DISCOURSE AND
EDUCATION
GENERAL BIBLIOGRAPHY
Version 4.0.
Aalsvoort, G. M., Cowie, H.,
& Mercer, N. (2000).
Overview and new perspectives. In:
Cowie, Helen, & van der Aalsvoort, Geerdina. (Eds.), Social
interaction in
learning and instruction: The meaning of
discourse for the construction of knowledge. Advances in learning and
instruction series. (pp. 214-220).
Aapola, S. (2002). Exploring
dimensions of age in young
people's lives: A discourse analytical approach. Time
and Society, 11(2-3), 295-314.
Aarssen, J. (1996). Relating
events in two languages:
Acquisition of cohesive devices by Turkish-Dutch bilingual children at
school
age.
Abdesslem, H. (1992). Foreign
language lesson discourse
analysis: The teaching and learning of English in Tunisian schools.
Abdesslem, H. (1996).
Communication Strategies or Discourse
Strategies in Foreign Language Performance? IRAL, 34(1), 49-61.
Aberson, C. L., Berger, D. E.,
Healy, M. R., Kyle, D. J.,
& Romero, V. L. (2000). Evaluation of an Interactive Tutorial for
Teaching
the Central-Limit-Theorem. Teaching of Psychology, 27(4), 289-291.
Aberson, C. L., Berger, D. E.,
Healy, M. R., & Romero,
V. L. (2003). Evaluation of an Interactive Tutorial for Teaching
Hypothesis-Testing Concepts. Teaching of Psychology, 30(1), 75-78.
Abimbola,
Abraham, R. G. (1981). Teaching
the English Verb System with
Authentic Discourse. Cross Currents, 8(2), 23-33.
Abt Perkins, D. (1996). Teaching
writing in a multicultural
classroom: Students and teacher as storytellers. In: Rios, Francisco A.
(Ed.),
Teacher thinking in cultural contexts. SUNY series, the social context
of
education. (pp. 151-184).
Abuehaj, T. R. (2003).
Challenging the Inevitability of
Difference: Young-Women and Discourses About Gender Equity in the
Classroom.
Curriculum Inquiry, 33(4), 401-425.
Ackerman, B. P. (1986).
Referential and causal coherence in
the story comprehension of children and adults.
Journal of Experimental Child Psychology, 41(2), 336-366.
Ackley, K. A. (Ed.). (1997).
Perspectives on contemporary
issues.
Adams, D. (1988). Extending the
Educational-Planning
Discourse: Conceptual and Paradigmatic Explorations. Comparative
Education
Review, 32(4), 400-415.
Adams, L. T., & Worden, P.
E. (1986). Script development
and memory organization in preschool and elementary school children.
Discourse
Processes, 9(2), 149-166.
Adamson, R. (1990). Is There
Such a Thing as Communicative
Grammar?. Language Learning Journal, 2, 25-27.
Addison, J., & McGee, S. J.
(Eds.). (1999). Feminist
empirical research. Emerging perspectives on qualitative and teacher
research.
Adler, M., Rougle, E., Kaiser,
E., & Caughlan, S.
(2003). Closing the Gap Between Concept and Practice: Toward More
Dialogic
Discussion in the Language Arts Classroom. Journal of Adolescent &
Adult
Literacy, 47(4), 312-322.
Adler-Kassner, L., Crooks, R.,
& Watters, A. (1997).
Writing the community. Concepts and models for service-learning in
composition.
Washington, DC Urbana, IL: American Association for Higher Education
Published
in cooperation with the National Council of Teachers of English.
Ager, D. (1994). Discourse
Variety: Whence, Why and
Wherefore. In J. A. Coleman, & R. Crawshaw (Eds.), Discourse
Variety in
Contemporary French: Descriptive and Pedagogical Approaches. (pp.
35-54).
Agger, B. (1992). The discourse
of domination. From the
Aguiar, V. L. (1988). Le Recit
et la didactique du francais.
(The Narrative and Teaching of French). Cadernos de Estudos
Linguisticos, 15,
1-16.
Aguiar, V. L. (1988). Pour la
caracterisation des elements
structuraux du recit. (Toward the Characterization of the Structural
Elements
of the Narrative). Cadernos de Estudos Linguisticos, 15, 49-67.
Aguilar, J. A., MacGillivray,
L., & Walker, N. T.
(2003).
Aguirre, A. (19867 ). A
commentary on bilingual teachers and
bilingual students. Educational Research
Quarterly, 11(3), 5-9.
Ahern, T. C., Peck, K., &
Laycock, M. (1992). The
effects of teacher discourse in computer-mediated discussion. Journal of Educational Computing Research,
8(3), 291-309.
Aho, L. E. F. (1986). The First
Term: Communication and
Satisfaction in College Student Roommate Relationships over Ten Weeks.
Dissertation Abstracts International, A: The Humanities and Social
Sciences,
47(1), 17-3.
Aid, F. M. (1976). Semantics in
Spanish Language Curricula.
Ainsworth, N. (1984). The
cultural shaping of oral
discourse. Theory Into Practice, 23(2),
132-137.
Airhihenbuwa, C. O. (1994).
Health promotion and the discourse
on culture: Implications for empowerment. Special Issue: Community
empowerment,
participatory education, and health: II. Health Education Quarterly,
21(3),
345-353.
Aitkin, M., & Zuzovsky, R.
(1994). Multilevel
Interaction Models and Their Use in the Analysis of Large-Scale School
Effectiveness Studies. School Effectiveness and School Improvement,
5(1),
45-73.
Akhtar, N., Carpenter, M., &
Tomasello, M. (1996). The
role of discourse novelty in early word learning. Child Development,
67(2),
635-645.
Al Jurf, R. S. (1987). An
Ethnographic Study of Reading
Comprehension Instruction in Efl Classrooms in Secondary Schools in
Albanese, O., & Antoniotti,
C. (1997). Teacher Dialogue
Style and Childrens Story Comprehension. European Journal of Psychology
of
Education, 12(3), 249-259.
Alberto-Arevalo, G. (1986).
Hacia un marco metodologico de
la ensenanza de la lengua espanola. (Toward a Methodological Standard
for
Spanish Language Teaching). Glotta, 1(1), 6-9.
Alcorn, M. W. J. (1995).
Changing the Subject of
Postmodernist Theory: Discourse, Ideology, and Therapy in the
Classroom.
Rhetoric Review, 13(2), 331-349.
Alderman, G. L., & Gimpel,
G. A. (1996). The Interaction
Between Type of Behavior Problem and Type of Consultant: Teachers
Preferences
Fur Professional Assistance. Journal of Educational and Psychological
Consultation, 7(4), 305-313.
Aldrich, F.,
Aleixandre, M. P. J. (1994).
Teaching Evolution and
Natural-Selection: A Look at Textbooks and Teachers. Journal of
Research in
Science Teaching, 31(5), 519-535.
Aleixandre, M. P. J., &
Rodriguez, R. L. (2001).
Designing a field code: Environmental values in primary school. Environmental Education Research, 7(1), 5-22.
Alemany,
Algozzine, R., Obiakor, F. E.,
&
Allan, E. J. (2003).
Constructing Womens Status: Policy
Discourses of University Womens Commission Reports. Harvard Educational
Review,
73(1), 44-72.
Allard, L., & Ulatowska, H.
K. (1991). Cohesion in Written
Narrative and Procedural Discourse of Fifth-Grade Children. Linguistics
and
Education, 3(1), 63-79.
Allard, L. R. (1989). Analysis
of Narrative and Procedural
Discourse Written by Children. Dissertation Abstracts International, A:
The
Humanities and Social Sciences, 49(8), 2195-A-2196-A.
Allen, J., & Shockley, B.
(1996). Composing a Research
Dialogue: University and School Research Communities Encountering a
Cultural
Shift. Reading Research Quarterly, 31(2), 220-228.
Allison, A., & Frongia, T.
(1992). The Grad student's
guide to getting published.
Allison, D. (1988). Authorial
Intentions and Discourse
Interpretation. Working Papers in Linguistics and Language Teaching,
11, 1-15.
Allison, D. (1996). Pragmatist
Discourse and English for
Academic Purposes. English for Specific Purposes, 15(2), 85-103.
Allwright, R. L. (1984). The
Importance of Interaction in
Classroom Language Learning. Applied Linguistics, 5, 156-171.
Alonso, D. L., & Norman, K.
L. (1996). Forms of Control
and Interaction as Determinants of Lecture Effectiveness in the
Electronic
Classroom. Computers & Education, 27(3-4), 205-214.
Altermatt, E. R., Pomerantz, E.
M., Ruble, D. N., Frey, K.
S., & Greulich, F. K. (2002). Predicting changes in children's
self-perceptions
of academic competence: A naturalistic examination of evaluative
discourse
among classmates. Developmental
Psychology, 38(6), 903-917.
Altman, R. (1990). Toward a New
Video Pedagogy: The Role of
Schema Theory and Disourse Analysis. IALL Journal of Language Learning
Technologies, 23(1), 9-16.
Alvarado, C. A. S. (1991).
Discourse Styles and Interactive
Tasks in the Classroom Acquisition of English as a Second Language.
Dissertation Abstracts International, A: The Humanities and Social
Sciences,
52(3), 825-3
Alvarado, C. S. (1992).
Discourse Styles and Patterns of
Participation on ESL Interactive Tasks. TESOL Quarterly, 26(3),
589-593.
Alvarez, G. (1982). Analyse du
discours et pedagogie des
documents authentiques. (Discourse Analysis and Pedagogy of Authentic
Documents). Bulletin de l'ACLA / Bulletin of the CAAL, 4(2), 99-113.
Alvarez, L. P. (1987). Home and
School Contexts for Language
Learning: A Case Study of Two Mexican-American Bilingual Preschoolers.
Dissertation Abstracts International, A: The Humanities and Social
Sciences,
47(9), 3339-9.
Alvermann, D. E., Commeyras, M.,
Young, J. P., Randall, S.,
& Hinson, D. (1997). Interrupting Gendered Discursive Practices in
Classroom Talk About Texts: Easy to Think About, Difficult to Do.
Journal of
Literacy Research, 29(1), 73-104.
Alvermann, D. E., Young, J. P.,
Weaver, D., Hinchman, K. A.,
Moore, D. W., Phelps, S. F., Thrash, E. C., & Zalewski, P. (1996).
Middle
and High-School-Students Perceptions of How They Experience Text-Based
Discussions: A Multicase Study. Reading Research Quarterly, 31(3),
244-267.
Alybina, T. A., & Levitskii,
Anckaert, P. (1989). Linguistic
Prediction in Economic
Discourse and L2
Anderson, G. L. (2001).
Promoting Educational Equity in a
Period of Growing Social Inequity: The Silent Contradictions of
Anderson, G. L., & Grinberg,
J. (1998).
Educational-Administration as a Disciplinary Practice: Appropriating
Foucault
View of Power, Discourse, and Method. Educational Administration
Quarterly,
34(3), 329-353.
Anderson, R. C., & Myrow, D.
L. (1971). Retroactive
inhibition of meaningful discourse.
Journal of Educational Psychology,rnal of Educational
Psychology. 1971
Feb; Vol. 62(1), 81-94.
Anderson, R. C., Reynolds, R.
E., Schallert, D. L., &
Goetz, E. T. (1977). Frameworks for comprehending discourse. American Educational Research Journal, 14(4),
367-381.
Anderson, R. C., Spiro, R. J.,
& Anderson, M. C. (1978).
Schemata as scaffolding for the representation of information in
connected
discourse. American Educational Research Journal, 15(3), 433-440.
Anderson, S. H. (1988). The
Discourse Performance of Native
Indian Students: A Case Study with Implications for Academic
Instruction.
Dissertation Abstracts International, A: The Humanities and Social
Sciences,
49(5), 1078-3.
Anderson, T., Howe, C., Soden,
R., Halliday, J., & Low,
J. (2001). Peer Interaction and the Learning of Critical Thinking
Skills in
Further Education Students. Instructional Science, 29(1), 1-32.
Anderson, W. T. (1986). The
apostolic function of the
dentist. In S. Fisher and A. Todd (Eds.) Discourse and institutional
authority:
Medicine, education, and law (pp. 78-90).
Anderson-Mejias, P. L. (1986).
English for Academic
Listening: Teaching the Skills Associated with Listening to Extended
Discourse.
Foreign Language Annals, 19(5), 391-398.
Andrews, E. (1988).
Conversation. Journal of the British
Association of the Teachers of the Deaf, 12(2), 29-32.
Andrews, E. A., Gosse, V. F.,
Gaulton, R. S., &
Maddigan, R. I. (1999). Teaching Introductory Psychology at a Distance
by 2-Way
Interactive Video. Teaching of Psychology, 26(2), 115-118.
Angst, L. I. (2001). The
Sacrifice of a Schoolgirl: The 1995
Rape Case, Discourses of Power, and Womens Lives in
Anning, A. (2002). Conversations
Around Young Childrens
Drawing: The Impact of the Beliefs of Significant Others to Home and
School.
Journal of art & Design Education, 21(3), 197-208.
Anson, C. M. (Ed.). (2002). The
WAC casebook. Scenes for
faculty reflection and program development.
