A sociocultural perspective on opportunity to learn

Assessment, Equity, and Opportunity to Learn

Volumn , Issue , 2008, Pages 76-108

  Gee, James Paul ^a  

^a ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84923519528     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9780511802157.004     Document Type: Chapter

References (84)

1. Barsalou, L. W. 1999a. Language comprehension: Archival memory or preparation for situated action. Discourse Processes 28: 61-80.
2. Barsalou, L. W. 1999b. Perceptual symbol systems. Behavioral and Brain Sciences 22: 57-660.
3. Barton, D. 1994. Literacy: An introduction to the ecology of written language. Oxford: Blackwell.
4. Barton, D. and K. Tusting. 2005. Beyond communities of practice: Language power and social context. Cambridge: Cambridge University Press.
5. Bransford, J., A. L. Brown, and R. R. Cocking. 2000. How people learn: Brain, mind, experience, and school: Expanded edition. Washington, D.C.:National Academy Press.
6. Brown, A. L. 1994. The advancement of learning. Educational Researcher 23: 4-12.
7. Brown, A. L., A. Collins, and P. Dugid. 1989. Situated cognition and the culture of learning. Educational Researcher 18: 32-42.
8. Center for Activity Theory and Developmental Work Research. 2003. The activity system. http://www.edu.helsinki.fi/activity/pages/chatanddwr/activitysystem/.
9. Chall, J. S., V. Jacobs, and L. Baldwin. 1990. The reading crisis: Why poor children fall behind. Cambridge: Harvard University Press.
10. Chomsky, N. 1986. Knowledge of language: Its nature, origin, and use. NewYork: Praeger.
11. Churchland, P. M. 1995. The engine of reason, the seat of the soul. Cambridge: MIT Press.
12. Churchland, P. S. and T. J. Sejnowski. 1992. The computational brain. Cambridge: Bradford/MIT Press.
13. Clancey, W. J. 1997. Situated cognition: On human knowledge and computer representations. Cambridge: Cambridge University Press.
14. Clark, A. 1989. Microcognition: Philosophy, cognitive science, and parallel distributed processing. Cambridge: MIT Press.
15. Clark, A. 1997. Being there: Putting brain, body, and world together again. Cambridge: MIT Press.
16. Clark, A. 2003. Natural-born cyborgs: Why minds and technologies are made to merge. Oxford: Oxford University Press.
17. Cole, M. and Y. Engeström. 1993. A cultural-historical approach to distributed cognition. In Distributed cognition: Psychological and educational considerations, edited by G. Salomon, 1-46. Cambridge: Cambridge University Press.
18. Corder, S. P. 1967. The significance of learners’ errors. International Review of Applied Linguistics 5: 160-70.
19. Crowley, K. and M. Jacobs. 2002. Islands of expertise and the development of family scientific literacy. In Learning conversations in museums, edited by G. Leinhardt, K. Crowley, and K. Knutson, 333-56. Mahwah, N.J.: Lawrence Erlbaum.
20. Delpit, L. 1995. Other people’s children: Cultural conflict in the classroom. New York: The New Press.
21. diSessa, A. A. 2000. Changing minds: Computers, learning, and literacy. Cambridge: MIT Press.
22. DuFour, R. and R. Eaker. 1998. Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, Ind.: Solution Tree.
23. Dulay, H., M. Burt and S. Krashen. 1982. Language two. Oxford: Oxford University Press.
24. Ellis, R. 1997. Second language acquisition. Oxford: Oxford University Press.
25. Engeström, Y. 1987. Learning by expanding. An activity theoretical approach to developmental research. Helsinki: Orienta Konsultit.
26. Engeström, Y., R. Miettinen, R.-L. Punamäki, eds. 1999. Perspectives on activity theory. Cambridge: Cambridge University Press.
27. Fink, E. and L. Resnick. 2001. Developing principals as instructional leaders. Phi Delta Kappan 82: 598-606.
28. Fodor, J. A. 1975. The language of thought. Cambridge: Harvard University Press.
29. Fullan, M. and A. Hargreaves. 1991. What’s worth fighting for in your school? New York: Teachers College Press.
30. Gass, S. M. 1997. Input, interaction, and the second language learner. Mahwah, N.J.: Lawrence Erlbaum.
31. Gee, J. P. 1992. The social mind: Language, ideology, and social practice. NewYork: Bergin and Garvey.
32. Gee, J. P. 1996. Social linguistics and literacies: Ideology in Discourses, 2nd ed. London: Routledge/Taylor & Francis.
33. Gee, J. P. 2002. Literacies, identities, and discourses. In Developing advanced literacy in first and second languages: Meaning with power, edited by M. Schleppegrell and M. Cecilia Colombi, 159-75. Mahwah, N.J.: Lawrence Erlbaum.
34. Gee, J. P. 2003. What video games have to teach us about learning and literacy. New York: Palgrave/Macmillan.
35. Gee, J. P. 2004. Situated language and learning:Acritique of traditional schooling. London: Routledge.
36. Gee, J. P. 2005. An introduction to discourse analysis: Theory and method, 2nd ed. London: Routledge.
37. Gee, J. P. 2008. Social linguistics and literacies: Ideology in discourses, 3rd ed. London: Routledge/Taylor and Francis.
38. Gee, J. P., G. Hull, and C. Lankshear. 1996. The new work order: Behind the language of the new capitalism. Boulder: Westview.
39. Gibson, J. J. 1977. The theory of affordances. In Perceiving, acting, and knowing: Toward an ecological psychology, edited by R. Shaw and J. Bransford, 67-82. Hillsdale, N.J.: Lawrence Erlbaum.
