메뉴 건너뛰기




Volumn 50, Issue 3, 2015, Pages 190-203

The Joint Accomplishment of Identity

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84942864813     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520.2015.1075401     Document Type: Article
Times cited : (73)

References (92)
  • 1
    • 44349172578 scopus 로고
    • Achievement goals in the classroom: Students’ learning strategies and motivation processes
    • C.Ames,, & J.Archer, (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260–267.
    • (1988) Journal of Educational Psychology , vol.80 , pp. 260-267
    • Ames, C.1    Archer, J.2
  • 3
    • 81455156666 scopus 로고    scopus 로고
    • Conceptualizing and tracing learning pathways over time and setting
    • B.Barron, (2010). Conceptualizing and tracing learning pathways over time and setting. NSSE Yearbook, 109, 113–127.
    • (2010) NSSE Yearbook , vol.109 , pp. 113-127
    • Barron, B.1
  • 4
    • 77951705698 scopus 로고    scopus 로고
    • We be burnin'! Agency, identity, and science learning
    • A.C.Barton,, & E.Tan, (2010). We be burnin'! Agency, identity, and science learning. Journal of the Learning Sciences, 19, 187–229.
    • (2010) Journal of the Learning Sciences , vol.19 , pp. 187-229
    • Barton, A.C.1    Tan, E.2
  • 7
    • 84872344337 scopus 로고    scopus 로고
    • Learning in diversities of structures of social practice: Accounting for how, why and where people learn science
    • P.Bell,, C.Tzou,, L.Bricker,, & A.Baines, (2012). Learning in diversities of structures of social practice: Accounting for how, why and where people learn science. Human Development, 55, 269–284.
    • (2012) Human Development , vol.55 , pp. 269-284
    • Bell, P.1    Tzou, C.2    Bricker, L.3    Baines, A.4
  • 9
    • 41449103553 scopus 로고    scopus 로고
    • Creating mathematical futures through an equitable teaching approach: The case of railside school
    • J.Boaler,, & M.Staples, (2008). Creating mathematical futures through an equitable teaching approach: The case of railside school. Teachers College Record, 110, 608–645.
    • (2008) Teachers College Record , vol.110 , pp. 608-645
    • Boaler, J.1    Staples, M.2
  • 12
    • 79954425245 scopus 로고    scopus 로고
    • Assessing equity beyond knowledge—and skills-based outcomes: A comparative ethnography of two fourth-grade reform-based science classrooms
    • H.B.Carlone,, J.Haun-Frank,, & A.Webb, (2011). Assessing equity beyond knowledge—and skills-based outcomes: A comparative ethnography of two fourth-grade reform-based science classrooms. Journal of Research in Science Teaching, 48, 459–485.
    • (2011) Journal of Research in Science Teaching , vol.48 , pp. 459-485
    • Carlone, H.B.1    Haun-Frank, J.2    Webb, A.3
  • 13
    • 58549097867 scopus 로고    scopus 로고
    • An interpretive scheme for analyzing the identities that students develop in mathematics classrooms
    • P.Cobb,, M.Gresalfi,, & L.L.Hodge, (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40(1), 40–68.
    • (2009) Journal for Research in Mathematics Education , vol.40 , Issue.1 , pp. 40-68
    • Cobb, P.1    Gresalfi, M.2    Hodge, L.L.3
  • 15
    • 0037623792 scopus 로고    scopus 로고
    • Personal trajectories of participation across context of social practice
    • O.Dreier, (1999). Personal trajectories of participation across context of social practice. Outlines, 4, 5–31.
    • (1999) Outlines , vol.4 , pp. 5-31
    • Dreier, O.1
  • 16
    • 0027620650 scopus 로고
    • Age and gender differences in children's self- and task perceptions during elementary school
    • J.Eccles,, A.Wigfield,, R.D.Harold,, & P.Blumenfeld, (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64, 830–847.