Anson, C. M., Schwiebert, J. E.,
& Williamson, M. M.
(1993). Writing across the curriculum. An annotated bibliography.
Anson, C. M., & Wilcox, L.
E. (1992). A field guide to
writing.
Anton, M. (1999). The discourse
of a learner-centered
classroom: Sociocultural perspectives on teacher-learner interaction in
the
second-language classroom. Modern
Language Journal, 83(3), 303-318.
Anton, M., & Dicamilla, F.
(1998). Sociocognitive
Functions of L1 Collaborative Interaction in the L2 Classroom. Canadian
Modern
Language Review-Revue Canadienne des Langues Vivantes, 54(3), 314-342.
Apfelbaum, B. (1993). Erzählen
im Tandem:
Sprachlernaktivitäten und die Konstruktion eines Diskursmusters in der
Fremdsprache : Zielsprachen, Französisch und Deutsch. Tübingen: Narr.
Apker, J., & Eggly, S.
(2004). Communicating
Professional Identity in Medical Socialization: Considering the
Ideological
Discourse of Morning Report. Qualitative
Health Research, 14 (3), 411-429.
Appelbaum, P. M. (1995). Popular
culture, educational
discourse, and mathematics.
Apple, M. W. (1989). Regulating
the Text: The
Socio-Historical Roots of State Control. Educational Policy, 3(2),
107-123.
Apple, M. W. (1994). Texts and
Contexts: The State and
Gender in Educational-Policy. Curriculum Inquiry, 24(3), 349-359.
Archer, L., & Hutchings, M.
(2000). Bettering Yourself:
Discourses of Risk, Cost and Benefit in Ethnically Diverse, Young
Working-Class
Non-Participants Constructions of Higher-Education. British Journal of
Sociology of Education, 21(4), 555-574.
Archibald, A. N. (1994). The
acquisition of discourse
proficiency. A study of the ability of German school students to
produce
written texts in English as a foreign language.
Arden-Close, C. M. (1991). The
Language of Chemistry
Lectures to Non-Native Speakers of English (Volumes I and Ii).
Dissertation
Abstracts International, A: The Humanities and Social Sciences, 52(2),
489-1
Ardilarey, A., & Killen, M.
(2001). Middle-Class
Colombian Childrens Evaluations of Personal, Moral, and
Social-Conventional
Interactions in the Classroom. International Journal of Behavioral
Development,
25(3), 246-255.
Ardis, A. (1992). Presence of
Mind, Presence of Body:
Embodying Positionality in the Classroom. Hypatia, 7(2), 167-176.
Ares, N. M., & Peercy, M. M.
(2003). Constructing
Literacy: How Goals, Activity Systems, and Text Shape Classroom
Practice.
Journal of Literacy Research, 35(1), 633-662.
Armstrong, C. (1996). Deborah
Tannen Comes to Class:
Implications of Gender and Conversation in the Classroom. English
Journal,
85(2), 15-16.
Armstrong, D. C. (1994). A
Gifted Childs Education Requires
Real Dialog: The Use of Interactive Writing for Collaborative
Education. Gifted
Child Quarterly, 38(3), 136-145.
Armstrong, K. M., &
Yettervassot, C. (1995). A Touch
of... Class: Creating Interaction with the Video Camera in the
Foreign-Language
Classroom. Canadian Modern Language Review-Revue Canadienne des Langues
Vivantes, 51(2), 357-362.
Arnot, M. (2002). The complex
gendering of invisible
pedagogies: Social reproduction or empowerment?
British Journal of Sociology of Education, 23(4), 583-593.
Arthur, J. (2003). 'Baro Afkaaga
Hooyo!' A Case Study of
Somali Literacy Teaching in
Artiles, A. J. (1998). The
dilemma of difference: Enriching
the disproportionality discourse with theory and context. Journal of
Special
Education, 32(1), 32-36.
Arvaja, M., Hakkinen, P.,
Etelapelto, A., &
Raskuputtonen, H. (2000). Collaborative Processes During Report Writing
of a
Science Learning Project: The Nature of Discourse as a Function of Task
Requirements. European Journal of Psychology of Education, 15(4),
455-466.
Ashworth, P., & Milne, D.
(1996). Learning from the
Master: An Instrument for Measuring Interactions in Teaching
Psychology.
Clinical Psychology & Psychotherapy, 3(2), 103-108.
Aspin, D. N. (Ed.). (1997).
Logical empiricism and post b-
sempiricism in educational discourse.
Atkinson, E. (2002). Education
for diversity in a
multisexual society: Negotiating the contradictions of contemporary
discourse
Atkinson, P. (Ed.). (1995).
Discourse and reproduction
essays in honor of Basil Bernstein.
Atkinson, P., Davies, B., &
Delamont, S. (Eds.). (1995).
Discourse and reproduction. Essays in honor of Basil Bernstein.
Atwan, R., & Vesterman, W.
(1987). Effective writing for
the college curriculum.
Audet, R. H., Hickman, P., &
Dobrynina, G. (1996).
Learning logs: A classroom practice for enhancing scientific sense
making. Journal of Research in Science
Teaching,
33(2), 205-222.
Aulls, M. W. (1998).
Contributions of classroom discourse to
what content students learn during curriculum enactment.
Journal of Educational Psychology, 90(1),
56-69.
Aulls, M. W. (2002). The
Contributions of Cooccurring Forms
of Classroom Discourse and Academic Activities to Curriculum Events and
Instruction. Journal of Educational Psychology, 94(3), 520-538.
Austin, R. (1997). Computer
Conferencing: Discourse,
Education and Conflict Mediation. Computers & Education, 29(4),
153-161.
Aveling, N. (2002). Having It
All and the Discourse of
Equal-Opportunity: Reflections on Choices and Changing Perceptions.
Gender and
Education, 14(3), 265-280.
Avent, J. R., & Austermann,
S. (2003). Reciprocal
scaffolding: A context for communication treatment in aphasia. Aphasiology, 17(4), 397-404.
Ayoub, M., & Barnett, S.
(1961). Ritualized verbal
insult in white high school culture. Journal of American Folklore, 78,
337-344.
Backman, J. (1978). Reading
comprehension and perceived
comprehensibility of lexical density at discourse and sentence level.
Scandinavian Journal of Educational Research, 22(1), 1-9.
Backus, A. (1996). Mixed
Discourse as a Reflection of
Bilingual Proficiency. In Hickey, Tina, & Williams, Jenny (Eds.),
Language,
Education and Society in a Changing World. (pp. 127-135).
Bacon, S. M. (1995). Coming to
Grips with the Culture:
Another Use of Dialogue Journals in Teacher-Education. Foreign Language
Annals,
28(2), 193-207.
Badzinski, D. M. (1991).
Children's cognitive
representations of discourse: Effects of vocal cues on text
comprehension.
Communication Research, 18(6), 715-736.
Bailey, B. H. (2002). Language,
race, and negotiation of
identity. A study of Dominican Americans.
Bailey, D. (1993). Gender and
educational guidance:
Questions of feminist practice. British
Journal of Guidance and Counselling, 21(2), 161-174.
Bailey, F., Hawkins, M., Irujo,
S., Larsenfreeman, D.,
Rintell, E., & Willett, J. (1998). Language Teacher Educators
Collaborative
Conversations. Tesol Quarterly, 32(3), 536-546.
Bailey, R. W. (Ed.). (1981).
Tagmemics, discourse, and
verbal art.
Baker, C. D.
(1997).
Ethnomethodological Studies of Talk in Educational Settings. In: B. Davies, D. Corson (Eds.), Oral
Discourse and Education. Volume 3, Encylopedia of Language and
Education. (pp. 43-52).
Baker, C. D., & Freebody, P.
(1988). Talk around text:
Constructions of textual and teacher authority in classroom discourse.
In S.
DeCastell, A. Luke and C. Luke (Eds.) Language, authority and
criticism:
Baker, E. A., Connell, K. J.,
Bordage, G., & Sinacore,
J. (1999). Can diagnostic semantic competence be assessed from the
medical
record? Academic Medicine, 74(Suppl 10),
S13-S15.
Baker, J. A. (1999).
Teacher-Student Interaction in Urban
at-Risk Classrooms: Differential Behavior, Relationship Quality, and
Student
Satisfaction with School. Elementary School Journal, 100(1), 57-70.
Baker, S. (1996). Jesse Olney
Innovative Geography Text of
1828 for Common Schools. Journal of Geography, 95(1), 32-38.
Bakken, J. P., & Whedon, C.
K. (2002). Teaching Text
Structure to Improve Reading-Comprehension. Intervention in School and
Clinic,
37(4), 229-233.
Bakunas, B. (1996). Promoting
idea production by novice
writers through the use of discourse-related prompts.
Applied Psycholinguistics, 17(4), 385-400.
Balester, V. M. (1991).
Hyperfluency and the Growth of
Linguistic Resources. Language and Education, 5(2), 81-94.
Balfour, R. (2003). Between the
Lines: Gender in the
Reception of Texts by Schoolchildren in Rural
Ball, A. F. (1995). Text Design
Patterns in the Writing of
Urban African-American Students: Teaching to the Cultural Strengths of
Students
in Multicultural Settings. Urban Education, 30(3), 253-289.
Balla, J., & Pennington, M.
C. (1995). Bilingualism in
Microcosm: The Evolution of Occupation-Related Discourse Communities in
Baltaxe, C. A. M., Russell, A.,
D'Angiola, N., &
Simmons, J. Q. (1995). Discourse cohesion in the verbal interactions of
individuals diagnosed with autistic disorder or schizotypal personality
disorder.
Bangertdrowns, R. L., &
Pyke, C. (2001). A Taxonomy of
Student Engagement with Educational Software: An Exploration of
Literate
Thinking with Electronic Text. Journal of Educational Computing
Research,
24(3), 213-234.
Baran, A., & Van Houten, L.
(1988). Lessons Taught and
Lessons Learned: A Story of Differential Teacher Adaptations of Lessons
for
High- and Low-Ranked Hearing Impaired Students. Discourse Processes,
11(2),
117-138.
Barbieri, M. S., Colavita, F.,
& Scheuer, N. (1989).
Explanations: A Pragmatic Basis for Early Child Competence. IPrA Papers
in
Pragmatics, 3(1), 130-155.
Barbisan, L., Caminha, H. M.,
& Teixeira, T. M. (1988).
Refutacao e escola: da recepcao argumentativa a producao refutativa.
(Refutation in School: From Argumentative Reception to Refutational
Production). Letras de Hoje, 23, 4(74), 117-125.
Barnard, C. (2001). Isolating
Knowledge of the Unpleasant:
The Rape of
Barnard, R. (2002). Peer
Tutoring in the Primary Classroom:
A Sociocultural Interpretation of Classroom Interaction.
Barnes, B. K. (1990). Apports de
l'analyse du discours a
l'enseignement de la langue. (Contributions of Discourse Analysis to
Language
Teaching). French Review, 64(1), 95-107.
Barrere, A. (1997). Academic
Work in Secondary-Schools: From
the Establishments Discourse to Students Experience. Sociologie du
Travail,
39(1), 19-38.
Barrett, A. (1994). Our
Language, Ourselves. Journal of
Medical Humanities, 15(1), 31-49.
Barretto, S. F. A., Piazzalunga,
R., Ribeiro, V. G., Dalla,
M. B. C., & Leon, R. M. (2003). Combining Interactivity and
Improved Layout
While Creating Educational Software for the Web. Computers &
Education,
40(3), 271-284.
Barry, W. J. (1986). Where Are
Intonation Studies Taking Us?
Should Language Teachers Follow?. Neueren Sprachen, 85, 5-6, 497-508.
Bartolomé, L. I. (1998). The
misteaching of academic
discourses: The politics of language in the classroom.
Barton, A. C., & Osborne, M.
D. (Eds.). (2001). Teaching
science in diverse settings. Marginalized discourses and classroom
practice.
Barton, E. (1993). Discourses of Technology. In
Basham, C. S., & Rounds, P.
L. (1986). A Discourse
Analysis Approach to Summary Writing. PALM, 1(2), 88-104.
Batchelder, S. (1992). Diversity
and writing. Dialogue within
a modern university : proceedings, first annual conference, April 1990.
Batte, M. T., Forster, D. L.,
& Larson, D. W. (2003). An
Assessment of Student Acceptance and Performance in Distance Education
with
2-Way Interactive Compressed Video. Review of Agricultural Economics,
25(2),
524-539.
Bauer, H. (1995). From the
Babylonian Confusion of Languages
to International Discourse: Plea for a Concept of Multicultural English
Instruction; Von der babylonischen Sprachenverwirrung zum
internationalen
Diskurs. Pladoyer fur ein Konzept des multikulturellen
Englischunterricchts.
Praxis des neusprachlichen Unterrichts, 42(3), 227-232.
Baum, J. (1983). Computers in
the English class, with
particular attention to the City University of New York.
Baumgartner, E., Devescovi, A.,
& Barbieri, M. S.
(1992). Peer Interaction: Which Unit of Analysis?. Verbum, 15, 1-2,
87-102.
Baxter, J. (2002). Competing
discourses in the classroom: A
Post-structuralist Discourse Analysis of girls' and boys' speech in
public
contexts. Discourse and Society, 13 (6),
827-842.
