Information Technology Reference
In-Depth Information
Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE project: Trying to bring the class-
room into World 3. In K. McGilley (Ed.),
Classroom lessons: Integrating cognitive theory and
classroom practice
(pp. 201-228). Cambridge, MA: MIT Press.
Sinclair, J., Mc, H., & Coulthard, M. (1975).
Towards an analysis of discourse: The English used
by teachers and pupils
. London: Oxford University Press.
Wegerif, R. (2007).
Dialogic, education and technology: Expanding the space of learning
.New
York: Springer.
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 in
Education
,
5
(1), 1-37.
Wells, G. (1999).
Dialogic inquiry: Toward a sociocultural practice and theory of education
.
Cambridge: Cambridge University Press.
Wolf, M. K., Crosson, A. C., & Resnick, L. B. (2006).
Accountable talk in reading comprehen-
sion instruction
(CSE Technical Report 670). Los Angeles: National Center for Research
on Evaluation, Standards, and Student Testing (CRESST). Retrieved June 26, 2009, from
http://www.eric.ed.gov:80/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/
e0/be.pdf
Woodruff, E., & Meyer, K. (1997). Explanations from intra and inter group discourse: Children
building knowledge in the science classroom.
Research in Science Education
,
27
(1), 25-39.
Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynam-
ics of knowledge building in the work of 9- and 10-year-olds.
Educational Technology Research
and Development
,
55
(2), 1042-1629.
Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive
responsibility in knowledge building communities.
Journal of the Learning Sciences
,
18
(1),
7-44.