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Research Article

Editor's Reviews of VYGOTSKIAN PERSPECTIVES ON LITERACY RESEARCH: CONSTRUCTING MEANING THROUGH COLLABORATIVE INQUIRY and INSIDE CITY SCHOOLS: INVESTIGATING LITERACY IN MULTICULTURAL CLASSROOMS

Sarah Beck
Harvard Educational Review July 2001, 71 (2) 296-310; DOI: https://doi.org/10.17763/haer.71.2.c10541380w62g260
Sarah Beck
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References

  1. Cochran-Smith, M., & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
  2. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: Macmillan.Democracy and education: An introduction to the philosophy of education.
  3. Freedman, S. W. (1987). Response to student writing. Urbana, IL: National Council of Teachers of English.Response to student writing.
  4. Freedman, S. W. (1992). Outside-in and inside-out: Peer response groups in two ninth-grade classes. Research in the Teaching of English, 26(1), 71–107.
  5. Freedman, S. W. (1994). Exchanging writing, exchanging cultures: Lessons in school reform from the United States and Great Britain. Cambridge, MA: Harvard University Press.Exchanging writing, exchanging cultures: Lessons in school reform from the United States and Great Britain.
  6. Freedman, S. W. (1995). Crossing the bridge to practice: Rethinking the theories of Vygotsky and Bakhtin. Written Communication, 12(1), 74–92.Crossing the bridge to practice: Rethinking the theories of Vygotsky and Bakhtin. Written Communication 12:74–92.
  7. Hirsch, E. D., Jr. (1988). Cultural literacy: What every American needs to know. New York: Vintage Books.Cultural literacy: What every American needs to know.
  8. Huberman, M. (1999). The mind is its own place: The influence of sustained interactivity with practitioners on educational researchers. Harvard Educational Review, 69, 289–319.The mind is its own place: The influence of sustained interactivity with practitioners on educational researchers. Harvard Educational Review 69:289–319.
  9. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.Thought and language.
  10. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.Mind in society.
  11. Wells, G. (1993). Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education, 5, 1–37.Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education 5:1–37.
  12. Wells, G. (1994). Changing schools from within: Creating communities of inquiry. Toronto: Ontario Institute for Studies in Education.Changing schools from within: Creating communities of inquiry.
  13. Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge, Eng.: Cambridge University Press.Dialogic inquiry: Towards a sociocultural practice and theory of education.
  14. Wertsch, J. V., del Rio, P., & Alvarez, A. (1995). Sociocultural studies of mind. Cambridge, Eng.: Cambridge University Press.Sociocultural studies of mind.
  15. Winter, R. (1989). Learning from experience: Principles and practice in action-research. London: Falmer Press.Learning from experience: Principles and practice in action-research.
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Harvard Educational Review
Vol. 71, Issue 2
1 Jul 2001
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Editor's Reviews of VYGOTSKIAN PERSPECTIVES ON LITERACY RESEARCH: CONSTRUCTING MEANING THROUGH COLLABORATIVE INQUIRY and INSIDE CITY SCHOOLS: INVESTIGATING LITERACY IN MULTICULTURAL CLASSROOMS
Sarah Beck
Harvard Educational Review Jul 2001, 71 (2) 296-310; DOI: 10.17763/haer.71.2.c10541380w62g260

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Editor's Reviews of VYGOTSKIAN PERSPECTIVES ON LITERACY RESEARCH: CONSTRUCTING MEANING THROUGH COLLABORATIVE INQUIRY and INSIDE CITY SCHOOLS: INVESTIGATING LITERACY IN MULTICULTURAL CLASSROOMS
Sarah Beck
Harvard Educational Review Jul 2001, 71 (2) 296-310; DOI: 10.17763/haer.71.2.c10541380w62g260
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