Baxter, J. (2002). Competing
Discourses in the Classroom: A
Poststructuralist Discourse Analysis of Girls and Boys Speech in Public
Contexts. Discourse & Society, 13(6), 827-842.
Baxter, J., Woodward, J.,
Voorhies, J., & Wong, J.
(2002). We talk about it, but do they get it?
Learning Disabilities Research and Practice, 17(3), 173-185.
Bazerman, C. (1985). The
informed writer. Using sources in
the disciplines.
Bazerman, C. (1989). The
Informed reader. Contemporary
issues in the disciplines.
Beacco, J. C. (1991). Types ou
genres? Categorisations des
textes et didactique de la comprehension et de la production ecrites.
(Types or
Genres? Categorizations of Texts and the Didactics of Written
Production and
Comprehension). Etudes de Linguistique Appliquee, 83, 19-28.
Beach, R., Appleman, D., &
Dorsey, S. (1990).
Adolescents' use of intertextual links to understand literature. In
Richard
Beach, & Susan Hynds (Eds.), Developing discourse practices in
adolescence
and adulthood. Advances in discourse processes, Vol. 39. (pp. 224-245).
Bean, J. C., & Ramage, J. D.
(1986). Form and surprise
in composition. Writing and thinking across the curriculum.
Bean, M. S. (1991). Getting
Heard: Perseveration in the
Speech of a Young Latino Learner. Dissertation Abstracts International,
A: The
Humanities and Social Sciences, 52(6), 2125-1.
Bean, M. S. (1997). Talking with
Benny: Suppressing or
supporting learner themes and learner worlds?
Anthropology and Education Quarterly, 28(1), 50-69.
Bean, R. M., Zigmond, N., &
Hartman, D. K. (1994).
Adapted Use of Social-Studies Textbooks in Elementary Classrooms: Views
of
Classroom Teachers. Remedial and Special Education, 15(4), 216-226.
Beasley-Murray, G. R. (1993).
Jesus and the last days. The
interpretation of the Olivet discourse. Hendrickson Pubs.
Beaumont-James, C. (1996).
Analysis of Teacher Discourse in
French as a Foreign Language Preschools; Analyse de discours
d'enseignants de
FLE en classe maternelle. Revue quebecoise de linguistique, 24(2),
17-37.
Beauvois, M. (1998).
Conversations in Slow Motion:
Computer-Mediated Communication in the Foreign-Language Classroom.
Canadian
Modern Language Review-Revue Canadienne des Langues Vivantes, 54(2),
198-217.
Becher, T. (1987). Disciplinary
Discourse. Studies in Higher
Education, 12(3), 261-274.
Beck,
Beck, R. (1993). Argumentative
Structures and Their
Presentation in German as a Second Language Instruction; Argumentative
Strukturen und ihre Vermittlung im DaF-Unterricht. Beitrage zur
Fremdsprachenvermittlung
aus dem Konstanzer SLI, 25, 80-94.
Becker, J. A. (1988). "I Can't
Talk, I'm Dead":
Preschoolers' Spontaneous Metapragmatic Comments. Discourse Processes,
11(4),
457-467.
Becker, J. A. (1994). Pragmatic
Socialization: Parental
Input to Preschoolers. Discourse Processes: A Multidisciplinary
Journal, 17(1),
131-48.
Becker, J. A., Place, K. S.,
Tenzer, S. A., & Frueh, B.
C. (1991). Teachers' Impressions of Children Varying in Pragmatic
Skills.
Journal of Applied Developmental Psychology, 12(4), 397-412.
Becker, J. A., & Smenner, P.
C. (1986). The Spontaneous
Use of Thank You by Preschoolers as a Function of Sex, Socioeconomic
Status,
and Listener Status. Language in Society, 15(4), 537-546.
Becker, M. L. (1988). Psicologia
Escolar Discurso x Pratica.
/ School psychology: Discourse and practice.
PSICO, 16(2), 74-79.
Becker, N. (1986). Die
grammatisch-logischen Beziehungen als
didaktischer Ansatz fur den fachsprachlichen Unterricht. (The
Grammatical-Logical Relationship as a Didactic Subject in
Foreign-Language
Instruction). Special Language Fachsprache, 8, 3-4, 123-140.
Beebe, M. J., Bulcock, J. W.,
Fagan, W. T., & Malicky,
G. V. (1986). Discourse processing strategies and reading. Canadian
Journal of
Education, 11(4), 424-444.
Beedles, B., & Petracca, M.
(2001). Academic
communities/disciplinary conventions.
Beeman, M., Chowdhry, G., &
Todd, K. (2000). Educating
Students About Affirmative-Action: An Analysts of University Sociology
Texts. Teaching
Sociology, 28(2), 98-115.
Beetz, S. (1998). The Discourse
on Coeducation Between
Programmatics and Experience-Based Knowledge. Zeitschrift fur
Padagogik, 44(2),
253-262.
Belasco, S. (2001). Constructing
literacies. A Harcourt
reader for college writers.
Bellman, K. A. (1990). Language
and Rhetoric in Brown v.
Board of Education. Dissertation Abstracts International, A: The
Humanities and
Social Sciences, 51(6), 2003-3.
Belz, J. A., & Kinginger, C.
(2003). Discourse Options
and the Development of Pragmatic Competence by Classroom Learners of
German:
The Case of Address Forms. Language
Learning, 53 (4), 591-647.
Benadava, S. (1984). La
Civilisation dans la communication.
(Civilization in Communication). Francais dans le Monde, 23, 184,
79-86.
Benitez, M. L. D. (2003). Text
Remembering as a
Social-Process: The Role of Teacher-Student Interaction in the
Acquisition of
Structure Strategy. Learning and Instruction, 13(1), 93-115.
Benjaminson, P. (1992). Publish
without perishing. A
practical handbook for academic authors.
Benoit, P. J. (1993). The Use of
Argument by Preschool
Children: The Emergent Production of Rules for Winning Arguments.
Journal of
Pragmatics, 19(4), 325-352.
Benson, M. S. (1990). Narration
in Pretend Play and
Storytelling: An Analysis of Two Modes of Event Representation.
Dissertation
Abstracts International, A: The Humanities and Social Sciences, 51(6),
1901-3.
Bensoussan, M. (1990). Efl
Reading as Seen through
Translation and Discourse Analysis: Narrative vs. Expository Texts.
English for
Specific Purposes, 9(1), 49-66.
Benton, S. L., & Kiewra, K.
A. (1986). Measuring the
Organizational Aspects of Writing Ability. Journal of Educational
Measurement,
23(4), 377-386.
Berducci, D. (1991). Gender
Distribution of Negative
Judgements. Working Papers in Educational Linguistics, 7(1), 15-38.
Bereiter, C. (1994).
Implications of Postmodernism for
Science, or, Science as Progressive Discourse. Educational
Psychologist, 29(1),
3-12.
Bergeron, B. S. (1993). Power
and classroom discourse: A
comparative study of rug-time in whole language and traditional
classrooms. Journal of Classroom
Interaction, 28(2), 1-6.
Bergvall, V. L., &
Remlinger, K. A. (1996).
Reproduction, resistance and gender in educational discourse: the role
of
Critical Discourse Analysis. Discourse & Society 7(4), 453-479.
Bergvall, V. L., &
Remlinger, K. A. (1996).
Reproduction, Resistance and Gender in Educational Discourse: The Role
of
Critical Discourse Analysis. Discourse & Society, 7(4), 453-479.
Berkenkotter, C. (2002).
Response(s) to William Grabe's
"Narrative and expository macro-genres" In:
Johns, Ann M. (Ed.), Genre in the
classroom: Multiple perspectives. (pp.
285-288).
Berman, H. B. (1990). The Speech
Event Argument in
Berman, R. A. (1988). On the
Ability to Relate Events in
Narrative. Discourse Processes, 11(4), 469-497.
Berndt, L., Dickerson, V. C.,
& Zimmerman, J. L. (1997).
Tales told out of school. In: Smith, Craig, & Nylund,
David (Eds.), Narrative therapies
with children and adolescents. (pp. 423-454).
Bernicot, J., Comeau, J., &
Feider, H. (1994). Dialogues
between French-speaking mothers and daughters in two cultures:
Bernnard, D. F., &
Hollingsworth, Y. (1999). Teaching
Web-Based Full-Text Databases: New Concepts from New Technol. Reference
&
User Services Quarterly, 39(1), 63-70.
Bernstein, B. B. (1990). The
structuring of pedagogic
discourse.
Bernstein, B. B., Atkinson, P.,
Davies, B., & Delamont,
S. (Eds.). (1995). Discourse and reproduction. Essays in honor of Basil
Bernstein.
Berntsen, D., & Larsen, S.
F. (1996). Personal and
nonpersonal narrativity in reading. In Roger J. Kreuz, & Mary Sue
MacNealy
(Eds.), Empirical approaches to literature and aesthetics. Advances in
discourse processes, Vol. 52. (pp. 615-631).
Beroggi, G. E. G. (1999). The
Teachers Forum: Visual
Interactive Decision Modeling (Videmo) for Problem-Solving: A
Hypermedia
Concept in Education. Interfaces, 29(5), 82-94.
Bertagne, P., Pedinielli, J. L.,
& Mille, C. (1987).
Discours medical et sens de la maladie. / Medical discourse and meaning
of
illness. Psychologie Medicale, 19(7),
1069-1071.
Bertone, S., Meard, J., Euzet,
J. P., Ria, L., & Durand,
M. (2003). Intrapsychic Conflict Experienced by a Preservice Teacher
During
Classroom Interactions: A Case-Study in Physical-Education. Teaching
and
Teacher Education, 19(1), 113-125.
Betancourt-Arango, A. (1990). La
textolinguistica: un
enfoque para la ensenanza
Beyer, C. E., Ogletree, R. J.,
Ritzel, D. O., Drolet, J. C.,
Gilbert, S. L., & Brown, D. (1996). Gender Representation in
Illustrations,
Text, and Topic Areas in Sexuality Education Curricula. Journal of
School
Health, 66(10), 361-364.
Bhatia, V. K. (2002). Applied
genre analysis: Analytical
advances and pedagogical procedures. In:
Johns, Ann M. (Ed.), Genre in the classroom:
Multiple perspectives. (pp. 279-283).
Bhola, H. S. (1999). Equivalent
Curriculum Construction as
Situated Discourse: A Case in the Context of Adult-Education in
Bianchi, G., & Visnovský, E.
(1997). Discourse,
intellectuals, social communication.
Biber, J. K., Doverspike, D.,
Baznik, D., Cober, A., &
Ritter, B. A. (2002). Sexual harassment in online communications:
Effects of
gender and discourse medium.
CyberPsychology and Behavior, 5(1), 33-42.
Bicanic, S. (1976). An Analysis
of Croatian Classroom
Discourse Especially the Acts of Accept and Evaluate. Studia Romanica
et
Anglica Zagrabiensia, 41-42, 105-127.
Bickerton, D. (1975). Two Levels
of Logical Presupposition.
Papers from the Regional Meetings,
Biddle, K. R., McCabe, A., &
Bliss, L. S. (1996). Narrative
skills following traumatic brain injury in children and adults. Journal
of
Communication Disorders, 29(6), 446-469.
Bigeault, J. P. (1982). A propos
des textes officiels sur
"la pedagogie de soutien": L'ecole et son discours. / Concerning
official texts on "the pedagogy of support": The school and its
discourse. Connexions,nexions. 1982; No
37, 57-80.
Biklen, D., & Cardinal, D.
N. (1997). Reframing the
issue: Presuming competence. In: Biklen, Douglas, &
Cardinal, Donald N. (Eds.), Contested words,
contested science: Unraveling the facilitated communication
controversy. (pp.
187-198). New York, NY, USA: Teachers College Press.
Bikmay, T. (1987). An Analysis
of Different Types of
Interaction in ESL Classroom Discourse. Iral-International Review of
Applied
Linguistics in Language Teaching, 25(4), 336-353.
Bill, V. L., Leer, M. N., Reams,
L. E., Resnick, L. B.,
& Pontecorvo, C. (1992). From Cupcakes to Equations: The Structure
of
Discourse in a Primary Mathematics Classroom. Verbum, 15, 1-2, 63-85.
Billington, T. (1995). Discourse
analysis: Acknowledging
interpretation in everyday practice. AEP
Association of Educational Psychologists Journal, 11(3), 36-45.
Billmyer, K. (1988). The Role of
Patients' Questions in the
Medical Interview. Working Papers in Educational Linguistics, 4(1),
1-20.
Bin, L. (1994). Speech at the
Conference for the Inspection
and Examination of the Curriculum and the Textbooks for Mandatory
Education.
Chinese Education and Society, 27(2), 6-26.
Biq, Y. (1984). Indirect Speech
Acts in Chinese Polite
Expressions. Journal of the Chinese Language Teachers Association,
19(3), 1-10.
Birden, S., Gaither, L. L.,
& Laird, S. (2000). The
Struggle over the Text: Compulsory Heterosexuality and
Educational-Policy.
Educational Policy, 14(5), 638-663.
Biria, R., & Tahririan, M.
H. (1997). Communicative
conventions in discussion discourse.
