Santa Barbara Classroom Discourse Group
Master Bibliography

ARTICLES – 1991-PRESENT

Sites – Elementary Writing Project Classrooms

Brandts, L. (2005).  Are pullouts sabotaging community in our classrooms?  In T. Hatch, D. Ahmed, A. Lieberman, D. Faigenbaum, M. Eiler White, & D. Pointer, Going Public with Our Teaching: An Anthology of Practice. NY: Teachers College Press. (reprint)

Brilliant-Mills, H. (1993) Becoming a mathematician: Building a situated definition of mathematics. Linguistics and Education. 5 (3&4), pp. 301-334.

Craviotto, E., Heras, A. I., Espíndola, J. (2004). Cultures of the fourth-grade bilingual classroom. In Literacy as social practice: Primary voices K-6. Urbana, IL: National Council of Teachers of English. (reprint)

de la Cruz, E. & Brandts, L. (1995). When is writers' workshop Writers' Workshop: Key events affecting organizational patterns in first grade. Journal of Classroom Interaction, 30 (1), pp. 21-28.

Dixon, C., Green, J. & Brandts, L. (in press). Studying the discursive construction of texts in classrooms through Interactional Ethnography.  In R. Beach, J. Green, M. Kamil, & T. Shanahan (Eds.) (in press), Multidisciplinary Perspectives on Literacy Research. Cresskill, NJ: Hampton Press/National Conference for Research in Language and Literach.

Dixon, C., Green, J., Yeager, B., Baker, D., & Franquiz, M. (2000). “I used to know that”: What happens when reform gets through the classroom door. Bilingual education research journal, 24 (1&2), pp. 113-126.

Dixon, C., Frank,  C., & Brandts, L. (1997). Teacher in writer’s workshop: Understanding the complexity, CLiPs: Journal of the California Literature Project, 3 (1), pp. 31-36.

Floriani, A. (1993).  Negotiating what counts: Roles and relationships, content and meaning, texts and context. Linguistics and Education, 5 (3 & 4). Norwood, NJ: Ablex, pp. 241-274.

Frank, C., Dixon, C. & Brandts, L. (2001). Bears, trolls, and pagemasters: Learning about literature in book club. Reading Teacher, 54 (5), pp. 448-462.

Frank, C., Dixon, C. & Brandts, L., (1999).  For your listening pleasure: Recess reading in second grade. The California Reader, 32(3), pp. 12, 15).

Frank, C., Dixon, C. & Brandts, L. (1998).  “Dear book club”:  A sociolinguistic and ethnographic analysis of literature discussion groups in second grade. In Shanahan, T. & Rodriguez-Brown, F. V., Worthman, C., Burnison, J. C. & Cheung, A. (Eds.), National Reading Conference 47th Yearbook, pp. 103-115.

Frank, C.,  Brandts, L. & Dixon, C. (1997). “I wonder why people did not like Arthur’s nose?”: Acquiring cultural practices in Reading Workshop.  California Reader, 30 (4), pp. 21-26.

Frank, C., Dixon, C., & Brandts, L. (1997). Reading a learning community into being: Reading workshop in second grade. National Reading Conference 1996 Yearbook, pp. 283-296.

Green, J. & Yeager, B. (1995).  Constructing literate communities: Language and inquiry in bilingual classrooms. In Murray, J. (Ed.) Celebrating difference, confronting literacies: Conference papers. Australian Reading Association. Sydney, AU: pp. 97-111.

Heras, A. I. (1993).  The construction of understanding in a sixth grade bilingual classroom. Linguistics and Education, 5 (3 & 4). Norwood, NJ: Ablex, pp. 275-299.
Jennings, L. & Pattenaude, I. (1999). Oye y escucha mi voz -- Hear and see my voice: Responding to intolerance and genocide. Multicultural Perspectives, 1(1), pp. 30-36.

Jennings, L. B., & Pattenaude, I. (1998).  Making meaning and beyond: Literate strategies for exploring and enacting tolerance. The new advocate, 11(4), pp. 325-343.

Putney, L., Green, J., Dixon, C., Duran, R. & Yeager, B. (1999). Consequential progressions: Exploring collective-individual development in a bilingual classroom. In Smagorinsky, P. & Lee, C. (Eds.), Constructing meaning through collaborative inquiry: Vygotskian perspectives on literacy research, Cambridge University press, pp. 86-126.

