Student participation in disciplinary discourses: When the teacher takes a step back, who takes a step forward?

Computer-Supported Collaborative Learning Conference, CSCL

Volumn , Issue PART 1, 2008, Pages 175-182

  Cornelius, Lindsay L ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

DATA POINTS; STUDENT PARTICIPATION;

CURRICULA; STUDENTS;

TEACHING;

EID: 84880400627     PISSN: 15734552     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (21)

1. Bell, P. (2002). Using argument map representations to make thinking visible for individuals and groups. In T. Koschmann, R. Hall & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation. Mahwah, NJ: Lawrence Erlbaum Associates: 449-485.
2. Bransford, J.D., Brown, A.L., and Cocking, R. R. (Eds.)(2000). How people learn: Brain, mind, experience, and school. Washington, D. C.: National Academy Press.
3. Brown, A. L. & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly, (Ed.) Classroom lessons: Integrating cognitive theory and classroom practice. (pp. 229-270). Cambridge, MA: MIT Press.
4. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann Educational Books.
5. Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13-20.
6. Cohen, E. G. & Lotan, R. A. (1995). Producing equal-status interaction in the heterogeneous classroom. American Educational Research Journal, 32(1) pp. 99-120.
7. Collins, A., and Brown., J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 6-11, 38-46.
8. Collins, A., and Brown., J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
9. 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, 467-498.
10. Engle, R. A., & Conant, F. R. (2002). Guiding Principles for Fostering Productive Disciplinary Engagment: Explaining an Emergent Argument in a Community of Learners Classroom. Cognition and Instruction, 20(4), 399-483.
11. Goffman, E. (1981). Forms of talk. Philadelphia, PA: University of Pennsylvania Press.
12. Hatano, G. & Inagaki, K. (1991). Sharing cognition through collective comprehension activity. In L.B. Resnick, J.M Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition. Washington DC: American Psychological Association: 331-348.
13. Herrenkohl, L. R., & Guerra, M. R. (1998). Participant structures, scientific discourse, and student engagement in fourth grade. Cognition and Instruction, 16(4), 431-473.
14. Herrenkohl, L.R., Palincsar, A.S., DeWater, L.S., & Kawasaki, K. (1999). Developing scientific communities in classrooms: A sociocognitive approach. The Journal of the Learning Sciences, 8, 451-493.
15. Holland, D., Lachicotte, W. Jr., Skinner, D. & Cain, C. (2000). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
16. Leinhardt, G. & Steele, M.D. (2005). Seeing the complexity of standing to the side: Instructional dialogues. Cognition and Instruction, 23 (1), 87-163.
17. Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
18. O'Connor, M.C. (2001). "Can any fraction be turned into a decimal?" A case study of a mathematical group discussion. Educational Studies in Mathematics, 46: 143-185.
19. Palincsar, A.S. & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction (1) 117-175.
20. Roth, W., and McGinn., M. K., Woszczyna, C. & Boutonne, S. (1999). Differential participation during science conversations: The interaction of focal artifacts, social configurations, and physical arrangements. The Journal of the Learning Sciences, 8(3&4), 293-347.
21. Stevens, R., Wineburg, S., Herrenkohl, L. R., Bell, P. (2004). The comparative understanding of school subjects: Past, present, and future. Review of Educational Research.