Bringing the background to the foreground: What do classroom environments that support authentic discussions look like?

American Educational Research Journal

Volumn 44, Issue 2, 2007, Pages 370-399

  Hadjioannou, Xenia ^a  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

Case study; Classroom environment; Discourse; Discussions

Indexed keywords

EID: 34250857951     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831207302173     Document Type: Review

References (64)

1. Allodi, M. (2002). A two-level analysis of classroom climate in relation to social context, group composition, and organization of special support. Learning Environments Research, 5, 253-274.
2. Almasi, J. (1996). A new view of discussion. In L. Gambrell & J. Almasi (Eds.), Lively discussions! Fostering engaged reading (pp. 2-24). Newark, DL: International Reading Association.
3. Anderson, E., O'Flahavan.J., & Guthrie, J. (1996). The influence of embedded word study instruction, social context, and motivation of children's independent reading and writing: A case study of three first-traders (Reading Research Report No. 95). Washington, DC: National Reading Center.
4. Applebee, A. (2002). Engaging students in the disciplines of English: What are effective schools doing? English Journal, 91(6), 30-36.
5. Avery, C. (2001). And with a light touch: Learning about reading, writing, and teaching with first graders. Portsmouth, NH: Heinemann.
6. Bakhtin, M. (1986). Speech genres and other late essays. Austin: University of Texas Press.
7. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
8. Brody, C. (1998). The significance of teacher beliefs for professional development and cooperative learning. In C. Brody & N. Davidson (Eds.), Professional development for cooperative learning: Issues and approaches (pp. 25-8). Albany: Albany State University of New York Press.
9. Bronfrenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
10. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
11. Calkins, L. (1994). The an of teaching writing. Portsmouth, NH: Heinemann.
12. Cazden, C. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
13. Golfer, E. (2002). Artemis fowl. New York: Hyperion.
14. Crump, C. (1996). Teacher immediacy: What students consider to be effective teacher behaviors. Clarendon, TX: West Texas A &M University. (ERIC Reproduction Document Service No. ED390099.)
15. Donaldson, M. (1979). Children's minds. New York: Norton.
16. Duranti, A. (1988). Ethnography of speaking: Toward a linguistics of the praxis. In F. J. Newmyer (Ed.), Linguistics: The Cambridge survey, Vol. VI. Language: The socio-cultural context (pp. 210-228). New York: Teachers College Press.
17. Dyson, A. (1993). Social worlds of children learning to write. New York, NY; Teachers College Press.
18. Emerson, R., Fretz, R., & Shaw, L. (1995). Writing ethnographic fieldnotes. Chicago: University of Chicago Press.
19. Florida Department of Education. (1996). Sunshine State Standards. Retrieved March 15, 2005, from http://firn.edu.doe/menu/sss.htm
20. Fraser, B., Anderson, G., & Walberg, H. (1982). Assessment of learning environments: Manual for Learning Environment Inventory (LEI) and My Class Inventory (MCI) (3rd ed.). Perth, Australia: Western Australian Institute of Technology.
21. Fraser, S. (1996, November). Classroom climate and student outcomes in elementary mathematics. Paper presented at the joint conference of the Educational Research Association and the Australian Association of Research in Education, Singapore. Retrieved March 15, 2005, from http://www.aare.edu.au/ 96pap/gohsc96511.txt
22. Gambrell, L. (1996). What research reveals about discussion. In L. Gambrell & J. Almasi (Eds,), Lively discussions! Fostering engaged reading (pp.25-38). Newark, DL International Reading Association.
23. Gee, J. (2000). Discourse and sociocultural studies in reading. Reading Online, 4(3). Retrieved March 15, 2005, from http://www. readingonline.org/articles/art_index ,asp?HREF=/articles/handbook/gee/index.html
24. George Speare, E. (1986). The Witch of Blackbird Pond. New York: Dell.
25. Goffman, E. (1974). Frame analysis: An essay in the organization of experience. Boston: Northeastern University.
26. Goodwin, C., & Duranti, A. (1992). Rethinking context: An introduction. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 1-42). Cambridge, UK: Cambridge University Press.
27. Gubrium, J., & Holstein, J. (1997). The new language of qualitative method. New York: Oxford University Press.
28. Guthrie, J. T. (2001). Contexts for engagement and motivation in reading. Reading Online, 4(8). Retrieved March 15, 2005, from http://www.readingonline.org/ articles/art_index.asp?HREF=/ articles/handbook/ guthrie/index.html