Putney, L. G. (1996). You are it! Meaning making as a collective and historical process. Australian Journal of Language and Literacy. 19, (2), pp. 129-143.

Reveles, R., Cordova, R. & Kelly, G. (In press) Science Literacy and Academic Identity Formulation.  Journal of Research on Science Teaching.

Santa Barbara Classroom Discourse Group (Floriani, A., Heras, A. I., Franquiz, M., Yeager, B., Jennings, L., Green, J. & Dixon, C.) (1995). Two languages, one community: An examination of educational opportunities.  In R. Macias & R. Garcia (Eds.).Changing schools for changing students: An anthology of research on language minorities, schools & society. U.C. Linguistic Minority Research Institute, pp. 63-106.

Santa Barbara Classroom Discourse Group (Green, J., Dixon, C., Lin, L., Floriani, A. & Bradley, M.). (1992a).  Constructing literacy in classrooms:  Literate action as social accomplishment.  In H. Marshall (Ed.), Redefining student learning:  Roots of educational change. Norwood, NJ: Ablex, pp. 119-150.

Santa Barbara Classroom Discourse Group (Dixon, C., de la Cruz, E., Green, J., Lin, L., & Brandts, L.). (1992b). Do you see what we see? The referential and intertextual nature of classroom life. Journal of Classroom  Interaction 27 (2), pp. 29-36.

Tuyay, S., Floriani, A., Yeager, B., Dixon, C. & Green, J. (1995). Constructing an integrated, inquiry-oriented approach in classrooms: A cross-case analysis of social, literate, and academic practice. Journal of Classroom Interaction, 30 (2), pp. 1-15.

Tuyay, S., Jennings, L. & Dixon, C. (1995) Classroom discourse and opportunities to learn: An ethnographic study of knowledge construction in a bilingual third grade classroom.  Discourse Processes, 19 (1), pp. 75-110.

Yeager, B., Pattenaude, I., Franquiz, M., & Jennings, L. (2000). Rights, respect, and responsibility: Toward a theory of action in two bilingual classrooms. In Trends and Issues in elementary language arts (2000 edition). Urbana, IL: National Council of Teachers of English. (reprint)

Yeager, B., Pattenaude, I., Franquiz, M., & Jennings, L., (1999). Rights, respect, and responsibility: Toward a theory of action in two bilingual classrooms.  In Robinson, J. (Ed.), Elementary Voices: Teaching about Genocide and Intolerance. Urbana-Champaign: National Council of Teachers of English.

Yeager, B. (1999). Reflections on the Community. Matters. TESOL.

Yeager, B., Floriani, A., & Green, J. (1998). Learning to see learning in the classroom: Developing an ethnographic perspective. In D. Bloome & A. Egan-Robertson (Eds.) Students as inquirers of language and culture in their classrooms.  Cresskill, N.J.: Hampton Press, pp. 115-139.

Sites – Secondary Writing Project Classrooms

Lin, L. (1993).  Language of and in the classroom: Constructing the patterns of social life. Linguistics & Education, 5 (3 & 4). Norwood, NJ: Ablex, pp. 367-409.

Prentice, T. (1998). Teachers and students mutually influencing each other’s literacy practices: A focus on the student’s role.  In Alvermann, D. E., Hinchman, K. A., Moore, D. W., Phelps, S. F., & Woff, D. (Eds.). Reconceptualizing the literacies in adolescents’ lives. Mahwah, NJ: Lawrence Erlbaum, pp. 103-128.

Prentiss, T. (1995). Constructing literacy practices: An analysis of student lived and perceived experience in high school English. Journal of Classroom Interaction, 30 (2), pp. 27-39.

Rex, L. A., Murnen, T., Hobbs, J., & McEachen, D. (2002). Teachers, pedagogical stories and the shaping of classroom participation: The dancer and the graveyard shift at the 7-11. American  Educational Research Journal 39(3), pp.765- 796.

Rex, L.A. (2002). Exploring orientation in remaking high school readers’ literacies and identities.  Linguistics and Education 13(3), pp. 271-302.

Rex, L.A. (2001). The remaking of a high school reader. Reading Research Quarterly 36(3), pp.288-314.

Rex, L.A. (2000). Judy constructs a genuine question: a case for interactional inclusion.  Teaching and Teacher Education 16, pp. 315-333.