    • (1993) Child Development , vol.64 , pp. 830-847
    • Eccles, J.1    Wigfield, A.2    Harold, R.D.3    Blumenfeld, P.4
  • 17
    • 84864569685 scopus 로고    scopus 로고
    • How does expansive framing promote transfer? Several proposed explanations and a research agenda for investigating them
    • R.Engle,, D.Lam,, X.Meyer,, & S.Nix, (2012). How does expansive framing promote transfer? Several proposed explanations and a research agenda for investigating them. Educational Psychologist, 47, 215–231.
    • (2012) Educational Psychologist , vol.47 , pp. 215-231
    • Engle, R.1    Lam, D.2    Meyer, X.3    Nix, S.4
  • 18
    • 33751503458 scopus 로고    scopus 로고
    • Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom
    • R.A.Engle, (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. Journal of the Learning Sciences, 15, 451–498.
    • (2006) Journal of the Learning Sciences , vol.15 , pp. 451-498
    • Engle, R.A.1
  • 19
    • 0038413924 scopus 로고    scopus 로고
    • Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom
    • R.A.Engle,, & F.R.Conant, (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20, 399–483.
    • (2002) Cognition and Instruction , vol.20 , pp. 399-483
    • Engle, R.A.1    Conant, F.R.2
  • 21
    • 84934453816 scopus 로고
    • Transformation and school success: The politics and culture of educational achievement
    • F.Erickson, (1987). Transformation and school success: The politics and culture of educational achievement. Anthropology & Education Quarterly, 18, 335–356.
    • (1987) Anthropology & Education Quarterly , vol.18 , pp. 335-356
    • Erickson, F.1
  • 22
    • 70449413811 scopus 로고    scopus 로고
    • Mathematics learning in groups: Analysing equity in two cooperative activity structures
    • I.Esmonde, (2009). Mathematics learning in groups: Analysing equity in two cooperative activity structures. Journal of the Learning Sciences, 18, 247–284.
    • (2009) Journal of the Learning Sciences , vol.18 , pp. 247-284
    • Esmonde, I.1
  • 23
    • 84873811796 scopus 로고    scopus 로고
    • Power in numbers: Student participation in mathematical discussions in heterogeneous spaces
    • I.Esmonde,, & J.M.Langer-Osuna, (2010). Power in numbers: Student participation in mathematical discussions in heterogeneous spaces. Journal for Research in Mathematics Education, 41, 288–315.
    • (2010) Journal for Research in Mathematics Education , vol.41
    • Esmonde, I.1    Langer-Osuna, J.M.2
  • 24
    • 33646692449 scopus 로고    scopus 로고
    • The problem with answers: An exploration of guided scientific inquiry teaching
    • E.M.Furtak, (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90, 453–467.
    • (2006) Science Education , vol.90 , pp. 453-467
    • Furtak, E.M.1
  • 25
    • 0034488139 scopus 로고    scopus 로고
    • Identity as an analytic lens for research in education
    • J.P.Gee, (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
    • (2000) Review of Research in Education , vol.25 , pp. 99-125
    • Gee, J.P.1
  • 26
    • 0003471232 scopus 로고
    • Cambridge, MA: Harvard University Press
    • E.Goffman, (1974). Frame analysis. Cambridge, MA: Harvard University Press.
    • (1974) Frame analysis
    • Goffman, E.1
  • 27
    • 70349799441 scopus 로고    scopus 로고
    • A theory bite on contextualizing, framing, and positioning: A companion to son and goldstone
    • J.Greeno, (2009). A theory bite on contextualizing, framing, and positioning: A companion to son and goldstone. Cognition and Instruction, 27, 269–275.
    • (2009) Cognition and Instruction , vol.27 , pp. 269-275
    • Greeno, J.1
  • 28
    • 84923418452 scopus 로고    scopus 로고
    • Opportunities to learn in practice and identity
    • Moss P., Pullin D., Gee J.P., Haertel E., Young J., (eds), New York, NY: Cambridge University Press
    • J.Greeno,, & M.Gresalfi, (2008). Opportunities to learn in practice and identity. In P.Moss, D.Pullin, J.P.Gee, E.Haertel, & J.Young (Eds.), Assessment, equity, and opportunity to learn (pp. 170–199). New York, NY: Cambridge University Press.