29. Guthrie, J. T., & Cox, K. (2001). Classroom conditions for motivation and engagement in reading. Educational Psychology Review, 13(3), 283-302.
30. Gutierrez, K. (1994). How talk, context, and script shape contexts for learning: A cross-case comparison of journal sharing. Linguistics and Education, 5, 335-365.
31. Hadjioannou, X. (2003). An exploration of authentic discussion in the booktalks of a fifth-grade class. Unpublished doctoral dissertation, University of Florida.
32. Halliday, M. (1975). Learning how to mean: Explorations in the development of language. London: Edward Arnold.
33. Hemmings, A. (2000). High school democratic dialogues: Possibilities for praxis. American Educational Research Journal, 37, 67-91.
34. Hirschy, A., & Wilson, M. (2002). The sociology of the classroom and its influence on student learning. Peabody Journal of Education, 77(3), 85-100.
35. Holquist, M. (1990). Dialogism: Bakhtin and his world. New York: Routledge.
36. Hymes, D. (1972). Introduction. In C. Cazden, V. John, & D. Hymes (Eds.), Functions of language in the classroom (pp. xi-lvii). New York: Teacher's College Press.
37. John-Steiner, V. (1997). Notebooks of the mind: Explorations of thinking. New York: Oxford University Press.
38. Kachur, R., & Prendergast, C. (1997). A closer look at authentic interaction: Profiles of teacher-student talk in two classrooms. In M. Nystrand et al. (Eds.), Opening dialogue (pp.75-88). New York: Teacher's College Press.
39. Konigsburg, E. (1968). From the mixed-up files of Mrs, Basil E. Frankweiler. New York: Atheneum.
40. Langer, J. (1995). Envisioning literature: Literary understanding and literature instruction. New York: Teachers College Press.
41. Lewin, K. (1997), Resolving social conflicts: Field theory in social science. Washington, DC: American Psychological Association.
42. Lindfors, J. (1987). Children's language and learning. Englewood Cliffs, NJ: Prentice Hall.
43. Lindfors, J. (1999). Children's inquiry: Using language to make sense of the world. New York: Teachers College, Columbia University.
44. Majeed, A., Fraser, B., & Aldridge, J. (2001, December). Junior secondary mathematics student's learning environment and satisfaction in Brunei Darussalam. Paper presented at the annual conference of the Australian Association for Research in Education, Fremantle, Western Australia. Retrieved March 15, 2005, from http://www.aare.edu.au/01pap/maj0l681.htm
45. Martinez, M., Yokota, J., Naylor, A., Temple, C., Freeman, E., & Naylor, E. (2001). Children's books in children's hands: An introduction to their literature. New York: Allyn & Bacon.
46. Newkirk, T., & McLure, P. (1992). Listening in: Children talk about books (and other things). Portsmouth, NH: Heinemann.
47. Newmann, F., & Wehlage, G. (1993). Five standards of authentic instruction. Educational Leadership, 50(7), 8-12.
48. Nystrand, M. (1997). Dialogic instruction: When recitation becomes conversation. In M. Nystrand et al. (Eds.), Opening dialogue (pp. 1-29). New York: Teacher's College Press.
49. O'Dell, S. (1960). Island of the blue dolphins. Boston: Houghton Mifflin.
50. Raider-Roth, M. (2004). Taking the time to think: A portrait of reflection. Teaching and Learning, 18(5'), 79-97.
51. Raider-Roth, M. (2005a). Trusting what you know: The high stakes of classroom relationships. San Francisco: Jossey-Bass.
52. Raider-Roth, M. (2005b). Trusting what you know: Negotiating the relational context of classroom life. Teachers College Record, 107(4), 587-628.
53. Rosenblatt, L. (1995). Literature as exploration. New York: Modern Language Association of America.
54. Ryan, A., & Patrick, H. (2001). The classroom social environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.
55. Sachar, L. (1998). Holes. New York: Farrar, Straus and Giroux.
56. Shelton, N. (2003). Mandated literacy programs: How teachers cope and the impact on students. Unpublished doctoral dissertation, University of Florida.
57. Short, K., Harste, J., & Burke, C. (1996). Creating classrooms for authors and inquirers. Portsmouth, NH: Heinemann.
58. Sinclair, M., & Coulthard, R. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
59. Slavin, R. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall.
60. Townsend, J. (1991). A study of wondering discourse in three literature class discussions. Unpublished doctoral dissertation, University of Texas at Austin.
61. Webb, R. (unpublished manuscript). Socioeconomic foundations of education
62. Webb, W. (1961). The choice of the problem. American Psychologist, 16, 223-227.
63. Wells, G. (2000). Dialogic inquiry in education: Building on the legacy of Vygotsky.
64. In C. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research (pp, 51-85). Cambridge, UK: Cambridge University Press.