Rex, L. & McEachen, D. (1999). “If anything is odd, inappropriate, confusing, or boring, it’s probably important”: The emergence of inclusive academic literacy through English classroom discussion practices. Research in the Teaching of English, pp. 65-127.

Rex, L., Green, J., & Dixon, C. (1997). Making a case from evidence: Constructing opportunities for learning academic literacy practices.  Interpretations: Journal of the English Teachers Association of Western Australia. 30 (2), pp. 78-104.

Rex, L. (1994). A social view of composing from insiders' perspectives: The roles and relationships of teacher and students. In Kinzer, C. & Leu, D. (Eds.), Multidimensional aspects of literacy research, theory, and practice: 43rd Yearbook of the National reading conference . Chicago, IL: National Reading Conference, Inc. (pp.560-571).

General (various K-12 sites)

Green, J., Dixon, C., Yeager, B., Hirsch-Dubin, P., Whipple, A. & Ho, H., (2001). “Resources for Talking about the Events of September 11 and Beyond”. Reading Online (December/January, 5/5). Electronic Journal of the International Reading Association:  http://www.readingonline.org/articles.

Green, J.L. & Dixon, C. (1994). The Social Construction of Classroom Life. Encyclopedia of English studies & Language Arts. Purves, A. C. (Ed.). National Council of Teachers of English in collaboration with Scholastic Press, Vol. 2: pp.1075-1078.

Green, J. & Dixon, C. (1993).  Introduction to special issue, "Talking knowledge into being: Discursive and social practices in classrooms" Linguistics and Education, 5 (3 & 4). Norwood, NJ: Ablex, pp. 231-239.

Santa Barbara Classroom Discourse Group: Yeager, B., Cordova, R., Tuyay, S., Green, J., Dixon, C., & Frank, C. (2004) Suggestions for further reading on students and teachers as ethnographers. Language arts 81(5), p. 427.

Yeager, B. & Elder, PJ (2005). Traveling the Digital Highway: Making Visible the Invisible Complexity of Connectivity. DigitalDivide website (www.digitaldivide.org). (6th grade & high school – SCWriP teacher fellow – Jean Rogers-O’Reilly; Red Clay Writing Project TC – PJ Elder; future SCWriP Fellow – Edie Lanphar)

Professional Development

Franquiz, M., Green, J. & Craviotto, E. (1993).  What is meant by quality of teaching? Towards a social constructionist perspective on teacher education. Education Research and Perspective, 20 (1), pp. 13-24.  (‘Small changes’ – Teacher conversations [Eileen Craviotto – SCWriP Fellow; article based on the school year prior to participation in the SCWriP Summer Invitational Institute & prior to becoming a Fellow])

Jennings, L. B. (2001). Inquiry for professional development and continuous school renewal. In Mills, H. & Donnelly, A. (Eds.), From the ground up: Creating a culture of inquiry. Portsmouth, NH: Heinemann.  pp. 33-54.

Jennings, L. B. (1998). Reading the world of the classroom through ethnographic eyes.  The California Reader, 31(4), pp.11-15. (Article on having ethnographers of the week in the SCWriP Summer Institute)

SPECIAL ISSUES OF JOURNALS

Theme Issue: Primary Voices K-6 - Frank, C., Green, J.  & Dixon, C.  (Eds.). (1999). Classrooms as cultures. Theme issue: Primary Voices. 7 (3).

Frank, C. (1999). Introduction. Classrooms as cultures. Theme issue of Primary voices, K-6, 7 (3), pp. 2-3.

Dixon, C., Green, J. & Frank, C. (1999). Classrooms as cultures: Understanding the constructed nature of life in classrooms.  Primary voices,K-6, 7 (3), pp. 4-8.

Brandts, L. (1999). Are pullout programs sabotaging classroom community in our elementary schools? Primary voices K-6, 7 (3), pp. 9-16.

Tuyay, S. (1999) Exploring the relationships between literate practices and opportunities for learning. Primary voices K-6, 7 (3), pp. 17-24.

Craviotto, E., Heras, A. I., Espíndola, J. (1999). Cultures of the fourth-grade bilingual classroom. Primary voices K-6, 7 (3), pp. 25-36.

Yeager, B., (1999) Constructing a community of inquirers. Primary voices K-6 7 (3), pp. 37-52.

Carney, J. M. (1999). How classrooms as cultures influence entire schools. Primary voices K-6, 7 (3), p. 53.