    • (2008) Assessment, equity, and opportunity to learn
    • Greeno, J.1    Gresalfi, M.2
  • 29
    • 0002076787 scopus 로고    scopus 로고
    • The situativity of knowing, learning, and research
    • J.G.Greeno,, & MMAP. (1998). The situativity of knowing, learning, and research. American Psychologist, 53, 5–26.
    • (1998) American Psychologist , vol.53 , pp. 5-26
    • Greeno, J.G.1
  • 31
    • 70449436472 scopus 로고    scopus 로고
    • Taking up opportunities to learn: Constructing dispositions in mathematics classrooms
    • M.Gresalfi, (2009). Taking up opportunities to learn: Constructing dispositions in mathematics classrooms. Journal of the Learning Sciences, 18, 327–369.
    • (2009) Journal of the Learning Sciences , vol.18 , pp. 327-369
    • Gresalfi, M.1
  • 32
    • 84859270097 scopus 로고    scopus 로고
    • Gresalfi, M. S., Barnes, J., & Cross, D. (2012). When does an opportunity become an opportunity? Unpacking classroom practice through the lens of ecological psychology. Educational Studies in Mathematics, 80, 249–267.
  • 33
    • 79957470343 scopus 로고    scopus 로고
    • Gresalfi, M. S., & Cobb, P. (2011). Negotiating identities for mathematics teaching in the context of professional development. Journal for Research in Mathematics Education, 42, 270–304.
  • 34
    • 57849107550 scopus 로고    scopus 로고
    • Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms
    • M.Gresalfi,, T.Martin,, V.Hand,, & J.G.Greeno, (2008). Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms. Educational Studies in Mathematics, 70, 49–70.
    • (2008) Educational Studies in Mathematics , vol.70 , pp. 49-70
    • Gresalfi, M.1    Martin, T.2    Hand, V.3    Greeno, J.G.4
  • 35
    • 84993767751 scopus 로고    scopus 로고
    • Cultural ways of learning: Individual traits or repertoires of practice
    • K.Gutiérrez,, & B.Rogoff, (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25.
    • (2003) Educational Researcher , vol.32 , Issue.5 , pp. 19-25
    • Gutiérrez, K.1    Rogoff, B.2
  • 36
    • 73949109278 scopus 로고    scopus 로고
    • Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments
    • K.Gutiérrez,, & S.Vossoughi, (2010). Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, 61, 100–117.
    • (2010) Journal of Teacher Education , vol.61 , pp. 100-117
    • Gutiérrez, K.1    Vossoughi, S.2
  • 38
    • 77951438558 scopus 로고    scopus 로고
    • The co-construction of opposition within a low-track mathematics classroom
    • V.Hand, (2010). The co-construction of opposition within a low-track mathematics classroom. American Educational Research Journal, 47, 97–132.
    • (2010) American Educational Research Journal , vol.47 , pp. 97-132
    • Hand, V.1
  • 39
    • 84859266406 scopus 로고    scopus 로고
    • Seeing power and culture in mathematics learning: Teacher noticing for equitable mathematics instruction
    • V.Hand, (2012). Seeing power and culture in mathematics learning: Teacher noticing for equitable mathematics instruction. Educational Studies in Mathematics, 80, 233–247
    • (2012) Educational Studies in Mathematics , vol.80 , pp. 233-247
    • Hand, V.1
  • 40
    • 84942847679 scopus 로고    scopus 로고
    • Taking up our space”: Becoming competent learners in the mathematics classroom
    • Nasir N., Louie N., Cabana C., Shreve B., Woodbury E., (eds), New York, NY: Teachers College Press
    • V.Hand, (2014). “Taking up our space”: Becoming competent learners in the mathematics classroom. In N.Nasir, N.Louie, C.Cabana, B.Shreve, & E.Woodbury (Eds.), Mathematics for equity: A framework for successful practice (pp. 91–106). New York, NY: Teachers College Press.