International Journal of Psycholinguistics, 13(3)
Bishai, D. (1996). Quality Time:
How Parents Schooling
Affects Child Health Through Its Interaction with Child-Care Time in
Bangladesh. Health Economics, 5(5), 383-407.
Bishop, M. P., Shroder, J. F.,
& Moore, T. K. (1995).
Integration of Computer-Technology and Interactive Learning in
Geographic
Education. Journal of Geography in Higher Education, 19(1), 97-110.
Bishop, W., & Ostrom, H. A.
(Eds.). (1997). Genre and
writing. Issues, arguments, alternatives. Portsmouth, NH:
Boynton/Cook-Heinemann.
Björk, L. A. (Ed.). (2003).
Teaching academic writing in
European higher education. Dordrecht Boston: Kluwer Academic
Publishers.
Blackledge, A. (2003). Imagining
a monocultural community:
Racialization of cultural practice in educational discourse. Journal of Language, Identity, and Education,
2 (4), 331-347.
Blair, K., & Takayoshi, P.
(Eds.). (1999). Feminist
cyberscapes. Mapping gendered academic spaces. Stamford, Conn.: Ablex
Pub.
Blake, B. E. (1998). Critical
Reader-Response in an Urban
Classroom: Creating Cultural Texts to Engage Diverse Readers. Theory
Into
Practice, 37(3), 238-243.
Blamont, G. (1978). Analyse du
discours: La Preface de
manuel, pour quoi faire? (Discourse Analysis: What Is the Use of
Textbook
Introductions?). Bulletin pedagogique, 55, 32, 67-84.
Blanchet, G., & Blanchet, A.
(1994). Interactional
effects of the environment on interviews.
European Journal of Psychology of Education, 9(1), 41-53.
Blank, M. (2002). Classroom
discourse: A key to literacy.
In: Bulter, Katharine G., & Silliman, Elaine R. (Eds.), Speaking,
reading,
and writing in children with language learning disabilities:New
paradigms in
research and practice. (pp. 151-173). Mahwah, NJ, US: Lawrence Erlbaum
Associates, Publishers.
Blank, M., & Marquis, M. A.
(1987). Directing discourse
80 situations for teaching meaningful conversation to children. Tucson,
Ariz.:
Communication Skill Builders.
Blanton, L. L. (2002). Seeing
the Invisible: Situating L2
Literacy Acquisition in Child-Teacher Interaction. Journal of Second
Language
Writing, 11(4), 295-310.
Blanton, M. L. (2002). Using an
undergraduate geometry course
to challenge pre-service teachers' notions of discourse.
Journal of Mathematics Teacher Education,
5(2), 117-152.
Blanton, M. L., Berenson, S. B.,
& Norwood, K. S.
(2001). Using Classroom Discourse to Understand a Prospective
Mathematics
Teachers Developing Practice. Teaching and Teacher Education, 17(2),
227-242.
Blas, A. (1995). The Analysis of
Cultural Discourse and
Texts; Analyse du discours et textes culturels. Revue de Phonetique
Appliquee,
115-117, 131-138.
Bleakley, A. (2003). 'Good' and
'Poor' communication in an
OSCE: Education or training? Medical
Education, 37 (3), 186-187.
Bleicher, R. (1994).
High-School-Students Presenting
Science: An Interactional Sociolinguistic Analysis. Journal of Research
in
Science Teaching, 31(7), 697-719.
Bliss, L. S., McCabe, A., &
Miranda, A. E. (1998).
Narrative Assessment Profile: Discourse Analysis for
School-Age-Children.
Journal of Communication Disorders, 31(4), 347-363.
Bloch, J. (2002).
Student/Teacher Interaction via Email: The
Social-Context of Internet Discourse. Journal of Second Language
Writing,
11(2), 117-134.
Block, K. K. (1996). The Case
Method in Modern
Educational-Psychology Texts. Teaching and Teacher Education, 12(5),
483-500.
Blondel, E. (1994). Variete de
la reference dans la description
en histoire de l'art. In J. A. Coleman, & R. Crawshaw (Eds.),
Discourse
Variety in Contemporary French: Descriptive and Pedagogical Approaches.
(pp.
143-59). London: Assn. for Fr. Lang. Studies with Centre for
Information on
Lang. Teaching & Research.
Blondel, E. (1996). Paraphrase
in Instructional Discourse at
Level Three; La Paraphrase dans le discours d'enseignement au niveau 3.
Francais dans le Monde, 36, J94-100.
Bloom, L. Z., & White, E. M.
(Eds.). (1993). Inquiry. A
cross-curricular reader. Englewood Cliffs, NJ: Prentice Hall.
Bloom, L. Z., White, E. M.,
& Borrowman, S. (Eds.).
(2004). Inquiry. Questioning, reading, writing. Upper Saddle River, NJ:
Pearson.
Bloome, D. (2004). Discourse
analysis and the study of
classroom language and literacy events. A microethnographic
perspective.
Mahwah, N.J.: L. Erlbaum Associates.
Blum Kulka, S. (1997). Dinner
talk: Cultural patterns of sociability and
socialization in family discourse.
Bobkoff, K., & Panagos, J.
M. (1986). The
"Point" of Language Intervention Lessons. Child Language Teaching and
Therapy, 2(1), 50-62.
Bock, J. K., & Brewer, W. F.
(1985). Discourse structure
and mental models. New Directions for Child Development, Directions for
Child
Development. 1985 Mar; No 27, 55-75.
Bodine, A. (2003). School
Uniforms and Discourses on
Childhood. Childhood-A Global Journal of Child Research, 10(1), 43-63.
Bodine, A. (2003). School
uniforms and discourses on
childhood. Childhood: A Global Journal of Child Research, 10(1), 43-63.
Bodzin, A. M., & Park, J. C.
(2000). Dialogue patterns
of preservice science teachers using asynchronous computer-mediated
communications on the World Wide Web.
Journal of Computers in Mathematics and Science Teaching, 19(2),
161-194.
Boesken, G., & Soppa, C. I.
(1993). Contradicting and
Refusing; Widersprechen und Ablehnen. Beitrage zur
Fremdsprachenvermittlung aus
dem Konstanzer SLI, 25, 69-79.
Boettcher, W. (1991).
Beratungsgesprach und
Gesprachsberatung: Von der schwierigen Beziehung zwischen
Gesprachanalyse und
Weiterbildung. (Counseling Discourse and Discourse Counseling: On the
Difficult
Relationship between Discourse Analysis and Higher Education). Deutsche
Sprache, 19(3), 239-256.
Bogaarts-de Glas, Y. (1981).
Discourse analyse en de
communicatieve syllabus. (Discourse Analysis and the Communicative
Syllabus).
Levende Talen, 359, 115-133.
Boggs, S. T. (1990). The role of
routines in the evolution
of children's peer talk. In Bruce Dorval (Ed.), Conversational
organization and
its development. Advances in discourse processes, Vol. 38. (pp.
101-130).
Norwood, NJ: Ablex Publishing Corp.
Bogotch, I. E., Miron, L. F.,
& Murry, J. (1998). Moral
Leadership Discourses in Urban School Settings: The Multiple Influences
of
Social-Context. Urban Education, 33(3), 303-330.
Bohme, G., & Hoffmann, N.
(1986). Entwicklung des
dialogischen Sprechens unter kommunikativem Aspekt. (Developing Spoken
Dialogues as an Aspect of Communication). Fremdsprachenunterricht, 30,
12,
565-571.
Boice, R. (1990). Professors as
writers. A self-help guide
to productive writing. Stillwater, Okla., U.S.A.: New Forums Press.
Boivin, M., Fall, K., &
Vignaux, G. (1992). Modalites et
enonciation: le discours argumentatif en milieu scolaire. (Modalities
and
Utterance: Argumentative Discourse in a School Setting). Langues et
Linguistique, 18, 183-191.
Bokus, B. (1996). Narrative
space structuring at the
preschool age: Findings on monologic and dialogic discourse. In Carolyn
E.
Johnson, & John H. V. Gilbert (Eds.), Children's language, Vol. 9.
(pp.
197-207). Mahwah, NJ: Lawrence Erlbaum Associates.
Boling, N. C., & Robinson,
D. H. (1999). Individual
Study, Interactive Multimedia, or Cooperative Learning: Which Activity
Best
Supplements Lecture-Based Distance Education. Journal of Educational
Psychology, 91(1), 169-174.
Bollinger, M. C. (1982).
Teaching the Universe of Discourse
in Intermediate French. French Review, 55(3), 323-328.
Bonczyk, A. (1984). Zum Problem
funktional-kommunikativer
Merkmale von Gesprachsarten (unter besonderer Berucksichtigung
sprachpraktischer Lehrmaterialien). (On the Problem of
Functional-Communicative
Features of Types of Speech with Special Attention to Practical
Language
Teaching Materials). Wissenschaftliche Zeitschrift der Padagogischen
Hochschule
Karl Liebknecht Potsdam, 28(5), 741-748.
Bonk, C. J., Hansen, E. J.,
Grabner-Hagan, M. M., Lazar, S.
A., & Mirabelli, C. (1998). Time to "connect": Synchronous and
asynchronous case-based dialogue among preservice teachers. In: Bonk,
Curtis
Jay, & King, Kira S. (Eds.),
Electronic collaborators: Learner-centered technologies for literacy,
apprenticeship, and discourse. (pp. 289-314). Mahwah, NJ, USA: Lawrence
Erlbaum
Associates.
Bonk, C. J., Malikowski, S.,
Angeli, C., & East, J.
(1998). Web-Based Case Conferencing for Preservice Teacher-Education:
Electronic Discourse from the Field. Journal of Educational Computing
Research,
19(3), 269-306.
Book, C. L., Duffy, G. G.,
Roehler, L. R., Meloth, M. S.,
& Vavrus, L. G. (1985). A Study of the Relationship between Teacher
Explanation and Student Metacognitive Awareness during Reading
Instruction.
Communication Education, 34(1), 29-36.
Books, S. (1998). Speaking of
and against youth. In: Books,
Sue (Ed.), Invisible children in the society and its schools. (pp.
183-199).
Mahwah, NJ, USA: Lawrence Erlbaum Associates.
Booth, K. M., & James, B. W.
(2001). Interactive
Learning in a Higher-Education Level-1 Mechanics Module. International
Journal
of Science Education, 23(9), 955-967.
Booth, W. C., & Gregory, M.
W. (1984). The Harper &
Row reader. Liberal education through reading and writing. New York:
Harper
& Row.
Booth, W. C., & Gregory, M.
W. (1988). The Harper &
Row reader. Liberal education through reading and writing. New York:
Harper
& Row Publishers.
Borthwick, J. (1986). Cautionary
tales of classroom
misunderstandings. Journal of Adolescent
Research, 1(3), 277-287.
Borup, I. K. (1998). Pupils
Experiences of the Annual Health
Dialogue with the School-Health Nurse. Scandinavian Journal of Caring
Sciences,
12(3), 160-169.
Borup, I. K. (2000). Danish
Pupils Perceived Satisfaction
with the Health Dialogue: Associations with the Office and Work
Procedure of
the School-Health Nurse. Health Promotion International, 15(4), 313-320.
Borup, I. K. (2002). The
School-Health Nurses Assessment of
a Successful Health Dialogue. Health & Social Care in the
Community, 10(1),
10-19.
Borzone, A. M., & Rosemberg,
C. R. (1994). El
intercambio verbal en el aula: Las intervenciones de los ninos en
relacion con
el estilo de interaccion del maestro. / Verbal exchange in the
classroom: The
relationship between children's responses and teacher's interaction
style. Infancia y Aprendizaje,ancia y
Aprendizaje.
1994; No 67-68, 115-132.
Bos, C. S., & Reyes, E. I.
(1996). Conversations with a
Latina Teacher About Education for Language-Minority Students with
Special
Needs. Elementary School Journal, 96(3), 343-351.
Boshier, R. (1992). Popular
discourse concerning AIDS: Its
implications for adult education. Adult
Education Quarterly, 42(3), 125-135.
Bostow, D. E., Kritch, K. M.,
& Tomplins, B. F. (1995).
Computers and Pedagogy: Replacing Telling with Interactive
Computer-Programmed
Instruction. Behavior Research Methods Instruments & Computers,
27(2),
297-300.
Bottcher, W. (2001). The
Feasibility of a Dialogue Between
Pedagogics and Economics: A Discussion Guided by the Example of
Incentive
Systems and School Development. Zeitschrift fur Padagogik, 47(6),
893-911.
Bouacha, A. A. (1984). Le
discours universitaire: La
rhétorique et ses pouvoirs. Berne New York: P. Lang.
Boughey, C. (2002). 'Naming'
students' problems: An analysis
of language-related discourses at a South African university. Teaching in Higher Education, 7(3), 295-307.
Boulima, J. (1999). Negotiated
interaction in target
language classroom discourse. Amsterdam, Netherlands Philadelphia, PA:
J.
Benjamins.
Boulton, M. J. (1995).
Playground Behavior and Peer
Interaction Patterns of Primary-School Boys Classified as Bullies,
Victims and
Not Involved. British Journal of Educational Psychology, 65(Jun),
165-177.
Boulton Lewis, G. M., Smith, D.