Flores, S. (1999). Classrooms as cultures from a principal’s perspective. Primary voices K-6, 7 (3), pp. 54-55.

Theme Issue: Journal of Classroom Interaction - Jennings, L. & Green, J. (Eds.) (1999). Theme Issue: Democratic classroom practices. Journal of Classroom Interaction. 34 (2).

Jennings, L. & Green, J., (1999). Locating democratic and transformative practices in classroom discourse. Journal of Classroom Interaction, 34 (2), pp.i-iv.

Putney, L. & Floriani, A., (1999). Examining transformative processes and practices: A cross-case analysis of life in two bilingual classrooms. Journal of classroom interaction, 34 (2), pp. 17-29.

Franquiz, M., (1999). Learning in transformative space. Journal of classroom interaction, 34 (2), pp. 30-57.

DISSERTATIONS

Elementary (Sites – South Coast Writing Project Classrooms)

Castanheira, M. L. (2000). Situating learning within collective possibilities: Examining the Discursive construction of opportunities for learning in the classroom. Unpublished dissertation. University of California, Santa Barbara. (SCWriP Fellow – Beth Yeager)

Floriani, A. (1997). Creating a community of learners: Constructing opportunities for learning and negotiating meaning in a bilingual classroom. Unpublished dissertation. University of California, Santa Barbara.  (SCWriP Fellow – Beth Yeager)

Frank, C. R. (1997). The children who owned all the words in the world: An ethnography of writing workshop in second grade. Unpublished dissertation. University of California, Santa Barbara.   (SCWriP Fellow – Lois Brandts)

Franquíz, M. E., (1995). Transformations in bilingual classrooms: Understanding opportunity to learn within the change process. Unpublished dissertation. University of California, Santa Barbara.  (SCWriP Fellows – Eileen Craviotto and Beth Yeager)

Heras, A. I. (1995). Living bilingual, interacting in two languages: An ethnographic and sociolinguistic study of a fourth-grade bilingual classroom. Unpublished dissertation, University of California, Santa Barbara.  (SCWriP Fellows – Eileen Craviotto)

Hodel, M. C. (2001). Being, learning and acting: A two-fold study on the construction and take-up of positionings, opportunities for learning, and academic identities.  Unpublished dissertation. University of California, Santa Barbara.  (SCWriP Fellow – Beth Yeager)

Jennings, L. B. (1996). Multiple contexts for learning social justice: An ethnographic and sociolinguistic study of a fifth grade bilingual class. Unpublished dissertation. University of California, Santa Barbara.  (SCriP Fellow – Irene Pattenaude)

Kim, M.J.  (2004). Social Construction of Literacy Practices: Storybook Reading.  Unpublished dissertation. University of California, Santa Barbara. (SCWriP Fellow – Lois Brandts)

Putney, L. (1997). Collective-individual development in a fifth grade bilingual classroom: An interactional ethnographic analysis of historicity and consequentiality. Unpublished dissertation. University of California, Santa Barbara.  (SCWriP Fellow – Beth Yeager)

Reveles, J. – Study of the construction of identities in the discipline of science (SCWriP Fellow – Ralph Cordova)

Tuyay, S. (2000). Becoming academically literate: An interactional ethnographic study of opportunities for learning in a bilingual elementary classroom. Unpublished dissertation. University of California, Santa Barbara. (SCWriP Fellow – Sabrina Tuyay)

Wang, F. (2000). Constructing and taking up communicative repertories in order to learn language: An interactional ethnographic study of opportunities for learning language in a second grade classroom. Unpublished dissertation. University of California, Santa Barbara. (SCWriP Fellow – Lois Brandts)

Yeager, B. (2003). “I am a historian”: Examining the discursive construction of locally situated academic identities in linguistically diverse settings. Unpublished dissertation. University of California, Santa Barbara. (SCWriP Fellow – Beth Yeager)

Secondary (Sites- South Coast Writing Project Classrooms)

Baker, W. D. (2001). Artists in the making: An ethnographic investigation of discourse and literate practices as disciplinary processes in a high school  advanced placement studio art classroom. Unpublished dissertation. University of California, Santa Barbara. (SCWriP Fellow – Patty Post)

Lin, L. (1994).  Literate Practices and the construction of intertextuality in a secondary English classroom: An ethnographic study of writing and reading as instructional resources. Unpublished dissertation. University of California, Santa Barbara.    (SCWriP Fellow – Sandy Robertson)