    • (2014) Mathematics for equity: A framework for successful practice
    • Hand, V.1
  • 41
    • 84872290588 scopus 로고    scopus 로고
    • ReFraming educational possibility: Attending to power and equity in shaping access to and within learning opportunities
    • V.Hand,, W.Penuel,, & K.Gutiérrez, (2012). (Re)Framing educational possibility: Attending to power and equity in shaping access to and within learning opportunities. Human Development, 55, 250–268.
    • (2012) Human Development , vol.55 , pp. 250-268
    • Hand, V.1    Penuel, W.2    Gutiérrez, K.3
  • 43
    • 0000827123 scopus 로고    scopus 로고
    • Participant structures, scientific discourse and student engagement in fourth grade
    • L.R.Herrenkohl,, & M.R.Guerra, (1998). Participant structures, scientific discourse and student engagement in fourth grade. Cognition and Instruction, 16, 431–473.
    • (1998) Cognition and Instruction , vol.16 , pp. 431-473
    • Herrenkohl, L.R.1    Guerra, M.R.2
  • 44
    • 69149100061 scopus 로고    scopus 로고
    • Vygotsky, Mead, and the new sociocultural studies of identity
    • Daniels H., Cole M., Wertsch J.V., (eds), Cambridge, UK: Cambridge University Press
    • D.Holland,, & W.Lachicotte, (2007). Vygotsky, Mead, and the new sociocultural studies of identity. In H.Daniels, M.Cole, & J.V.Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 101–135). Cambridge, UK: Cambridge University Press.
    • (2007) The Cambridge companion to Vygotsky , pp. 101-135
    • Holland, D.1    Lachicotte, W.2
  • 46
    • 33847640196 scopus 로고    scopus 로고
    • Fast kids, slow kids, lazy kids: Modeling the mismatch problem in math teachers' conversations
    • I.S.Horn, (2007). Fast kids, slow kids, lazy kids: Modeling the mismatch problem in math teachers' conversations. Journal of Learning Sciences, 16, 37–79.
    • (2007) Journal of Learning Sciences , vol.16 , pp. 37-79
    • Horn, I.S.1
  • 47
    • 0034311552 scopus 로고    scopus 로고
    • Doing the lesson” or “doing science”: Argument in high school genetics
    • M.Jiménez-Aleixandre,, A.Rodríquez,, & R.Duschl, (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84, 757–792.
    • (2000) Science Education , vol.84 , pp. 757-792
    • Jiménez-Aleixandre, M.1    Rodríquez, A.2    Duschl, R.3
  • 48
    • 84859314340 scopus 로고    scopus 로고
    • How Brianna became bossy and Kofi came out smart: Understanding the trajectories of identity and engagement for two group leaders in a project-based mathematics classroom
    • J.M.Langer-Osuna, (2011). How Brianna became bossy and Kofi came out smart: Understanding the trajectories of identity and engagement for two group leaders in a project-based mathematics classroom. Canadian Journal of Science, Mathematics and Technology Education, 11, 207–225. doi:10.1080/14926156.2011.595881
    • (2011) Canadian Journal of Science, Mathematics and Technology Education , vol.11 , pp. 207-225
    • Langer-Osuna, J.M.1
  • 51
    • 10844232583 scopus 로고    scopus 로고
    • This is our freedom bus going home right now”: Producing and hybridizing space-time contexts in pedagogical discourse
    • K.M.Leander, (2001). “This is our freedom bus going home right now”: Producing and hybridizing space-time contexts in pedagogical discourse. Journal of Literacy Research, 33, 637–679.
    • (2001) Journal of Literacy Research , vol.33 , pp. 637-679
    • Leander, K.M.1
  • 52
    • 77952576642 scopus 로고    scopus 로고
    • The changing social spaces of learning: Mapping new mobilities
    • K.M.Leander,, N.C.Phillips,, & K.H.Taylor, (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34(1), 329–394.