J. H., McCrindle, A. R.,
Burnett, P. C., & Campbell, K. J. (2001). Secondary teachers'
conceptions
of teaching and learning. Learning and
Instruction, 11(1), 35-51.
Bourdieu, P., Passeron, J. C.,
& Saint-Martin, M.
(1994). Academic discourse. Linguistic misunderstanding and
professorial power.
Cambridge: Polity Press.
Bourne, J. (2001). Discourses
and Identities in a
Multilingual Primary Classroom. Oxford Review of Education, 27(1),
103-114.
Boutain, D. M., & Olivares,
S. A. (1999). Nurturing
Educational Multiculturalism in Psychosocial Nursing: Creating New
Possibilities Through Inclusive Conversations. Archives of Psychiatric
Nursing,
13(5), 234-239.
Boutin, G., & Parent, P. P.
(1988). Discours educatifs
et dynamique familiale en mouvance: Etat de la question. / Educational
discourse and family dynamics in flux: State of the question. Revue Quebecoise de Psychologie, 9(2), 82-95.
Bowe, R., Gewirtz, S., &
Ball, S. J. (1994). Captured by
the Discourse: Issues and Concerns in Researching Parental Choice.
British
Journal of Sociology of Education, 15(1), 63-78.
Bowers, J. (2000). Postscript:
Integrating themes on
discourse and design. In: Cobb, Paul, & Yackel, Erna. (Eds.),
Symbolizing
and communicating in mathematics classrooms:Perspectives on discourse,
tools,
and instructional design. (pp. 385-397).
Bowers, R. (1991). Verbal
Behaviour in the Language Teaching
Classroom (Volumes I and Ii). Dissertation Abstracts International, A:
The
Humanities and Social Sciences, 52(2), 524-3.
Bowles, H. (1995). Why Are
Newspaper Law Reports So Hard to
Understand? English for Specific Purposes, 14(3), 201-222.
Boxer, D. (1988). The News
Interview on Morning Television:
A Sociolinguistic Analysis. Working Papers in Educational Linguistics,
4(1),
101-116.
Boxer, D. (2002). Applying
sociolinguistics: Domains and
face-to-face interaction.
Boyd, G. M. (1993). Educating
Symbiotic P-Individuals
Through Multilevel Conversations. Systems Research, 10(3), 113-128.
Boyd, M., & Maloof, V. M.
(2000). How teachers can build
on student-proposed intertextual links to facilitate student talk in
the ESL
classroom. In: Hall, Joan Kelly, & Verplaetse, Lorrie Stoops.
(Eds.),
Second and foreign language learning through classroom interaction.
(pp.
163-182).
Boyes, M., Giordano, R., &
Pool, M. (1997).
Internalization of social discourse: A Vygotskian account of the
development of
young children's theories of mind. In: Cox, Brian David, & Lightfoot, Cynthia (Eds.), Sociogenetic
perspectives on internalization. (pp. 189-202).
Bozic, N., & Leadbetter, J.
(1999). Teacher assessments:
How EPs respond to them in routine meetings.
Educational Psychology in Practice, 14(4), 264-273.
Bozic, N., Leadbetter, J., &
Stringer, P. (1998).
Discourse analysis: Elevating the mundane.
Educational and Child Psychology, 15(3), 65-73.
Brabeck, M. M., & Ting, K.
(1997). Context, Politics and
Moral Education: Comments on the Misgeld/Magendzo Conversation About
Human-Rights Education. Journal of Moral Education, 26(2), 147-149.
Bradbeer, J. (1999). Barriers to
Interdisciplinarity:
Disciplinary Discourses and Student Learning. Journal of Geography in
Higher
Education, 23(3), 381-396.
Braddock, R. (1974). The
frequency and placement of topic
sentences in expository prose. Research in the Teaching of English,
8(3),
287-302.
Bradford, C. S., Rubba, P. A.,
& Harkness, W. L. (1995).
Views About Science-Technology Society Interactions Held by
College-Students in
General-Education Physics and STS Courses. Science Education, 79(4),
355-373.
Brady, K. L., & Eisler, R.
M. (1999). Sex and Gender in
the College Classroom: A Quantitative-Analysis of Faculty-Student
Interactions
and Perceptions. Journal of Educational Psychology, 91(1), 127-145.
Brainard, S. (1998). Theme,
result, and contrast a study in
expository discourse in Upper Tanudan Kalinga.
Brandau, D. M., & Collins,
J. (1994). Texts,
Social-Relations, and Work-Based Skepticism About Schooling: An
Ethnographic
Analysis. Anthropology & Education Quarterly, 25(2), 118-136.
Brandt, R. (1994). On Educating
for Diversity: A
Conversation with James A. Banks. Educational Leadership, 51(8), 28-31.
Brandt, R., & McGreal, T.
(1996). On a New Direction for
Teacher Evaluation: A Conversation with Tom Mcgreal. Educational
Leadership,
53(6), 30-33.
Brantlinger, E., Majdjabbari,
M., & Guskin, S. L.
(1996). Self-Interest and Liberal Educational Discourse: How Ideology
Works for
Middle-Class Mothers. American Educational Research Journal, 33(3),
571-597.
Brantlinger, E., Morton, M. L.,
& Washburn, S. (1999).
Teachers Moral Authority in Classrooms: (Re)Structuring Social
Interactions and
Gendered Power. Elementary School Journal, 99(5), 491-504.
Bräuer, G. (1996). Warum
Schreiben? Schreiben in den
Breen, P. F. (1986). The Use of
Exophora and Anaphora in
Mother-Blind Child Dyads: A Comparative Study of Sighted and Blind
Preschoolers. Dissertation Abstracts International, A: The Humanities
and
Social Sciences, 47(6), 2215-9.
Brennan, M., & Popkewitz, T.
S. (Eds.). (1998).
Foucault's challenge: Discourse, knowledge, and power in education.
Brenneis, C., & Bruera, E.
(1998). The Interaction
Between Family Physicians and Palliative Care Consultants in the
Delivery of
Palliative Care: Clinical and Educational Issues. Journal of Palliative
Care,
14(3), 58-61.
Brent, D. (1992). Reading as
rhetorical invention.
Knowledge, persuasion, and the teaching of research-based writing.
Brice, L. (2002). Deliberative
discourse enacted: Task,
text, and talk. Theory and Research in
Social Education, 30(1), 66-87.
Brinton, B., & Fujiki, M.
(1984). Development of topic
manipulation skills in discourse. Journal of Speech & Hearing
Research,
27(3), 350-358.
Britton, J. N. (1984).
Viewpoints: The Distinction between
Participant and Spectator Role Language in Research and Practice.
Research in
the Teaching of English, 18(3), 320-331.
Brock, C. A. (1986). The Effects
of Referential Questions on
Esl Classroom Discourse. TESOL Quarterly, 20(1), 47-59.
Brock, C. H., & Raphael, T.
E. (2003). Guiding 3 Middle
School Students in Learning Academic Written Discourse. Elementary
School
Journal, 103(5), 481-502.
Brock, C. H., & Raphael, T.
E. (2003). Guiding three
middle school students in learning written academic discourse. Elementary School Journal, 103(5), 481-502.
Brodkey, L. (1989). Academic
Writing As Social Practice.
IRAL, 27(1), 41-52.
Broekkamp, H., Vanhoutwolters,
B. H. A. M., Rijlaarsdam, G.,
& Vandenbergh, H. (2002). Importance in Instructional Text:
Teachers and
Students Perceptions of Task Demands. Journal of Educational
Psychology, 94(2),
260-271.
Bromer, J. (2001). Helpers,
mothers, and preachers: The
multiple roles and discourses of family child care providers in an
African-American community. Early
Childhood Research Quarterly, 16(3), 313-327.
Brooks, F. B. (1993). Some
Problems and Caveats in
Communicative Discourse: Toward a Conceptualization of the
Foreign-Language
Classroom. Foreign Language Annals, 26(2), 233-242.
Brooks, F. B., & Donato, R.
(1994). Vygotskyan
Approaches to Understanding Foreign Language Learner Discourse during
Communicative Tasks. Hispania, 77(2), 262-274.
Brophyherb, H. E., Gibbons, C.,
Omar, M. A., &
Schiffman, R. F. (1999). Low-Income Fathers and Their Infants:
Interactions
During Teaching Episodes. Infant Mental Health Journal, 20(3), 305-321.
Browder, D. M. (1997). Educating
Students with Severe
Disabilities: Enhancing the Conversation Between Research and Practice.
Journal
of Special Education, 31(1), 137-144.
Brown, D. (1999). Promoting
Reflective Thinking: Preservice
Teachers Literacy Autobiographies as a Common Text. Journal of
Adolescent &
Adult Literacy, 42(5), 402-410.
Brown, N. (1993). Art education
and the mutation of
art. Visual Arts Research, 19(1)
Brown, S. C., Mittan, R. K.,
& Roen, D. H. (1990).
Becoming expert. Writing and learning in the disciplines.
Bruce, B. C., Carragher, B. O.,
Damon, B. M., Dawson, M. J.,
Eurell, J. A., Gregory, C. D., Lauterbur, P. C., Marjanovic, M. M.,
Masonfossum, B., Morris, H. D., Potter, C. D., & Thakker, U.
(1997).
Chickscope: An Interactive MRI Classroom Curriculum Innovation for
K-12.
Computers & Education, 29(2-3), 73-87.
Bruce, N. J. (1988).
Communicative Dynamism in Expository
Academic English: Some Strategies in Teaching the Pragmatics of
Writing. Working
Papers in Linguistics and Language Teaching, 11, 42-53.
Brumfit, C., & Bennett, T.
J. A. (1979). Accuracy and
Fluency as Polarities in Foreign Language Teaching Materials and
Methodology.
Bulletin CILA, 29, 89-96.
Bruner, J. S. (1996). The
culture of education.
Brungardt, J. B., & Zollman,
D. (1995). Influence of
Interactive Videodisc Instruction Using Simultaneous-Time Analysis on
Kinematics Graphing Skills of High-School Physics Students. Journal of
Research
in Science Teaching, 32(8), 855-869.
Bruster, B. G. (1992).
Instructional Scaffolding: The
Effective Use of Teacher-Student Dialogue. Dissertation Abstracts
International, A: The Humanities and Social Sciences, 53(2), 386-3.
Bryan, A. H. (1991). Cohesion
Analysis of the Speaking and
Writing of Four Black College Students. Dissertation Abstracts
International,
A: The Humanities and Social Sciences, 51(8), 2616-1.
Brynin, M. (2001). The
Interactive Effect on Employment of
the Education of Spouses and Partners:
Buckingham, D. (1992). Media
Education: The Limits of a
Discourse. Journal of Curriculum Studies, 24(4), 297-313.
Buenfil Burgos, R. N., &
Buenfil Burgos, R. N. (2002).
Discourse Analysis, Education and Post-modernity / Soylem Analizi,
Egitim ve
Postmodernite. Educational Sciences:
Theory and Practice, 2 (1), 47-79.
Bugaj, D. (1988). Zum Erzahlen
von Erlebnissen durch
Vorschulkinder. (On Narrating about Lived Experiences by Preschoolers).
Potsdamer Forschungen der padagogischen Hochschule "Karl Liebknecht"
Bühner, B., & Birnmeyer, A.
(1982). Ideologie und
Diskurs: Zur Theorie von Jürgen Habermas und ihrer Rezeption in der
Pädagogik.
Frankfurt/Main: Haag + Herchen.
Bunch, S. M. (1995). A Study of
the Development of Written
Discourse Competency within a Graduate Community.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 56, 4, Oct, 1257-A.
Burckhart, H. (1999).
Diskursethik, Diskursanthropologie,
Diskurspädagogik: Reflexiv-normative Grundlegeung kritischer Pädagogik.
Würzburg: Königshausen & Neumann.
Burkett, E. M. (1977). Writing
in subject-matter fields. A
bibliographic guide, with annotations and writing assignments.
Burnard, P. (1996). Teaching the
Analysis of Textual Data:
An Experiential Approach. Nurse Education Today, 16(4), 278-281.
Burns, A., Joyce, H., &
Gollin, S. (1996). 'I see what
you mean': Using spoken discourse in the classroom : a handbook for
teachers.
Sydney, Aust.:
Burns-Hoffman, R. (1992). A
Discourse Analysis of Variation
in Children's Language in Preschool, Small Group Settings. Dissertation
Abstracts
International, A: The Humanities and Social Sciences, 53(6), 1887-3.
Burns-Hoffman, R., Lee, O.,
& Fradd, S. H. (1995).
Patterns of Noun Phrase Expression in Hands-On Instructional
Conversations in
Science. Proceedings of the
Burroughs, R., Schwartz, T. A.,
& Hendrickslee, M.
(2000). Communities of Practice and Discourse Communities: Negotiating
Boundaries in Nbpts Certification. Teachers College Record, 102(2),
344-374.
Burrows, L. (2002). Constructing
the Child: Developmental
Discourses in School Physical-Education.
Burstein, J., & Marcu, D.
(2003). Automated evaluation
of discourse structure in student essays.
In: Shermis, Mark D., & Burstein, Jill. (Eds.), Automated
essay
scoring: A cross-disciplinary
perspective. (pp. 209-229).