Rex, L. (1997).  Making-a-case: A study of the classroom construction of academic literacy. Unpublished dissertation. University of California, Santa Barbara. (SCWriP Fellow – David McEachen)

Teacher Education (Site – Teacher Education Supervisory Small Group of SCWriP Fellow)

Córdova, R. (2004). Disjuncture in Teacher preparation as rich points for developing professionally: An ethnographic investigation of the inter-relationships of supervisors’ and teachers’-in-preparation discursive construction of principles of practice.  Unpublished doctoral dissertation. University of California, Santa Barbara.   (SCWrip Fellow – Ralph Cordova)

Professional Development (Sites - South Coast Writing Project Summer Invitational Institutes)

Neves, S. (2001). Presentations matter: An ethnographic study of the life and practices of a Writing Project’s professional development community. Unpublished dissertation. University of California, Santa Barbara. 

Staley, R. (2001). Teacher professional development: An ethnographic study of a summer institute of the South Coast Writing Project. Unpublished dissertation. University of California, Santa Barbara. 

DISSERTATION STUDIES IN PROGRESS

Secondary

Nardi, R. – Study across two courses – Sites: Sheltered Performing Arts and Playwrights courses  (SCWriP Fellow – Philip Levien)

Wang, C. – Study of the discursive construction of a community of learners (actors) – Site: Sheltered Performing Arts Class (in a Writing Project Classroom) (SCWriP Fellow – Philip Levien)

Elementary and Secondary (Intergenerational site)

 Pierfederici, M. – Study of the discursive construction of an intergenerational community of practice (Site: Students as Ethnographers Project and the Urban Sites Conference)

ARTICLES ON METHODOLOGY AND CRITICAL ISSUES

Castanheira, M., Crawford, T., Dixon, C. & Green, J. (2001). Interactional ethnography:  An approach to studying the social construction of literate practices. Linguistics and education: Analyzing the discourse demands of the curriculum, 11 (4), pp. 353-400.

Crawford, T., Castanheira, M., Dixon, C. & Green, J. (2000). What counts as literacy: An interactional ethnographic perspective, Examining the Literacy-Curriculum Relationship in Post-compulsory Schooling, The Australian Council for Educational Research Limited.

Gee, J. & Green, J., (1998). Discourse Analysis, learning, and social practice: A methodological study. Review of Research in Education. American Educational Research Association. Washington, D.C., 23, pp. 119-169.

Green, J. L., Dixon, C. N. & Zaharlick, A. (2003) Ethnography as a logic of inquiry. In Flood, J., Lapp, D., Squire, J. R., & Jensen, J. M. Handbook of research on the teaching of the English language arts. 2nd ed. Lawrence Erlbaum associates, publishers. Pp. 201-224.

Green, J. & Dixon, C. (2002). Exploring differences in perspectives on microanalysis of classroom discourse: Contributions and concerns. Applied Linguistics 23 (3), pp. 393-406.

Green, J. & Bloome, D. (1997).  Ethnography and ethnographers of and in education: A situated perspective. In Flood, J., Heath, S. & Lapp, D. (Eds.), Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts.  New York: Simon & Schuster Macmillan, pp. 181-202.

Green, J., Franquiz, M. & Dixon, C. (1997). The myth of the objective transcript: Transcribing as a situated act, TESOL Quarterly, 31 (1), pp. 172-176.

Green, J. L., Kelly, G .J., Castanheira, M. L., Esch, J., Frank, C., Hodel, M., Putney, L., & Rodarte, M. (1996). Conceptualizing a basis for understanding: What differences do differences make? Educational Psychologist, 31(4), 227-234.

Green, J. & Dixon, C. (1996). Language of literacy dialogues: Facing the future or reproducing the past. Journal of Literacy Research, 28 (2), pp. 290- 301.

Putney,L., Green, J., Dixon, C., & Kelly, G. (1999). Evolution of qualitative research methodology: Looking beyond defense to possibilities. Reading Research Quarterly. IRA, 34(3), pp. 368-377.

Rex, L., Green, J., & Dixon, C.  (1998). What counts when context counts? The uncommon “common” language of literacy research. Journal of Literacy Research, 30(3), pp. 405-433.

Santa Barbara Classroom Discourse Group (Yeager, B., Green, J. & Dixon, C.) (in press).  Why do we continue to do this research?: Exploring and making visible possibilities.  Language Arts.