    • (2010) Review of Research in Education , vol.34 , Issue.1 , pp. 329-394
    • Leander, K.M.1    Phillips, N.C.2    Taylor, K.H.3
  • 53
    • 0035637390 scopus 로고    scopus 로고
    • Is october brown chinese? A cultural modeling activity system for underachieving students
    • C.D.Lee, (2001). Is october brown chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal, 38, 97–141.
    • (2001) American Educational Research Journal , vol.38 , pp. 97-141
    • Lee, C.D.1
  • 54
    • 85132823536 scopus 로고    scopus 로고
    • The centrality of culture to the scientific study of learning and development: How an ecological framework in education research facilitates civic responsibility
    • C.Lee, (2008). The centrality of culture to the scientific study of learning and development: How an ecological framework in education research facilitates civic responsibility. Educational Researcher, 37, 267–279.
    • (2008) Educational Researcher , vol.37 , pp. 267-279
    • Lee, C.1
  • 55
    • 3042789650 scopus 로고    scopus 로고
    • Cultural, discursive psychology: A sociocultural approach to studying the teaching and learning of mathematics
    • S.Lerman, (2001). Cultural, discursive psychology: A sociocultural approach to studying the teaching and learning of mathematics. Educational Studies in Mathematics, 46, 87–113.
    • (2001) Educational Studies in Mathematics , vol.46 , pp. 87-113
    • Lerman, S.1
  • 56
    • 3643116174 scopus 로고    scopus 로고
    • Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data
    • H.W.Marsh,, & A.S.Yeung, (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89(1), 41–54.
    • (1997) Journal of Educational Psychology , vol.89 , Issue.1 , pp. 41-54
    • Marsh, H.W.1    Yeung, A.S.2
  • 57
    • 47949125383 scopus 로고    scopus 로고
    • Mathematics learning and participation in African American context: The co-construction of identity in two intersecting realms of experience
    • Nasir N., Cobb P., (eds), New York, NY: Teachers College Press
    • D.Martin, (2007). Mathematics learning and participation in African American context: The co-construction of identity in two intersecting realms of experience. In N.Nasir, & P.Cobb (Eds.), Diversity, equity, and access to mathematical ideas (pp. 146–158). New York, NY: Teachers College Press.
    • (2007) Diversity, equity, and access to mathematical ideas
    • Martin, D.1
  • 58
    • 0001844089 scopus 로고
    • The acquisition of a child by a learning disability
    • Chaiklin S., Lave J., (eds), New York, NY: Cambridge University Press
    • R.McDermott, (1993). The acquisition of a child by a learning disability. In S.Chaiklin, & J.Lave (Eds.), Understanding practice: Perspectives on activity (pp. 269–305). New York, NY: Cambridge University Press.
    • (1993) Understanding practice: Perspectives on activity , pp. 269-305
    • McDermott, R.1
  • 59
    • 32544448221 scopus 로고    scopus 로고
    • Classroom goal structure, student motivation, and academic achievement
    • J.L.Meece,, E.M.Anderman,, & L.H.Anderman, (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487–503.
    • (2006) Annual Review of Psychology , vol.57 , pp. 487-503
    • Meece, J.L.1    Anderman, E.M.2    Anderman, L.H.3
  • 61
    • 65249126776 scopus 로고    scopus 로고
    • The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes
    • K.Murayama,, & A.J.Elliot, (2009). The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101, 432–447.
    • (2009) Journal of Educational Psychology , vol.101 , pp. 432-447
    • Murayama, K.1    Elliot, A.J.2
  • 62
    • 4344560738 scopus 로고    scopus 로고
    • Identity, goals, and learning: Mathematics in cultural practice
    • N.S.Nasir, (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4, 213–248.
    • (2002) Mathematical Thinking and Learning , vol.4 , pp. 213-248
    • Nasir, N.S.1
  • 63
    • 33846400073 scopus 로고    scopus 로고
    • Exploring sociocultural perspectives on race, culture, and learning
    • N.S.Nasir,, & V.Hand, (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Research in Education, 76, 449–475.