Busch, H. A., King, P. R., &
Guttman, M. A. (1994).
Interactional Anxiety in an Examination Situation with French and
English
High-School-Students: An Empirical-Test of a Composite Predictor for
State
Anxiety. Personality and Individual Differences, 17(1), 111-116.
Busch-Lauer,
Buss, R. R., Ratliff, J. L.,
& Irion, J. C. (1985).
Effects of instruction on the use of story structure in comprehension
of
narrative discourse. National
Bustamante-Smolka, A. L. (1991).
Multiplas vozes na sala de
aula: aspectos da construcao coletiva do conhecimento na Escola.
(Multiple
Voices in the Classroom: Aspects of a Collective Construction of
Knowledge in
School). Trabalhos em Linguistica Aplicada, 18, 15-28.
Butt, D. (2000). Using
functional grammar: An explorer's
guide.
Buttjes, D. (1981). Verbale
Interaktionen im
Englischunterricht: Beobachtungen an Klassen des 5. bis 7. Schuljahrs.
(Verbal
Interaction in English Instruction: Observations in Classes of Fifth to
Seventh
School Years). Linguistische Berichte, 76, 52-63.
Button, K., Johnson, M. J.,
& Furgerson, P. (1996).
Interactive Writing in a Primary Classroom. Reading Teacher, 49(6),
446-454.
Buzzelli, C., & Johnston, B.
(2001). Authority, Power,
and Morality in Classroom Discourse. Teaching and Teacher Education,
17(8),
873-884.
Buzzelli, C. A. (1996). The
moral implications of
teacher-child discourse in early childhood classrooms.
Early Childhood Research Quarterly, 11(4),
515-534.
Bynum, A. B.,
Byrnes, H. (2000). Shaping the
discourse of a practice: The
role of linguistics and psychology in language teaching and learning. Modern Language Journal, 84(4), 472-494.
Cabut, H. (1982). Francais
langue seconde: les apprenants
face au discours didactique oral. (French as a Second Language:
Learners Faced
with Oral Didactic Discourse). Melanges
Centre de Recherches et d'Applications pedagogiques en Langues,
1-20.-
Cacciari, C., & Levorato, M.
C. (1989). How children
understand idioms in discourse. Journal of Child Language, 16(2),
387-405.
Caesar, T. (1992). Conspiring
with forms: Life in academic
texts.
Caesar, T. (1998). Writing in
disguise. Academic life in
subordination.
Cain, M. A., & Kalamaras, G.
(2003). (Re)reading and writing
genres of discourse: Creative writing as general education. In:
Helmers,
Marguerite. (Ed.), Intertexts:Reading pedagogy in college writing
classrooms.
(pp. 173-194).
Calderonello, A. H.,
Nelson-Beene, D., & Simmons, S. C.
(1997). Perspectives on academic writing.
Calfee, R. C., Dunlap, K. L.,
& Wat, A. Y. (1994).
Authentic Discussion of Texts in Middle Grade Schooling: An
Analytic-Narrative
Approach. Journal of
Calhoun, P. S., & Fishman,
E. K. (1997). The GI Project:
A Prototype Electronic Textbook for High-School Biology. Radiographics,
17(1),
203-211.
Callan, E. (1995). Virtue,
Dialogue, and the Common School.
American Journal of Education, 104(1), 1-33.
Calve, P. (1994). Addressing
Grammar without Abandoning
Discourse: A Case for Grammatical Exercises; Comment faire de la
grammaire sans
trahir le discours: le cas des exercices grammaticaux. Canadian Modern
Language
Review / Revue canadienne des langues vivantes, 50(4), 636-645.
Cameron, D. (1999). Better
conversations: A morality play in
twelve tapes. Feminism and Psychology,
9(3), 315-333.
Cameron, L. (2002). Metaphors in
the Learning of Science: a
discourse focus. British Educational
Research
Journal, 28(5), 673-688.
Cameron, L. (2003). Metaphor in
educational discourse.
Caminha, H. M. (1987). Analise
do discurso e ensino.
(Discourse Analysis and Teaching). Letras de Hoje, 22, 3(68), 17-32.
Cammack, J. C., & Phillips,
D. K. (2002). Discourses and
Subjectivities of the Gendered Teacher. Gender and Education, 14(2),
123-133.
Camp, D. (2000). It Takes 2:
Teaching with Twin Texts of
Fact and Fiction. Reading Teacher, 53(5), 400-408.
Campbell, K. S. (1991).
Theoretical and Pedagogical
Applications of Discourse Analysis to Professional Writing.
Dissertation
Abstracts International, A: The Humanities and Social Sciences, 52(1),
61-3.
Campbell, R. (1996). Teaching
Grammar: Linking Textual and
Teacher Authority. Australian Journal of Language and Literacy, 19(2),
112-119.
Candela, A. (1995). Consensus
Construction as a Collective
Task in Mexican Science Classes. Anthropology and Education Quarterly,
26(4),
458-474.
Candela, A. (1997). The
discursive construction of
argumentative contexts in science education.
In: Coll, Cesar, & Edwards, Derek. (Eds.), Teaching,
learning and
classroom discourse: Approaches to the
study of educational discourse. Culture & consciousness
series./Coleccion
cultura y conciencia. (pp. 89-105)..
Candlin, C. N., &
Canfield, P. J. (2002). An
Interactive, Student-Centered
Approach to Teaching Large-Group Sessions in Veterinary Clinical
Pathology.
Journal of Veterinary Medical Education, 29(2), 105-110.
Canning, R. (2003). Curriculum
Discourses in Postcompulsory
Education: A Case-Study on the Introduction of Higher Still in
Caplan, R., Guthrie, D., &
Foy, J. G. (1992).
Communication deficits and formal thought disorder in schizophrenic
children. Journal of the
Caplan, R., Guthrie, D., &
Foy, J. G. (1993).
Communication deficits and formal thought disorder in schizophrenic
children. Annual Progress in Child
Psychiatry and Child Development,ual Progress in Child Psychiatry and
Child
Development. 1993 418-437.
Carlsen, W. S. (1988). The
Effects of Science Teacher
Subject-Matter Knowledge on Teacher Questioning and Classroom
Discourse.
Dissertation Abstracts International, A: The Humanities and Social
Sciences,
49(6), 1421-C.
Carlsen, W. S. (1992). Closing
down the conversation:
Discouraging student talk on unfamiliar science content.
Journal of Classroom Interaction, 27(2),
15-21.
Carlsen, W. S. (1993). Teacher
knowledge and discourse
control: Quantitative evidence from novice biology teachers' classrooms. Journal of Research in Science Teaching,
30(5), 471-481.
Carlsen, W. S. (1997). Never ask
a question if you don't
know the answer: The tension in teaching between modeling scientific
argument
and maintaining law and order. Journal
of Classroom Interaction, 32(2), 14-23.
Carpenter, K. M., Watson, J. M.,
Raffety, B., & Chabal,
C. (2003). Teaching Brief Interventions for Smoking-Cessation via an
Interactive Computer-Based Tutorial. Journal of Health Psychology,
8(1),
149-160.
Carr, D. B. A. (1989). The
Effects of Student-Generated
Paragraph Summaries on Reading Comprehension. Dissertation Abstracts
International, A: The Humanities and Social Sciences, 50(6), 1613-C.
Carrington, B., & Short, G.
(1998). Adolescent Discourse
on National Identity: Voices of Care and Justice. Educational Studies,
24(2),
133-152.
Carroll, J. (1992). Dialogs.
Carroll, J. M., Stein, C.,
Byron, M., & Dutram, K.
(1996). Using Interactive Multimedia to Deliver Nutrition Education to
Carter, A. (1995). Developing
Faculty Training for
Interactive Distance Education. Innovations in Education and Training
International, 32(2), 147-152.
Carter, E. W., Hughes, C.,
Copeland, S. R., & Breen, C.
(2001). Differences Between High-School-Students Who Do and Do Not
Volunteer to
Participate in a Peer Interaction Program. Journal of the Association
for
Persons With Severe Handicaps, 26(4), 229-239.
Carter, G., Westbrook, S. L.,
& Thompkins, C. D. (1999).
Examining science tools as mediators of students' learning about
circuits. Journal of Research in Science
Teaching,
36(1), 89-105.
Carter, S., & Michael, M.
(2003). Signifying Across Time
and Space: A Case-Study of Biomedical Educational Texts. Sociology of
Health
& Illness, 25(2), 232-259.
Carver, R. P. (1984). Writing a
publishable research report.
In education, psychology, and related disciplines.
Casanave, C. P., & Vandrick,
S. (2003). Writing for
scholarly publication. Behind the scenes in language education.
Case, S. S. (1995). Gender,
Language, and the Professions:
Recognition of Wide-Verbal-Repertoire Speech. Studies in the Linguistic
Sciences, 25(2), 149-192.
Casimir, M., Mattox, N., Hays,
J., & Vasquez, C. L.
(2000). Teaching Through the Prism of Difference: A Dialogue Among 4
Bilingual,
African-Ancestry Teachers. Theory Into Practice, 39(4), 248-257.
Casteel, C. A. (1998).
Teacher-Student Interactions and Race
in Integrated Classrooms. Journal of Educational Research, 92(2),
115-120.
Cayer, R. L., & Sacks, R. K.
(1979). Oral and Written
Discourse of Basic Writers: Similarities and Differences. Research in
the
Teaching of English, 13(2), 121-128.
Caywood, C. L., & Overing,
G. R. (Eds.). (1987).
Teaching writing. Pedagogy, gender, and equity.
Cazden, C. B. (1986). Language
in the Classroom. Annual
Review of Applied Linguistics, 7, 18-33.
Cazden, C. B. (1988). Classroom
discourse: The language of
teaching and learning.
Cazden, C. B. (1995). New Ideas
for Research on Classroom
Discourse. TESOL Quarterly, 29(2), 384-387.
Cazden, C. B. (1997).
Performance before competence: Assistance
to child discourse in the zone of proximal development.
In: Cole, Michael, & Engestroem, Yrjoe.
(Eds.), Mind, culture, and activity:
Seminal papers from the Laboratory of Comparative Human
Cognition. (pp.
303-310).
Cazden, C. B. (1997).
Performance before competence:
Assistance to child discourse in the zone of proximal development. In:
Cole,
Michael, & Engestroem, Yrjoe. (Eds.), Mind, culture, and
activity:Seminal
papers from the Laboratory of Comparative Human Cognition. (pp.
303-310).
Cazden, C. B., & Beck, S. W.
(2003). Classroom
discourse. In: Graesser, Arthur C.,
& Gernsbacher, Morton Ann. (Eds.), Handbook of discourse processes.
(pp.
165-197).
Celce-Murcia, M. (1990).
Discourse Analysis and Grammar
Instruction. Annual Review of Applied Linguistics, 11, 135-151.
Celce
Celce-Murcia, M., &
Olshtain, E. (2000). Discourse and
context in language teaching a guide for language teachers.
César, M., Oliveras, M.L., &
Favilli, F. (in press). Are
different all the same? Teachers' discourses about multicultural
classes. In A
challenge for mathematics education: to reconcile commonalities with
differences: Proceedings of CIEAM54. Vilanova i la
Chabrol, C. (1982). "A qui
parle-t-on dans un entretien
d'enquete?" / "Who is one talking to during a survey
interview?" Connexions,nexions.
1982; No 38, 107-121.
Challe, O. (1986). Une Analyse
du discours des formateurs en
didactique des langues. (An Analysis of the Discourse of Teachers of
Language
Pedagogy). Etudes de Linguistique Appliquee, 61, 38-44.
Chambers, P. (1997). IV and Sen:
Using Interactive Video
with Special Educational-Needs Pupils. British Journal of Educational
Technology, 28(1), 31-39.
Chambliss, M. J., & Murphy,
P. K. (2002). Fourth and
fifth graders representing the argument structure in written texts. Discourse Processes, 34(1), 91-115.
Champion, T. B., Katz, L.,
Muldrow, R., & Dail, R.
(1999). Storytelling and storymaking in an urban preschool classroom:
Building
bridges from home to school culture.
Topics in Language Disorders, 19(3), 52-67.
Chan, C. K. K. (2001). Peer
collaboration and discourse
patterns in learning from incompatible information.
Instructional Science, 29(6), 443-479.
Chang, M. J. (2002).
Preservation or Transformation: Wheres
the Real Educational Discourse on Diversity. Review of Higher
Education, 25(2),
125+.
Chang Wells, G. L. M., &
Wells, G. (1993). Dynamics of
discourse: Literacy and the construction of knowledge. In: Forman,
Ellice A.,
& Minick, Norris. (Eds.), Contexts for learning:Sociocultural
dynamics in
children's development. (pp. 58-90).
Chapman, A. (2001). Maths talk
is boys' talk: Constructing
masculinity in school mathematics. In:
Martino, Wayne, & Meyenn, Bob. (Eds.), What about the boys?: Issues of masculinity in schools. (pp.
199-210). Buckingham: Open University Press.
Chapman, K. L., Graham, K. T.,
Gooch, J., & Visconti, C.
(1998). Conversational Skills of Preschool and School-Age-Children with
Cleft-Lip and Palate. Cleft Palate-Craniofacial Journal, 35(6), 503-516.
