Reflections on assessment from a sociocultural-situated perspective

Teachers College Record

Volumn 109, Issue 13, 2007, Pages 362-375

  Gee, James Paul ^a  

^a ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85019073886     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (31)

1. American Educator (2003). The fourth-grade plunge: The cause. The cure. Special issue, Spring. Washington, DC: American Federation of Teachers.
2. Barsalou, L.W. (1999a). Language comprehension: Archival memory or preparation for situated action. Discourse Processes, 28, 61-80.
3. Barsalou, L.W. (1999b). Perceptual symbol systems. Behavioral and Brain Sciences, 22, 577-660.
4. Chall, J.S., Jacobs, V., & Baldwin, L. (1990). The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press.
5. Clark, A. (1993). Associative engines: Connectionism, concepts, and representational change. Cambridge, UK: Cambridge University Press.
6. Cole, M. (1998). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
7. Duranti, A. (1992). Linguistic anthropology. Cambridge, UK: Cambridge University Press.
8. Engestrom, Y., Miettinen, R., & Punamaki, R.L. (Eds.). (1999). Perspectives on activity theory. Cambridge, UK: Cambridge University Press.
9. Fleck, L. (1979/1935). The genesis and development of a scientific fact. Chicago: University of Chicago Press.
10. Gee, J.P. (1992). The social mind: Language, ideology, and social practice. New York: Bergin & Garvey.
11. Gee, J.P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.
12. Gee, J.P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave/Macmillan.
13. Gee, J.P. (2004). Situated language and learning: A critique of traditional schooling. London: Routledge.
14. Gee, J.P. (2005). An introduction to discourse analysis: Theory and method (2nd ed.). London: Routledge.
15. Gladwell, M. (2005). Blink: The power of thinking without thinking. New York: Little, Brown.
16. Glenberg, A.M. (1997). What is memory for? Behavioral and Brain Sciences, 20, 1-55.
17. Glenberg, A.M., & Robertson, D.A. (1999). Indexical understanding of instructions. Discourse Processes, 28, 1-26.
18. Hanks, W.F. (1996). Language and communicative practices. Boulder, CO: Westview.
19. Hill, C., & Larsen, E. (2000). Children and reading tests. Stamford, CT: Ablex.
20. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
21. Latour, B. (1987). Science in action. Cambridge, MA: Harvard University Press.
22. Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford: Oxford University Press.
23. Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3, 149-164.
24. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
25. Leischer, J. (2005). Gains on state reading tests evaporate on 2005 NAEP. Thomas B. Fordham Foundation. October 19, 2005. Retrieved November 30, 2005, from http:/ /www.edexcellence.net/foundation/about/press_release.cfm?id=19.
26. McDermott, R.P. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice (pp. 269-305). New York: Cambridge University Press.
27. Mislevy, R.J. (2006). Cognitive psychology and educational assessment. In R.L. Brennan (Ed.), Educational measurement (4th ed., pp. 257-305). Westport, CT: American Council on Education/Praeger.
28. Oliver, T. (1986). The real Coke, the real story. New York: Random House.
29. Traweek, S. (1988). Beamtimes and lifetimes: The world of high energy physicists. Cambridge, MA: Harvard University Press.
30. Wertsch, J.V (1998). Mind as action. Oxford: Oxford University Press.
31. Wittgenstein, L. (1958). Philosophical investigations. Oxford: Basil Blackwell.