    • (2006) Review of Research in Education , vol.76 , pp. 449-475
    • Nasir, N.S.1    Hand, V.2
  • 64
    • 45849088812 scopus 로고    scopus 로고
    • From the court to the classroom: Opportunities for engagement, learning and identity in basketball and classroom mathematics
    • N.S.Nasir,, & V.Hand, (2008). From the court to the classroom: Opportunities for engagement, learning and identity in basketball and classroom mathematics. Journal of the Learning Sciences, 17, 143–180.
    • (2008) Journal of the Learning Sciences , vol.17 , pp. 143-180
    • Nasir, N.S.1    Hand, V.2
  • 65
    • 38949125851 scopus 로고    scopus 로고
    • Culture and mathematics in school: Boundaries between “cultural” and “domain” knowledge in the mathematics classroom and beyond
    • N.S.Nasir,, V.Hand,, & E.V.Taylor, (2008). Culture and mathematics in school: Boundaries between “cultural” and “domain” knowledge in the mathematics classroom and beyond. Review of Research in Education, 32, 187–240.
    • (2008) Review of Research in Education , vol.32 , pp. 187-240
    • Nasir, N.S.1    Hand, V.2    Taylor, E.V.3
  • 66
    • 84993661388 scopus 로고    scopus 로고
    • Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students
    • N.S.Nasir,, & G.B.Saxe, (2003). Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. Educational Researcher, 32(5), 14–18.
    • (2003) Educational Researcher , vol.32 , Issue.5 , pp. 14-18
    • Nasir, N.S.1    Saxe, G.B.2
  • 69
    • 33644971393 scopus 로고    scopus 로고
    • Networks and contexts of reform
    • J.Nespor, (2002). Networks and contexts of reform. Journal of Educational Change, 3, 365–382.
    • (2002) Journal of Educational Change , vol.3 , pp. 365-382
    • Nespor, J.1
  • 70
    • 84861483151 scopus 로고    scopus 로고
    • Motivation, engagement, and identity: Opening a conversation
    • McInerney D.M., Walker R.A., Liem G.A.D., (eds), Charlotte, NC: Information Age
    • S.Nolen,, C.Ward,, & I.S.Horn, (2011). Motivation, engagement, and identity: Opening a conversation. In D.M.McInerney, R.A.Walker, & G.A.D.Liem (Eds.), Sociocultural theories of learning and motivation: Looking back, looking forward (pp. 109–135). Charlotte, NC: Information Age.
    • (2011) Sociocultural theories of learning and motivation: Looking back, looking forward
    • Nolen, S.1    Ward, C.2    Horn, I.S.3
  • 74
    • 84872333757 scopus 로고    scopus 로고
    • Learning as the organizing of social futures
    • Penuel W., O'Connor K., (eds)
    • K.O'Connor,, & A.Allen, (2010). Learning as the organizing of social futures. In W.Penuel, & K.O'Connor (Eds.), Yearbook of the national society for the study of education (Vol. 108, pp. 160–175). New York, NY: Teachers College Press.
    • (2010) Yearbook of the national society for the study of education , vol.108 , pp. 160-175
    • O'Connor, K.1    Allen, A.2
  • 75
    • 0034550491 scopus 로고    scopus 로고
    • Sociocultural and constructivist theories of learning: Ontology, not just epistemology
    • M.Packer,, & J.Goicoechea, (2000). Sociocultural and constructivist theories of learning: Ontology, not just epistemology. Educational Psychologist, 35, 227–241.
    • (2000) Educational Psychologist , vol.35 , pp. 227-241
    • Packer, M.1    Goicoechea, J.2
  • 76
    • 84963255673 scopus 로고
    • Vygotsky and identity formation: A sociocultural approach
    • W.R.Penuel,, & J.V.Wertsch, (1995). Vygotsky and identity formation: A sociocultural approach. Educational Psychologist, 30, 83–92.