40. Gibson, J. J. 1979. The ecological approach to visual perception. Boston: Houghton Mifflin.
41. Glenberg, A. M. 1997. What is memory for? Behavioral and Brain Sciences 20: 1-55.
42. Glenberg, A. M. and D. A. Robertson. 1999. Indexical understanding of instructions. Discourse Processes 28: 1-26.
43. Greeno, J. 1997. On claims that answer the wrong questions. Educational Researcher 26: 5-17.
44. Greeno, J. 1998. The situativity of knowing, learning, and research. American Psychologist 53: 5-26.
45. Hagel, J. and J. S. Brown. 2005. The only sustainable edge: Why business strategy depends on productive friction and dynamic specialization. Boston: Harvard Business School Press.
46. Halliday, M. A. K. 1973. Language in a social perspective: Explorations in the functions of language. London: Edward Arnold.
47. Halliday, M. A. K. 1985a. Spoken and written language. Victoria: Deakin University.
48. Halliday, M. A. K. 1985b. An introduction to functional grammar. London/Baltimore: Edward Arnold.
49. Halliday, M. A. K. and J. R. Martin. 1993. Writing science: Literacy and discursive power. Pittsburgh: University of Pittsburgh Press.
50. Halliday, M. A. K. and C. M. I. M. Matthiessen. 1999. Construing experience through meaning: A language-based approach to cognition. New York: Continuum.
51. Hanks, W. F. 1996. Language and communicative practices. Boulder: Westview Press.
52. Heath, S. B. 1983. Ways with words: Language, life, and work in communities and classrooms. Cambridge: Cambridge University Press.
53. Holland, D. and N. Quinn, eds. 1987. Cultural models in language and thought. Cambridge: Cambridge University Press.
54. Hutchins, E. 1995. Cognition in the wild. Cambridge: MIT Press.
55. Krashen, S. D. 1983. Principles and practices in second language acquisition. Oxford: Pergamon Press.
56. Labov, W. 1972. Language in the inner city: Studies in Black English vernacular. Philadelphia: University of Pennsylvania Press.
57. Labov, W. 1974. The art of sounding and signifying. In Language in its social setting, edited by W. Gage, 84-116. Washington, D.C.: Anthropological Society of Washington.
58. Latour, B. 1999. Pandora’s hope: Essays on the reality of science studies. Cambridge: Harvard University Press.
59. Lave, J. 1996. Teaching, as learning, in Practice, Mind, Culture, and Activity. 3: 149-64.
60. Lave, J. and E. Wenger. 1991. Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
61. Lee, C.D. 1993. Signifying as a scaffold for literary interpretation: The pedagogical implications of an African American discourse genre. Urbana, Ill.: National Council of Teachers of English.
62. Lee, C. D. 1995. A culturally based cognitive apprenticeship: Teaching African American high school students skills in literary interpretation. Reading Research Quarterly 30: 608-31.
63. Lee, C. D. 1997. Bridging home and school literacies: Models for culturally responsive teaching, a case for African American English. In A handbook for literacy educators: Research on teaching the communicative and visual arts, edited by J. Flood, S. B. Heath, and D. Lapp, 334-45. New York: Macmillan.
64. Lee, C. D. 2001. Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal 38: 97-141.
65. Milroy, J. and L. Milroy. 1985. Authority in language: Investigating language prescription and standardisation. London: Routledge.
66. Newell, A. and H. A. Simon. 1972. Human problem solving. New York: Prentice-Hall.
67. Norman, D. A. 1988. The design of everyday things. New York: Basic Books.
68. Ochs, E., R. Smith, D. Rudolph, and C. Taylor. 1992. Storytelling as a theory-building activity. Discourse Processes 15: 37-72.
69. Pylyshyn, Z. 1984. Computation and cognition. Cambridge: MIT Press.
70. Research round-up. Spring 2003. American Educator.
71. Rickford, J. R. and R. J. Rickford. 2000. Spoken soul: The story of Black English. New York: John Wiley.
72. Schleppegrell, M. 2004. Language of schooling: A functional linguistics perspective. Mahwah, N.J.: Lawrence Erlbaum.
73. Schleppegrell, M. and M. C. Colombi, eds. 2002. Developing advanced literacy in first and second languages: Meaning with power, 159-75. Mahwah, N.J.: Lawrence Erlbaum.
74. Scollon, R. and S.W. Scollon. 1981. Narrative, literacy, and face in interethnic communication. Norwood, N.J.: Ablex.
75. Shuman, A. 1986. Storytelling rights: The uses of oral and written texts by urban adolescents. Cambridge: Cambridge University Press.
76. Smitherman, G. 1977. Talkin and testifin: The language of Black America. Boston: Houghton Mifflin.
77. Strauss, C. and N. Quinn. 1997. A cognitive theory of cultural meaning. Cambridge: Cambridge University Press.
78. Taylor, D. 1983. Family literacy: Young children learning to read and write. Portsmouth, N.H.: Heinemann.
79. Taylor, D. and C. Dorsey-Gaines. 1987. Growing up literate: Learning from inner city families. Portsmouth, N.H.: Heinemann.
80. Tomasello, M. 1999. The cultural origins of human cognition. Cambridge: Harvard University Press.
81. Vygotsky, L. S. 1978. Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
82. Wenger, E. 1998. Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
83. Wenger, E., R. McDermott, and W. M. Snyder. 2002. Cultivating communities of practice. Cambridge: Harvard Business School Press.
84. Wertsch, J. V. 1998. Mind as action. Oxford: Oxford University Press.