Chapman, S. B. (1998). Bridging
the gap between research and
education reintegration: Direct instruction on processing connected
discourse. Aphasiology, 12(12),
1081-1088.
Charaudeau, P. (1981). Pour une
pratique de l'acces aux
documents ecrits. (Toward Practical Access to Written Documents). Revue
de
Phonetique Appliquee, 59-60, 239-245.
Chase, S. E., &
Chatry-Komarek, M. (1997).
Langues africaines. Vers une
édition scolaire : à propos d'un programme de formation pour auteurs
des
manuels scolaires.
Chau, H. O. (1986). Strategies
in Understanding Written
Discourse with Special Reference to Translator-as-Reader. Working
Papers in
Linguistics and Language Teaching, 9, 69-80.
Chaudron, C. (1989). Second
Language Classrooms: Research On
Teaching And Learning.
Chavez, M. (2000). Teacher and
student gender and peer group
gender composition in German foreign language classroom discourse: An
exploratory
study. Journal of Pragmatics, 32(7),
1019-1058.
Checkley, K., & Kelly, L.
(1999). Toward Better
Teacher-Education: A Conversation with ASA Hilliard. Educational
Leadership,
56(8), 58-62.
Chee, Y. S. (1995). Cognitive
Apprenticeship and Its Application
to the Teaching of Smalltalk in a Multimedia Interactive
Learning-Environment.
Instructional Science, 23(1-3), 133-161.
Chen, G. T. (1983). The Ba
Construction: A Topic and Comment
Approach. Journal of the Chinese Language Teachers Association, 18(1),
17-29.
Chen, Y., & He, A. W.
(2001). Dui by dui as a pragmatic marker:
Evidence from Chinese
classroom discourse. Journal of
Pragmatics, 33(9), 1441-1465.
Chen, Y. Y., & He, A. W. Y.
(2001). Dui Bu Dui as a
Pragmatic Marker: Evidence from Chinese Classroom Discourse. Journal of
Pragmatics, 33(9), 1441-1465.
Cheng, L. R. L. (1996).
Enhancing communication: Toward
optimal language learning for limited English proficient students. Language, Speech, and Hearing Services in
Schools, 27(4), 347-354.
Chermak, G. D., Curtis, L.,
& Seikel, J. A. (1996). The
Effectiveness of an Interactive Hearing Conservation Program for
Elementary-School-Children. Language Speech and Hearing Services in
Schools,
27(1), 29-39.
Chernobilsky, E., DaCosta, M.
C., & Hmelo Silver, C.
(2004). Learning to talk the educational psychology talk through a
problem-based course. Instructional
Science, 32 (4), 319-356.
Cherry, L. J. (1978). A
Sociolinguistic Approach to the
Study of Teacher Expectations. Discourse Processes, 1(4), 373-393.
Cherry-Holmes, C. H. (1988).
Construct-Validity and the
Discourses of Research. American Journal of Education, 96(3), 421-457.
Cherryholmes, C. H. (1982).
Discourse and Criticism in the
Social Studies Classroom. Theory And Research in Social Education,
9(4), 57-73.
Chesebro, J. W., & Hamsher,
C. D. (1973). Rhetorical
criticism: A message-centered procedure. Speech Teacher, 22 (4),
282-290.
Cheung, E. G. H. (1986).
Structure in Written Text. Working
Papers in Linguistics and Language Teaching, 9, 33-43.
Chevalier, Y. (1994).
Television: Models of Understanding
and Learning; Television: modeles d'intelligibilite et apprentissages.
Francais
dans le Monde, special number, 39-48.
Chew, P. G. L. (1995). Aikido
Politics in Interview
Interaction. Linguistics and Education, 7(3), 201-220.
Chikudate, N. (2002). Collective
Myopia and Defective Higher
Educations Behind the Scenes of Ethically Bankrupted Economic-Systems:
A
Reflexive Note from a
Chin, H. Y., & Bernardopitz,
V. (2000). Teaching
Conversational Skills to Children with Autism: Effect on the
Development of a
Theory of Mind. Journal of Autism and Developmental Disorders, 30(6),
569-583.
Chinn, C. A., & Anderson, R.
C. (1998). The structure of
discussions that promote reasoning.
Teachers College Record, 100(2), 315-368.
Chipman-Johnson, R. S. (1995).
Teacher Discourse Patterns,
Actions, and Foreign Language Listening Comprehension: A Qualitative
Study.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 55, 12, June, 3726-A-3727-A.
Chittenden, P., & Kiniry, M.
(Eds.). (1986). Making
connections across the curriculum.
Chiu, R. K. (1974). The English
modal auxiliaries: Frequency
and usage in boardroom discussion. Research in the Teaching of English,
8(3),
378-393.
Chiu, S. H., & Alexander, P.
A. (2000). The Motivational
Function of Preschoolers Private Speech. Discourse Processes, 30(2),
133-152.
Chonan, H., & Inoue, T.
(1998). 1 /Rehearsal strategies
of people with hearing impairment: On the optimal strategies for
discourse
memory. Japanese Journal of Educational Psychology, 46(4), 413-421.
Chouliaraki, L. (1998).
Regulation in 'progressivist'
pedagogic discourse: individualized teacher-pupil talk. Discourse &
Society
9(1), 5-32.
Chouliaraki, L. (1998).
Regulation in Progressivist
Pedagogic Discourse: Individualized Teacher-Pupil Talk. Discourse &
Society, 9(1), 5-32.
Chow, V. T., & Kasari, C.
(1999). Task-Related Interactions
Among Teachers and Exceptional, at-Risk, and Typical Learners in
Inclusive
Classrooms. Remedial and Special Education, 20(4), 226-232.
Christensen, J. O. (1991).
Publish or perish. A selective
bibliography.
Christian-Smith, L. K. (Ed.).
(1998). Everyday knowledge and
uncommon truths women of the academy.
Christian-Smith, L. K., &
Kellor, K. S. (Eds.). (1999).
Everyday knowledge and uncommon truths: Women of the academy.
Christie, F. (1987). The Morning
News Genre: Using a
Functional Grammar to Illuminate Educational Issues. Australian Review
of
Applied Linguistics, 10(2), 182-198.
Christie, F. (1987). Young
Children's Writing: From Spoken
to Written Genre. Language and Education, 1(1), 3-13.
Christie, F. (1995). Pedagogic
Discourse in the Primary
School. Linguistics and Education, 7(3), 221-242.
Christie, F. (Ed.). (1997).
Genre and institutions social
processes in the workplace and school.
Christie, F., & Martin, J.
R. (Eds.). (1997). Genre and
institutions: Social processes in the workplace and school.
Christoph, J. N., &
Nystrand, M. (2001). Taking Risks,
Negotiating Relationships: One Teachers Transition Toward a Dialogic
Classroom.
Research in the Teaching of English, 36(2), 249-286.
Chun, D. M. (1988). Teaching
Intonation as Part of
Communicative Competence: Suggestions for the Classroom.
Unterrichtspraxis /
Teaching German, 21(1), 81-88.
Chun, D. M. (1988). The
Neglected Role of Intonation in
Communicative Competence and Proficiency. Modern Language Journal,
72(3), 295-303.
Chung, J. M. (2002). The Effects
of Using 2 Advance
Organizers with Video Texts for the Teaching of Listening in English.
Foreign
Language Annals, 35(2), 231-241.
Church, J. (1976). Towards an
Analysis of Discourse: The
English Used by Teachers and Pupils. Communication Quarterly, 24(4),
52.
Cicourel, A. V. (1983). Language
and the structure of belief
in medical communication. In S. Fisher & A. D. Todd (Eds.),
Discourse and
institutional authority: medicine, education, and law. (pp. 221-239).
Cicurel, F. (1984). La Conquete
du sens: ou la nature
metalinguistique de la communication en classe de langue. (The Conquest
of
Meaning: Or the Metalinguistic Nature of Communication in the Language
Class).
Francais dans le Monde, 23, 183, 40-46.
Cicurel, F. (1986). Le Discours
en classe de langue, un
discours sur mesure?. (Discourse in the Language Classroom-A Limited
Discourse?). Etudes de Linguistique Appliquee, 61, 103-113.
Cicurel, F. (1989). La Mise en
scene du discours didactique
dans l'enseignement des langues etrangeres. (Staging a Didactic
Discourse in
Second-Language Instruction). Bulletin CILA, 49, 7-20.
Cicurel, F. (1994). From One
Learner to Another; D'un
apprenant a l'autre. Francais dans le Monde, 33, 264, 43-48.
Cicurel, F. (1994). La
Conversation sur papier. In J. A.
Coleman, & R. Crawshaw (Eds.), Discourse Variety in Contemporary
French:
Descriptive and Pedagogical Approaches. (pp. 121-41).
Cicurel, F. (1996). Discursive
Dynamics of Language
Classroom Interactions; La Dynamique discursive des interactions en
classe de
langue. Francais dans le Monde, 36, J66-77.
Cicurel, F. (Ed.). (1994).
Discours d'enseignement et discours
médiatiques pour une recherche de la didacticité. (
Cicurel, F., Lebre, M., &
Petiot, G. (Eds.). (1994).
Discours d'enseignement et discours médiatiques: Pour une recherche de
la
didacticité.
Cima, L. R., & Schubeck, T.
L. (2001). Self-Interest,
Love, and Economic-Justice: A Dialogue Between Classical Economic
Liberalism
and Catholic Social Teaching. Journal of Business Ethics, 30(3),
213-231.
Clarence Fincham, J. (2001).
Responding to academic
discourse: Developing critical literacy at a South African university.
In:
Comber, Barbara, & Simpson, Anne. (Eds.), Negotiating critical
literacies
in classrooms. (pp. 245-257).
Clark, R. (Ed.). (1990).
Language and power: Papers from the
Twenty-Second Annual Meeting of the British Association for Applied
Linguistics, held at Lancaster University, September 1989.
Clark, V. L. P., Miller, D. L.,
Creswell, J. W., McVea, K.,
Mcentarffer, R., Harter, L. M., & Mickelson, W. T. (2002). In
Conversation:
High-School-Students Talk to Students About Tobacco Use and Prevention
Strategies. Qualitative Health Research, 12(9), 1264-1283.
Clarke, A. (2003). On being an
object of research:
Reflections from a professional perspective.
Applied Linguistics, 24(3), 374-385.
Clarke,
Clarke, M. A. (1994). The
Dysfunctions of the
Theory/Practice Discourse. TESOL Quarterly, 28(1), 9-26.
Clegg, C. S. (1988). Critical
reading and writing across the
disciplines.
Clegg, C. S., & Wheeler, M.
M. (1991). Students writing
across the disciplines.
Clegg, S., Parr, S., & Wan,
S. (2003). Racialising
Discourses in Higher Education. Teaching
in Higher Education, 8 (2), 155-168.
Clinchy, E. (1995). Sustaining
and Expanding the Educational
Conversation. phi Delta Kappan, 76(5), 353-354.
Clouder, L. (2000). Reflective
Practice in Physiotherapy
Education: A Critical Conversation. Studies in Higher Education, 25(2),
211-223.
Clyne, M. G. (1991).
Directionality, Rhythm and Cultural
Values in Discourse. In F. Christie (Ed.), Literacy in Social
Processes. (pp.
37- 43).
Cobb, P., Boufi, A., McClain,
K., & Whitenack, J.
(1997). Reflective discourse and collective reflection.
Journal for Research in Mathematics
Education, 28(3), 258-277.
Cobb, P., Wood, T., &
Yackel, E. (1993). Discourse,
mathematical thinking, and classroom practice.
In: Forman, Ellice A., & Minick, Norris. (Eds.), Contexts
for
learning: Sociocultural dynamics in
children's development. (pp. 91-119).
Coffin, C. (2003). Teaching
academic writing. A toolkit for
higher education.
Cohen, E. G., & Lotan, R. A.
(1995). Producing
Equal-Status Interaction in the Heterogeneous Classroom. American
Educational
Research Journal, 32(1), 99-120.
Cohen, S., Tsai, F., &
Chechile, R. (1995). A Model for
Assessing Student Interaction with Educational Software. Behavior
Research
Methods Instruments & Computers, 27(2), 251-256.
Cole, K. N., Coggins, T. E.,
& Vanderstoep, C. (1999).
The influence of language/cognitive profile on discourse intervention
outcome.
Language, Speech, & Hearing Services in Schools, 30(1), 61-67.
Cole, L. R. (1975). Linguistic
Context in Relation to the
Organisation and Function of Visual Elements. Etudes de Linguistique
Appliquee,
17, 61-70.
Cole, P. B. (1995). Portfolio
Talk in a Sixth-Grade Writing
Workshop.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 56, 1, July, 83-A.
Coles, G. S. (2000). Literacy
education, democratic
discourse, and psychologists. Peace and
Conflict: Journal of Peace Psychology, 6(4), 333-338.
Colgan, L., Higginson, W., &
Sinclair, N. (1999).
Transforming Professional-Development: An Empirical-Study to Determine
the Key
Aspects of Electronic Collaboration and Social-Interaction in the
Elementary
Mathematics Teaching Community.
Coll, C., & Edwards, D.