    • (1995) Educational Psychologist , vol.30 , pp. 83-92
    • Penuel, W.R.1    Wertsch, J.V.2
  • 77
    • 78649972076 scopus 로고    scopus 로고
    • Changing stories: Trajectories of identification among African American youth in a science outreach apprenticeship
    • J.L.Polman,, & D.Miller, (2010). Changing stories: Trajectories of identification among African American youth in a science outreach apprenticeship. American Educational Research Journal, 47, 879–918.
    • (2010) American Educational Research Journal , vol.47 , pp. 879-918
    • Polman, J.L.1    Miller, D.2
  • 80
    • 1542541167 scopus 로고    scopus 로고
    • Research strategies for capturing transactional models of development: The limits of the possible
    • A.J.Sameroff,, & M.J.MacKenzie, (2003). Research strategies for capturing transactional models of development: The limits of the possible. Development and Psychopathology, 15, 613–640.
    • (2003) Development and Psychopathology , vol.15 , pp. 613-640
    • Sameroff, A.J.1    MacKenzie, M.J.2
  • 81
    • 68949206303 scopus 로고    scopus 로고
    • Student behavior and epistemological framing: Examples from collaborative active-learning activities in physics
    • R.E.Scherr,, & D.Hammer, (2009). Student behavior and epistemological framing: Examples from collaborative active-learning activities in physics. Cognition and Instruction, 27, 147–174.
    • (2009) Cognition and Instruction , vol.27 , pp. 147-174
    • Scherr, R.E.1    Hammer, D.2
  • 82
    • 84993661574 scopus 로고    scopus 로고
    • Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity
    • A.Sfard,, & A.Prusak, (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22.
    • (2005) Educational Researcher , vol.34 , Issue.4 , pp. 14-22
    • Sfard, A.1    Prusak, A.2
  • 83
    • 0033482876 scopus 로고    scopus 로고
    • Social and cultural influences on school adjustment: The application of an identity-focused cultural ecological perspective
    • M.B.Spencer, (1999). Social and cultural influences on school adjustment: The application of an identity-focused cultural ecological perspective. Educational Psychologist, 34(1), 43–57.
    • (1999) Educational Psychologist , vol.34 , Issue.1 , pp. 43-57
    • Spencer, M.B.1
  • 84
    • 0031155092 scopus 로고    scopus 로고
    • A threat in the air: How stereotypes shape intellectual identity and performance
    • C.M.Steele, (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613–629.
    • (1997) American Psychologist , vol.52 , pp. 613-629
    • Steele, C.M.1
  • 85
    • 0004191718 scopus 로고
    • New York, NY: Oxford University Press
    • D.Tannen, (1993). Framing in discourse. New York, NY: Oxford University Press.
    • (1993) Framing in discourse
    • Tannen, D.1
  • 88
    • 84940033546 scopus 로고    scopus 로고
    • New York, NY: Oxford University Press
    • J.V.Wertsch, (1998). Mind as action. New York, NY: Oxford University Press.
    • (1998) Mind as action
    • Wertsch, J.V.1
  • 89
    • 0003093796 scopus 로고    scopus 로고
    • Expectancy–value theory of achievement motivation
    • A.Wigfield,, & J.S.Eccles, (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
    • (2000) Contemporary Educational Psychology , vol.25 , Issue.1 , pp. 68-81
    • Wigfield, A.1    Eccles, J.S.2
  • 90
    • 0043246492 scopus 로고    scopus 로고
    • Curriculum as a resource for the development of social identity
    • S.Wortham, (2003). Curriculum as a resource for the development of social identity. Sociology of Education, 76, 228–246.
    • (2003) Sociology of Education , vol.76 , pp. 228-246
    • Wortham, S.1
  • 91
    • 11244339977 scopus 로고    scopus 로고
    • The interdependence of social identification and learning
    • S.Wortham, (2004). The interdependence of social identification and learning. American Educational Research Journal, 41, 715–750.
    • (2004) American Educational Research Journal , vol.41 , pp. 715-750
    • Wortham, S.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.