Learning to teach through coteaching and cogenerative dialogue

Teaching Education

Volumn 17, Issue 2, 2006, Pages 133-142

  Tobin, Kenneth ^a  

^a CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33646850572     PISSN: 10476210     EISSN: 14701286     Source Type: Journal    
DOI: 10.1080/10476210600680358     Document Type: Review

References (9)

1. LaVan, S. K. (2004) Cogenerating fluency in urban science classrooms. Philadelphia: The University of Pennsylvania. Unpublished doctoral dissertation
2. LaVan, S. K. and Beers, J. (2005) The role of cogenerative dialogue in learning to teach and transforming learning environments. In Improving urban science education: New roles for teachers, students, and researchers. (pp. 149-166). New York: Rowman & Littlefield.
3. Lebak, K. (2005) Connecting outdoor field experiences to classroom learning: A qualitative study of the participation of students and teachers in learning science. Philadelphia: The University of Pennsylvania. Unpublished doctoral dissertation
4. Roth, W.-M. and Tobin, K. G. (2002) At the elbow of another: Learning to teach by coteaching. New York: Peter Lang.
5. Roth, W.H. & Tobin, K.G. (2005) Teaching together, learning together. New York: Peter Lang.
6. Scantlebury, K. (2005) Gender issues in coteaching. In Teaching together, learning together. (pp. 233-248). New York: Peter Lang.
7. Sewell, W. H. (1992) A theory of structure: Duality, agency and transformation American Journal of Sociology, 98, pp. 1-29.
8. Swidler, A. (1986) Culture in action: Symbols and strategies American Sociological Review, 51, pp. 273-286.
9. Wassell, B. (2004) More than overwhelmed: How a first-year teacher in an urban high school employs agency to build solidarity in the presence of structural changes. Philadelphia: The University of Pennsylvania. Unpublished doctoral dissertation