Emerging communities of practice: Collaboration and communication in action research

Educational Action Research

Volumn 8, Issue 2, 2000, Pages 243-259

  Bruce, Bertram C ^a   Easley, John A ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85024056975     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650790000200118     Document Type: Article

References (42)

1. Angwin, J., 1998. The Essence of Action Research, Geelong: Deakin Centre for Education and Change, Deakin University.
2. Atwell, N., 1987. In the Middle: writing, reading, and learning with adolescents, Portsmouth: Heinemann.
3. Atweh, B., Kemmis, S., and Weeks, P., eds. 1998. Action Research in Practice: partnerships for social justice in education, London: Routledge.
4. Barnhardt, C., The QUILL Microcomputer Writing Program in Alaska. Proceedings of the Third Annual Statewide Conference of Alaska Association for Computers in Education. Jasper, Alberta. Edited by: Dusseldorp, R. V., Anchorage: Alaska Association for Computers in Education.
5. Barnhardt, C., 1985a. Historical Status of Elementary Schools in Rural Alaskan Communities: 1867–1980, Fairbanks: University of Alaska, Center for Cross-Cultural Studies.
6. Barnhardt, C., Creating Communities with Computer Communication. paper presented at the Annual Meeting of the American Anthropological Association, Washington DC
7. Bruce, B., and Rubin, A., 1993. Electronic Quills: a situated evaluation of using computers for writing in classrooms, Hillsdale: Erlbaum.
8. Calkins, L. M., 1983. Lessons from a Child: on the teaching and learning of writing, Portsmouth: Heinemann.
9. Carr, W., and Kemmis, S., 1986. Becoming Critical: education, knowledge and action research, London: Falmer.
10. Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., Luke, A., Luke, C., Michaels, S., and Nakata, M., 1996. A Pedagogy of Multiliteracies: designing social futures. Harvard Educational Review, 66: 60–92.
11. Clark, G., 1994. Rescuing the Discourse of Community. College Composition and Communication, 45: 61–74.
12. Cochran-Smith, M., and Lytle, S., 1993. Inside/Outside: teacher research and knowledge, New York: Teachers College Press.
13. Davis, B. H., Resta, V., Miller, K., and Fortman, K., 1999. Beginning Teachers Improve Classroom Practice through Collaborative Inquiry Networks: An On-line Jorunal for Teacher Research http://www.oise.utoronto.ca/˜ctd/networks/
14. Dewey, J., 1966. Democracy and Education, New York: Macmillan. (Original work published 1916.)
15. Easley, J., 1984. A Japanese Approach to Arithmetic. For the Learning of Mathematics, 3 (3): 8–14.
16. Easley, J., and Taylor, H., 1990. “ Conceptual Splatter in Peer Dialogues in Selected Japanese and U.S. First-grade Mathematics Classes ”. In Transforming Children's Mathematics Education, Edited by: Steffe, P. L., and Wood, T., Hillsdale: Erlbaum.
17. Easley, J. A., and Zwoyer, R., 1975. Teaching by Listening. Contemporary Education, 57 (1): 19–25.
18. Easley, J., Taylor, H., and Taylor, J., 1990. Dialogue and Conceptual Splatter in Mathematics Classes. Arithmetic Teacher, 37 (7): 34–37.
19. Feldman, A., 1994. Erzberger's Dilemma: Validity in action research and science teachers' need to know. Science Education, 78 (1): 83–101.
20. Feldman, A., 1996. Enhancing the Practice of Physics Teachers: mechanisms for the generation and sharing of knowledge and understanding in collaborative action research. Journal of Research in Science Teaching, 33 (5): 513–540.
21. Fortschneider, J., ed. 1992. Making the Connection: an integrated scientific literacy model, Urbana: Urbana School District 116. end of the year report, Project C00540
22. Fulton, K., ed. 1996. Technology Infusion and School Change: perspectives and practices, Cambridge: TERC Reasearch Monograph. http://www.terc.edu/
23. Graves, D. H., 1978. Balance the Basics: let them write, New York: Ford Foundation.
24. Grunau, H., Pedretti, E., Wolfe, E., and Galbraith, D., 1998. Professional Development in Science Teacher Educators through Reflection and Communication: a case of inquiry and growth. 1998. paper presented at the Self-Study of Teacher Education Practices, Second International Conference, Herstmonceux Castle, East Sussex
25. Hansen, J., Newkirk, T., and Graves, D., eds. 1985. Breaking Ground: teachers relate reading and writing in the elementary school, Portsmouth: Heinemann.
26. Latour, B., and Woolgar, S., 1986. Laboratory Life: the construction of scientific facts, Princeton: Princeton University Press. revised edn
27. Lynch, M., and Woolgar, S., eds. 1990. Representation in Scientific Practice, Cambridge: MIT Press.
28. Nelson, J. S., Megill, A., and McCloskey, D. N., eds. 1987. The Rhetoric of the Human Sciences: language and argument in scholarship and public affairs, Madison: University of Wisconsin Press.
29. Newkirk, T., and Atwell, N., 1988. Understanding Writing: ways of observing, learning, and teaching, Portsmouth: Heinemann. 2nd edn
30. Newman, J. M., 1998. Tensions of Teaching: beyond tips to critical reflection, New York: Teachers College Press.
31. Noffke, S. E., and Stevenson, R. B., eds. 1995. Educational Action Research: becoming practically critical, New York: Teachers College Press.
32. North, S. M., 1987. The Making of Knowledge in Composition: portrait of an emerging field, Portsmouth: Heinemann.
33. Peirce, C. S., 1958. Selected Writings, New York: Dover. (Original work published 1867.)
34. Piaget, J., 1970. Science of Education and the Psychology of the Child, New York: Orion.
35. Pickering, A., ed. 1992. Science as Practice and Culture, Chicago: University of Chicago Press.
36. Roderick, J. A., 1991. Context-responsive Approaches to Assessing Children's Language, Urbana: National Conference on Research in English.
37. Scollon, R., 1983. Computer Conferencing: a medium for appropriate time. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 5: 67–68.
38. Scollon, R., and Scollon, S. B.K., 1981. Narrative, Literacy and Face in Interethnic Communication, Norwood: Ablex.
39. Shymansky, J. A., and Kyle, W. C., Jr. 1992. Establishing a Research Agenda: critical issues of science curriculum reform. Journal of Research in Science Teaching, 29 (8): 749–778.
40. Stake, B. E., 1999. DIME Beginnings [Text on web site: http://http://www.mste.uiuc.edu/dime/]
41. Star, S. L., 1995. Ecologies of Knowledge: work and politics in science and technology, Albany: SUNY Press.
42. Watt, M. L., and Watt, D. L., 1991. Teacher Research, Action Research: the LOGO Action Research Collaborative, Newton: Education Development Center, ED341 686. Report No. 91–4