Leadership in the dance of agency during productive disciplinary engagement

Cultural Studies of Science Education

Volumn 2, Issue 1, 2007, Pages 210-218

  Engle, Randi A ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34249083779     PISSN: 18711502     EISSN: 18711510     Source Type: Journal    
DOI: 10.1007/s11422-007-9060-2     Document Type: Note

References (10)

1. Cornelius, L. L., & Herrenkohl, L. R. (2004). Power in the classroom: How the classroom environment shapes students' relationships with each other and with concepts. Cognition and Instruction, 22(4), 467-498.
2. Engle, R. A. (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. Journal of the Learning Sciences, 15(4), 451-498.
3. Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners' classroom. Cognition and Instruction, 20, 399-483.
4. Engle, R. A., & Faux, R. B. (2006). Towards productive disciplinary engagement of prospective teachers in educational psychology: Comparing two methods of case-based instruction. Teaching Educational Psychology, 1(2), 1-22. Available at: http://www.coe.uga.edu/tep/pdf_2006/index.html
5. Engle, R. A., McKinney de Royston, M. R., Langer-Osuna, J., & Bergan, J. (to appear). From positioning to differential influence in a classroom argument: Students negotiating space, authority, and the conversational floor. In R. A. Engle (Chair), Dynamics of positioning: Perspectives on students' participation in relation to each other, academic disciplines, and classroom settings. Symposium to be presented at the Annual Meeting of the American Educational Research Association, Chicago.
6. Greeno, J. G. (2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. Journal of the Learning Sciences, 15(4), 537-547.
7. Pickering, A. (1995). The mangle of practice: Time, agency, and science, Chicago: The University of Chicago Press.
8. Schoenfeld, A. H. (1998). Making mathematics and making pasta: From cookbook procedures to really cooking. In J. G. Greeno & S. V. Goldman (Eds.), Thinking practices in mathematics and science learning (pp. 299-319). Mahwah, NJ: Lawrence Erlbaum Associates.
9. Stenning, K., Greeno, J. G., Hall, R., Sommerfeld, M., & Wiebe, M. (2002). Coordinating mathematical with biological multiplication: Conceptual learning as the development of heterogenous reasoning systems. In M. Baker, P. Brna. K. Stenning, & A. E. Tiberghien (Eds.), The role of communication in learning to model (pp. 3-48). Mahwah, NJ: Erlbaum.
10. Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.