1. Introduction Deborah Hicks; Part I. Classroom Discourses: 2. Going for the zone: the social and cognitive ecology of interaction in classroom conversations Frederick Erickson; 3. Shifting participant frameworks: orchestrating thinking practices in group discussion Mary Catherine O'Connor and Sarah Michaels; 4. Contextual inquiries: a discourse-oriented study of classroom learning Deborah Hicks; Part II. Literacy, Psychology, and Pedagogy: 5. A literary model for psychology Alex Kozulin; 6. Selective traditions: readings of Vygotsky in writing pedagogy Courtney B. Cazden; Part III. Discourse and Literacies: 7. Sticking to the point: talk about magnets as a context for engaging in scientific discourse Catherine Snow and Brenda Kurland; 8. Biliteracy development in classrooms: social dynamics and cultural possibilities Luis C. Moll and Joel E. Dworin; 9. The role of the Black Church in growing up literate: implications for literary research Catherine Dorsey-Gaines and Cynthia M. Garnett.
1. Introduction Deborah Hicks; Part I. Classroom Discourses: 2. Going for the zone: the social and cognitive ecology of interaction in classroom conversations Frederick Erickson; 3. Shifting participant frameworks: orchestrating thinking practices in group discussion Mary Catherine O'Connor and Sarah Michaels; 4. Contextual inquiries: a discourse-oriented study of classroom learning Deborah Hicks; Part II. Literacy, Psychology, and Pedagogy: 5. A literary model for psychology Alex Kozulin; 6. Selective traditions: readings of Vygotsky in writing pedagogy Courtney B. Cazden; Part III. Discourse and Literacies: 7. Sticking to the point: talk about magnets as a context for engaging in scientific discourse Catherine Snow and Brenda Kurland; 8. Biliteracy development in classrooms: social dynamics and cultural possibilities Luis C. Moll and Joel E. Dworin; 9. The role of the Black Church in growing up literate: implications for literary research Catherine Dorsey-Gaines and Cynthia M. Garnett.
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