The role of dialogue in activity theory

Mind, Culture, and Activity

Volumn 9, Issue 1, 2002, Pages 43-66

  Wells, Gordon ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27944486815     PISSN: 10749039     EISSN: 15327884     Source Type: Journal    
DOI: 10.1207/S15327884MCA0901_04     Document Type: Article

References (44)

1. Bakhtin, M. M. (1986). Speech genres and other late essays. Austin: University of Texas Press.
2. Bazerman, C. (1994). Systems of genres and the enactment of social intentions. In A. Freedman & P. Medway (Eds.), Genre and the new rhetoric (pp. 79-101). London: Taylor & Francis.
3. Beach, K. (1999). Consequential transitions. In A. lran-Nejad & P. D. Pearso (Eds.), Review of research in education (Vol. 24, pp. 101-139). Washington, DC: American Educational Research Association.
4. Bereiter, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29(1), 3-12.
5. Berry, M. (1981). Systemic linguistics and discourse analysis: A multi-layered approach to exchange structure. In M. Coulthard & M. Montgomery (Eds.), Studies in discourse analysis. London: Routledge and Kegan Paul.
6. Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
7. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: The Bellknap Press.
8. Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1-47). Cambridge, England: Cambridge University Press.
9. Dewey, J. (1938). Experience and education. New York: Collier Macmillan.
10. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit.
11. Engeström, Y. (1991). Non scolae sed vitae discimus: Toward overcoming the encapsulation of school learning. Learning and Instruction, 1, 243-259.
12. Engeström, Y., Miettinen, R., & Punamaki, R.-L. (Eds.). (1999). Perspectives on Activity Theory. Cambridge, England: Cambridge Universtiy Press.
13. Engeström, Y. (January 4, 2002). Cultural Historical Activity Theory Web page, http://www.helsinki.fi/jengestr/activity/6a.htm
14. Forman, E. A. (in press). Forms of participation in classroom practice: Implications for learning mathematics.
15. Freeman, W. J. (1995). Societies of brains: A study in the neuroscience of love and hate. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
16. Halliday, M. A. K. (1993). Toward a language-based theory of learning. Linguistics and Education, 5, 93-116.
17. Haneda, M., & Wells, G. (2000). Writing in knowledge building communities. Research in the Teaching of English, 34(3), 430-457.
18. Hume, K. (2001). Seeing shades of gray: Developing a knowledge building community through science. In G. Wells (Ed.), Action, talk, and text: Learning and teaching through inquiry (pp. 150-167). New York: Teachers College Press.
19. Kress, G. (1997). Before writing: Rethinking the paths to literacy. London: Routledge.
20. Lemke, J. L. (1989). Using language in the classroom. Oxford, England: Oxford University Press.
21. Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.
22. Lemke, J. L. (1995). Textual politics: Discourse and social dynamics. Bristol, PA: Taylor & Francis.
23. Leont'ev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in Soviet Psychology (pp. 37-71). Armonk, NY: Sharpe.
24. Martin, J. R. (1992). English texts. Amsterdam, Holland: Benjamins.
25. McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: University of Chicago.
26. Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.
27. Miettinen, R. (1999). Transcending traditional school learning: Teachers' work and networks of learning. In Y. Engeström, R. Miettinen, & R.-L. Punamaki (Eds.), Perspectives on Activity Theory (pp. 325-344). Cambridge, England: Cambridge University Press.
28. Nardi, B. (Ed.). (1996). Context and consciousness: Activity Theory and human-computer interaction. Cambridge, MA: MIT Press.
29. Penuel, W., & Wertsch, J. V. (1995). Vygotsky and identity formation: A sociocultural approach. Educational Psychologist, 30 (2), 83-92.
30. Raeithel, A. (1995). Messages to xpractice, xlchc, 30 March-4 April, 1995
31. Richards, R. (1990). An early start to technology. London: Simon & Schuster.
32. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
33. Russell, D. (1995). Activity Theory and its implications for writing instruction. In J. Petraglia (Ed.), Reconceiving writing, rethinking writing instruction (pp. 51-77). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
34. Smith, F. (1982). Writing and the writer. New York: Holt, Rinehart, & Winston.
35. Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modem Language Journal, 82(3) 320-337.
36. Tharp, R., & Gallimore, R. (1988). Rousing minds to life. New York: Cambridge University Press.
37. Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concept of activity in Soviet Psychology (pp. 144-188). Armonic, NY: Sharpe.
38. Vygotsky, L. S. (1934/1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky, Volume 1: Problems of general psychology (pp. 39-285). New York: Plenum.
39. Wartofsky, M. (1979). Models, representation and scientific understanding. Boston: Reidel.
40. Wegerif, R., & Scrimshaw, P. (Eds.). (1997). Computers and talk in the primary classroom. Clevedon, England: Multilingual Matters.
41. Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge, England: Cambridge University Press.
42. Wells, G. (2000). From action to writing: Modes of representing and knowing. In J. W. Astington (Ed.), Minds in the making. Oxford, England: Blackwell.
43. Wertsch, J. V. (1998). Mind as action. Oxford, England: Oxford University Press.
44. Wertsch, J. V., Minick, N., & Arns, F. J. (1984). The creation of context in joint problem solving. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context. Cambridge, England: Cambridge University Press.