Jiménez, R. T. (2000). Literacy and the identity development of Latina/o students. American Educational Research Journal, 37, 971-1000.
43. Jordan, C. (1985). Translating culture: From ethnographic information to educational program. Anthropology and Education Quarterly, 16, 105-123.
44. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
45. Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-255.
46. Kelly, D. M. (1993). Last chance high: How girls and boys drop in and out of alternative schools. New Haven, CT: Yale University Press.
47. Kelly, M. M. (2001). The education of African-American youth: Literacy practices and identity representation in church and school. In E. B. Moje & D. G. O'Brien (Eds.), Constructions of literacy: Studies of teaching and learning in and out of secondary schools (pp. 239-259). Mahwah, NJ: Erlbaum.
48. King, J. R., & O'Brien, D. G. (2002). Adolescents' multiliteracies and their teachers' needs to know: Toward a digital détente. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 40-50). New York: Peter Lang.
49. Ladson-Billings, G. (1992). African-American conceptions of literacy: An historical perspective. Theory into Practice, 31, 326-336.
50. Ladson-Billings, G. (1994). The dream-keepers: Successful teachers of African-American children. San Francisco, CA: Jossey-Bass.
51. Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? Qualitative Studies in Education, 11, 7-24.
52. Lankshear, C., & Knobel, M. (2002). Do we have your attention? New literacies, digital technologies, and the education of adolescents. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 19-39). New York: Peter Lang.
53. Leslie, L., & Caldwell, J. (1994). The Qualitative Reading Inventory (2nd edition). Boston: Pearson, Allyn & Bacon.
54. Levinson, B. A., Foley, D. E., & Holland, D. C. (1996). The cultural production of the educated person: Critical ethnographies of schooling and local practice. Albany, NY: SUNY Press.
55. Lewis, C., & Fabos, B. (2000). But will it work in the heartland? A response and illustration. Journal of Adolescent and Adult Literacy, 43, 462-469.
56. Lewis, C., & Finders, M. (2002). Implied adolescents and implied teachers: A generation gap for New Times. In D. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 101-113). New York: Peter Lang.
57. Luke, A. (2000). New narratives of human capital. In S. J. Ball (Ed.), Key readings in sociology of education. New York: Routledge. (Original work published 1997)
58. Luke, A. (2002). What happens to literacies old and new when they're turned to policy. In D. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 186-203). New York: Peter Lang.
59. Luke, A., & Elkins, J. (2000). Editorial: Special themed issue: Re/ mediating adolescent literacies. Journal of Adolescent and Adult Literacy, 43, 396-398.
60. McDermott, R. (1974). Achieving school failure: An anthropological approach to illiteracy and social stratification. In G. Spindler (Ed.), Education and cultural process (pp. 82-118). New York: Holt, Rinehart, and Winston.
61. Moje, E. B. (2000). "To be part of the story": The literacy practices of gangsta adolescents. Teachers College Record, 102, 652-690.
62. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60-92.
63. Noguera, P. A. (1995). Preventing and producing violence: A critical analysis of responses to school violence. Harvard Educational Review, 65, 189-212.
64. O'Brien, D. G., Springs, R., & Stith, D. (2001). Engaging at-risk high school students: Literacy learning in a high school literacy lab. In E. B. Moje & D. G. O'Brien (Eds.), Constructions of literacy: Studies of teaching and learning in and out of secondary schools (pp. 105-123). Mahwah, NJ: Erlbaum.
65. Ogbu, J., & Matute-Bianchi, M. (1986). Understanding sociocultural factors: Knowledge, identity, and school adjustment. In Beyond language: Social and cultural factors in schooling language minority students (pp. 73-142). Los Angeles: California State University Evaluation, Dissemination and Assessment Center.
66. Pascal, F. (2000). The it guy. New York: Bantam.
67. Perfetti, C. A., Beck, L., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283-319.
68. Pilkey, D. (1999). Captain Underpants and the invasion of the incredibly naughty cafeteria ladies from outerspace (and the subsequent assault of the equally evil lunchroom zombie nerds). New York: Scholastic.
69. Prendergast, C. (2003). Literacy and racial justice: The politics of learning after Brown v. Board of Education. Carbondale, IL: Southern Illinois University Press.
70. Salinger, J. D. (1951). The catcher in the rye. Boston: Little, Brown.
71. Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In Neuman, S. B., & Dickinson, D. K. (Eds.), Handbook of early literacy research (pp. 97-110). New York: Guilford.
72. Skrla, L., Scheurich, J. J., Garcia, J., & Nolly, G. (2004). Equity audits: A practical leadership tool for developing equitable and excellent schools. Educational Administration Quarterly, 40, 131-161.
73. Smith, M. W., & Wilhelm, J. D. (2002). "Reading don't fix no Chevys": Literacy in the lives of young men. Portsmouth, NH: Heinemann.
74. Smith, P. J. (1999). Our children's burden: The many-headed hydra of the educational disenfranchisement of Black children. Howard Law Journal, 42, 133-239.
75. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, D. C.: National Academy Press.
76. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
77. Texas Education Agency. (1997). Beginning reading instruction: Components and features of a research-based reading program. Austin, TX: Author.
78. Vygotsky, L. S. (1962). Thought and language. E. Haufman & G. Vakar (Trans.). Cambridge, MA: MIT Press.
79. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
80. Walker, A. (1982). The color purple. New York: Harcourt Brace Jovanovich.
81. Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. In Neuman, S. B., & Dickinson, D. K. (Eds.), Handbook of early literacy research (pp. 11-29). New York: Guilford.
82. Willis, A. I. (1995). Reading the world of school literacy: Contextualizing the experience of a young African-American male. Harvard Educational Review, 65, 30-49.
83. Willis, A. I., & Harris, V. J. (1997). Expanding the boundaries: A reaction to the First Grade Studies. Reading Research Quarterly, 32, 439-445.
84. Willis, P. (1981). Learning to labor: How working class kids get working class jobs. New York: Teachers College Press.