Santa Barbara Classroom Discourse Group (Yeager, B. & Green, J.) (in press). University-School Partnerships (title to come). Language Arts.

Santa Barbara Classroom Discourse Group (Tuyay, S., Yeager, B. & Green, J.) (2005). Tools for thinking about multiple perspectives and angles of vision on data. Lanugage Arts 83 (2).

Santa Barbara Classroom Discourse Group (Yeager, B. & Tuyay, S.) (2005).  Tools for understanding case studies as comprehensive research strategies.  Language Arts 83 (1).

Santa Barbara Classroom Discourse Group (Yeager, B. & Tuyay, S.) (2005). Looking and re-looking at data: Tools for constructing layers of analysis. Language Arts 82 (5), p. 354.

Santa Barbara Classroom Discourse Group (Tuyay, S. & Green, J.)  (2004). Learning with others: Being a member of a research community. Language arts  82 (2), p. 93.

Santa Barbara Classroom Discourse Group (Green, J., Yeager, B., Dixon, C., & Tuyay, S.). (2004). Tools for identifying critical moments in everyday classroom interactions. Language Arts 82 (1), p. 45.

Santa Barbara Classroom Discourse Group (Yeager, B., Cordova, R., Tuyay, S., Green, J., Dixon, C., & Frank, C.) (2004) Suggestions for further reading on students and teachers as ethnographers. Language Arts 81(5), p. 427.

Santa Barbara Classroom Discourse Group (Green, J., Tuyay, S., Dixon, C., & Floriani, A.) (2004) Constant comparative method and grounded theory. Language Arts 81 (4), p. 321.

Santa Barbara Classroom Discourse Group (Green, J., Tuyay, S., Dixon, C., & Floriani, A.) (2004) Research tools for examining genres. Language Arts  81 (3), p. 221.

Santa Barbara Classroom Discourse Group (Tuyay, S., Floriani, A., Green, J. & Dixon, C.) (2003) Research tools for examining popular culture in education. Language Arts  81 (2), p. 115.

Santa Barbara Classroom Discourse Group (Tuyay, S., Floriani, A., Green, J. & Dixon, C.) (2003). Analyzing narratives and representing others. Language Arts 81 (1), p. 39.

Santa Barbara Classroom Discourse Group (1994). Talking knowledge into being: Discursive and social practices in classrooms. Special Issue:  Linguistics and Education, 5 (3 & 4). Norwood, NJ: Ablex. pp.231-239.

RELATED PUBLICATIONS BY

LARGER RESEARCH COMMUNITY: CLASSROOM

Kelly, G., Crawford, T. & Green, J. (2001). Common task and uncommon knowledge: Dissenting voices in the discursive construction of physics across small laboratory groups.  Linguistics and Education. Special Issue on Language and Cognition 12 (2), pp. 135-252.

Kelly, G. J., & Green, J. (1997). What counts as science in high school and college classrooms? Examining how teachers' knowledge and classroom discourse influence opportunities for learning science. Journal of Classroom Interaction. 32(2), i-iii.

Kyratzis, A. & Green, J. (1997). Jointly constructed narratives in classrooms: Co-construction of friendship and community through language.  Journal of Teaching and Teacher Education. 13 (1), pp. 17-37

SPECIAL ISSUES OF JOURNALS: RELATED

Kelly, G. & Green, J. (Eds.). (1997). Researching science in classrooms. Theme Issue: Journal of Classroom Interaction. 32 (2).

Baker, C. & Green, J. (Eds.). (1996). The Australian Journal of Language and Literacy. 19 (2).

Green, J. & Dixon, C. (Eds.). (1992). International Research Perspectives on Classroom Research. Theme Issue: Journal of Classroom Interaction, 27(2).

RELATED BOOKS BY MEMBERS OF
THE SANTA BARBARA CLASSROOM DISCOURSE GROUP

Frank, C. R. (1999). Ethnographic eyes. Heinemann.

Mills, H., O’Keefe, T. & Jennings, L. B. (2004). Looking closely and listening carefully: Learning literacy through inquiry. Urbana, IL: National Council of Teachers of English.

Rex, L. A. (Ed.) (in press) Discourse of opportunity: How talk in learning situations creates and constrains-- interactional ethnographic studies in teaching and learning. Creskill, NJ: Hampton Press.

Wink, J. & Putney, L. (2002). A Vision of Vygotsky. Boston: Allyn and Bacon