(Eds.). (1997). Teaching,
learning and classroom discourse:
Approaches to the study of educational discourse.
Coll, C., & Onrubia, J.
(1997). The construction of
shared meanings in the classroom: Joint activity and semiotic
mechanisms in the
monitoring performed by teachers and learners.
In: Coll, Cesar, & Edwards, Derek. (Eds.), Teaching,
learning and
classroom discourse: Approaches to the
study of educational discourse. Culture & consciousness
series./Coleccion
cultura y conciencia. (pp. 49-65)..
Collins, J. (1982). Discourse
style, classroom interaction
and differential treatment. Journal of
Reading Behavior, 14(4), 429-437.
Collins, J. (2001). Selling the
Market: Educational-Standards,
Discourse and Social-Inequality. Critique of Anthropology, 21(2),
143-163.
Collopy, R. (2003). Curriculum
Materials as a
Professional-Development Tool: How a Mathematics Textbook Affected 2
Teachers
Learning. Elementary School Journal, 103(3), 287-311.
Coman, P. (1996).
Comeaux, P. (1995). The Impact
of an Interactive Distance
Learning Network on Classroom Communication. Communication Education,
44(4),
353-361.
Comfort, J. R. (2001).
African-American women's rhetorics
and the culture of Eurocentric scholarly discourse. In: Panetta,
Clayann Gilliam.
(Ed.), Contrastive rhetoric revisited and redefined. (pp. 91-104).
Comfort, J. R. (2001).
African-American women's rhetorics
and the culture of Eurocentric scholarly discourse.
In: Panetta, Clayann Gilliam. (Ed.),
Contrastive rhetoric revisited and redefined. (pp. 91-104).
Comley, N. R. (1984). Fields of
writing.
Comley, N. R. (1998). Fields of
reading. Motives for
writing.
Condon, W., &
Connell, C. M., & Prinz, R.
J. (2002). The Impact of
Child-Care and Parent-Child Interactions on School Readiness and Social
Skills
Development for Low-Income African-American Children. Journal of School
Psychology, 40(2), 177-193.
Connelly, F. M. (1992). Group
context of professional
development: Final report for SSHRC small scale study number 0911,
March, 1992.
Connors, R. J. (1981). The Rise
and Fall of the Modes of
Discourse. College Composition and Communication, 32(4), 444-455.
Connors, R. J. (1997).
Composition-rhetoric. Backgrounds,
theory, and pedagogy.
Constantinou, P., Daane, S.,
& Dev, P. (1994).
Transforming Information for Computer-Aided-Instruction: Using a
Socratic
Dialog Method to Teach Gross-Anatomy. Journal of the American Medical
Informatics Association(s), 1043-1043.
Conti-Ramsden, G. (1986). "Can
You Put the Blocks
Away?" Language-Impaired Children's Comprehension of Indirect Requests.
Child Language Teaching and Therapy, 2(1), 43-49.
Conti-Ramsden, G., &
Friel-Patti, S. (1986).
Mother-Child Dialogues: Considerations of Cognitive Complexity for
Young
Language Learning Children. British Journal of Disorders of
Communication,
21(2), 245-255.
Conti-Ramsden, G., & Taylor,
J. (1990). Teacher-Pupil
Talk: Integrated vs Segregated Environments for Children with Severe
Learning
Difficulties. British Journal of Disorders of Communication, 25(1),
1-15.
Cook, D. A., & Fine, M.
(1995). "Motherwit":
Childrearing lessons from African-American mothers of low income. In:
Swadener,
Beth Blue, &
Cook, G. (1994). Repetition and
Learning by Heart: An Aspect
of Intimate Discourse, and Its Implications. English Language Teaching
Journal,
48(2), 133-141.
Cook, H. M. (1996). The Use of
Addressee Honorifics in
Cook Gumperz, J. (1991).
Children's construction of
"childness." In: Scales, Barbara, & Almy, Millie. (Eds.), Play
and the social context of development in early care and education.
Early
childhood education series. (pp. 207-218).
Cook-Gumperz, J., & Scales,
B. (1996). Girls, boys, and
just people: The interactional accomplishment of gender in the
discourse of the
nursery school. In: Slobin, Dan Isaac, &
Gerhardt, Julie (Eds.), Social interaction, social context, and
language: Essays in honor of Susan Ervin-Tripp. (pp. 513-527).
Cook Gumperz, J., &
Szymanski, M. (2001). Classroom
"families": Cooperating or competing-girls' and boys' interactional
styles in a bilingual classroom.
Research on Language and Social Interaction, 34(1), 107-130.
Coolahan, K., Fantuzzo, J.,
Mendez, J., & Mcdermott, P.
(2000). Preschool Peer Interactions and Readiness to Learn:
Relationships
Between Classroom Peer Play and Learning Behaviors and Conduct. Journal
of
Educational Psychology, 92(3), 458-465.
Cooper, C. R., Ayers-Lopez, S.,
& Marquis, A. (1982).
Children's Discourse during Peer Learning in Experimental and
Naturalistic
Situations. Discourse Processes, 5(2), 177-191.
Cooper, M. M. (1990). The
answers are not in the back of the
book: Developing discourse practices in first-year English. In Richard
Beach,
& Susan Hynds (Eds.), Developing discourse practices in adolescence
and
adulthood. Advances in discourse processes, Vol. 39. (pp. 65-90).
Cooper, P., & McIntyre, D.
(1994). Patterns of
Interaction Between Teachers and Students Classroom Thinking, and Their
Implications for the Provision of Learning Opportunities. Teaching and
Teacher
Education, 10(6), 633-646.
Coplan, R. J., & Prakash, K.
(2003). Spending Time with
Teacher: Characteristics of Preschoolers Who Frequently Elicit Versus
Initiate
Interactions with Teachers. Early Childhood Research Quarterly, 18(1),
143-158.
Coquin-Viennot, D., &
Coirier, P. (1992). Structures of
Argumentative Discourse: Effects of Type of Referential Space. European
Journal
of Psychology of Education, 7(3), 219-229.
Coracini, M. J. R. F. (1990).
Analise de discurso e uso do
texto cientifico na pedagogia de lingua estrangeira. (Discourse
Analysis and
the Use of Scientific Texts in Second-Language Instruction). Trabalhos
em
Linguistica Aplicada, 16, 7-19.
Coracini, M. J. R. F. (1990).
Contribuicao para uma analise
do discurso pedagogico. (A Contribution to Pedagogical Discourse
Analysis).
ESPecialist, 11(1), 49-58.
Corbett, J. (2001). Contrastive
rhetoric and resistance to
writing. In: Panetta, Clayann Gilliam. (Ed.), Contrastive rhetoric
revisited
and redefined. (pp. 31-46).
Corbett, J. (2001). Contrastive
rhetoric and resistance to
writing. In: Panetta, Clayann Gilliam.
(Ed.), Contrastive rhetoric revisited and redefined. (pp. 31-46).
Corden, R. (2001). Group
discussion and the importance of a
shared perspective: Learning from collaborative research.
Qualitative Research, 1(3), 347-367.
Corsaro, W. A. (1994).
Discussion, debate, and friendship
processes: Peer discourse in
Corsaro, W. A. (1994).
Discussion, Debate, and Friendship
Processes: Peer Discourse in United-States and
Corson, D. (1997). Gender,
discourse and senior education:
Ligatures for girls, options for boys?
In: Wodak, Ruth. (Ed.), Gender and discourse. Sage studies in
discourse.
(pp. 140-164).
Corson, D. (Ed.). (1995).
Discourse and power in educational
organizations.
Corson, D. J. (1992). Language,
Gender and Education: A
Critical Review Linking Social Justice and Power. Gender and Education,
4(3),
229-254.
Corson, D. J. (1992). Minority
Cultural-Values and Discourse
Norms in Majority Culture Classrooms. Canadian Modern Language
Review-Revue
Canadienne des Langues Vivantes, 48(3), 472-496.
Corson, D. J. (1993). Discursive
bias and ideology in the
administration of minority group interests.
Language in Society, 22(2), 165-191.
Corson, D. J. (1994). Minority
Social Groups and Nonstandard
Discourse: Towards a Just Language Policy. Canadian Modern Language
Review /
Revue canadienne des langues vivantes, 50(2), 271-295.
Cortese, G. (1987). Interaction
in the Fl Classroom: From
Reactive to Proactive Experience of Language. System, 15(1), 27-41.
Cortese, G., & Riley, P.
(2002). Domain-specific
English. Textual practices across communities and classrooms.
Coste, D. (1984). Les Discours
naturels de la classe.
(Natural Discourse Types of the Class). Francais dans le Monde, 23,
183, 16-25.
Coste, D. (1986). Constitution
et evolution des discours de
la didactique du francais langue etrangere. (Constitution and Evolution
of
Discourses in the Teaching of French as a Foreign Language). Etudes de
Linguistique Appliquee, 61, 52-63.
Coste, D. (1991). Genres de
textes et modes discursifs dans
l'enseignement/apprentissage des langues. (Text Genres and Discourse
Modes in
the Teaching/Learning of Languages). Etudes de Linguistique Appliquee,
83,
75-88.
Cots, J. M. (1993). Sociological
Variables and Interactional
Strategies: Conversations between Instructors and Students at a
Cotter, K. C. (1964).
Explorations and discourse on school
failures. Catholic Educational
Review,holic Educational Review. 1964; 61(3), 169-182.
Cotton, P. (1998). The framing
of knowledge and practice in
psychology: A response to John.
Australian Psychologist, 33(1), 31-37.
Coulmas, F. (1985). Diskursive
Routine im
Fremdsprachenerwerb. (Discursive Routine in Second-Language
Acquisition).
Sprache und Literatur in Wissenschaft und Unterricht, 16, 2(56), 47-66.
Coulon, R. (1988). Discourse
Analysis versus Text Analysis:
The
Coulthard, R. M. (1985). An
Introduction to Discourse
Analysis. 2nd edition.
Coulthard, R. M. (Ed.). (1987).
Discussing Discourse.
Courts, P. L. (1997).
Multicultural literacies: Dialect,
discourse, and diversity.
Cowie, A. P., & Heaton, J.
B. (Eds.). (1977). English
for academic purposes. Papers on the language problems of overseas
students in
higher education in the
Cowie, H. (Ed.). (2000). Social
interaction in learning and
instruction the meaning of discourse for the construction of knowledge.
Cowie, H., & van der
Aalsvoort, G. (Eds.). (2000).
Social interaction in learning and instruction:
The meaning of discourse for the construction of knowledge.
Crago, M. B., Eriksbrophy, A.,
Pesco, D., & Mcalpine, L.
(1997). Culturally Based Miscommunication in Classroom Interaction.
Language
Speech and Hearing Services in Schools, 28(3), 245-254.
Craig, H. K., & Washington,
J. A. (1995).
African-American English and Linguistic Complexity in Preschool
Discourse: A
Second Look. Language, Speech, and Hearing Services in Schools, 26(1),
87-93.
Craig, M. T., Bright, R. M.,
& Smith, S. A. (1994).
Preservice Teachers Reactions to an Interactive Constructive Approach
to
English-Language Arts Coursework. Journal of Teacher Education, 45(2),
96-103.
Crawford, J. R. (1978).
Utterance Rules, Turn-Taking and
Attitudes in Enquiry Openers. Studies in Descriptive Linguistics, 1,
95-114.
Crawford, L., Helwig, R., &
Tindal, G. (2004). Writing
performance assessments: How important is extended time?
Journal of Learning Disabilities, 37 (2),
132-142.
Crawford, T., Chen, C., &
Kelly, G. J. (1997). Creating
authentic opportunities for presenting science: The influence of
audience on
student talk. Journal of Classroom
Interaction, 32(2), 1-13.
Creamer, E. G. (1998). Assessing
faculty publication
productivity. Issues of equity.
Creese, A. (1991). Speech Act
Variation in British and
American English. Working Papers in Educational Linguistics, 7(2),
37-58.
Creese, A. (2003). Language,
Ethnicity and the Mediation of
Allegations of Racism: Negotiating Diversity and Sameness in
Multilingual
School Discourses. International Journal
of Bilingual Education and Bilingualism, 6 (3-4), 221-236.
Cremet, F. (1988). La Langue de
specialite des reunions
internationales existe-t-elle?. (International Meetings: Another Field
for
English for Specific Purposes?). Cahiers de l'Apliut, 7, 3-4(28-29),
51-61.
Crismore, A. (1990).
Metadiscourse and discourse processes:
Interactions and issues. Discourse Processes, 13(2), 191-205.
Crismore, A., & Hill, K. T.
(1988). The interaction of
metadiscourse and anxiety in determining children's learning of social
studies
textbook materials. Journal of Reading
Behavior, 20(3), 249-268.
Critchley, S. (1994). Discourse
Variety in Contemporary
French Language: A Pedagogical Approach. In J. A. Coleman, & R.
Crawshaw
(Eds.), Discourse Variety in Contemporary French: Descriptive and
Pedagogical
Approaches. (pp. 203-36).
Crosling, G. (1996). Multi-Level
Structure of Meaning in a
Business Law Tutorial. Australian Review of Applied Linguistics, 19(1),
89-110.
Cross, R. T. (1997). Ideology
and Science Teaching: Teachers
Discourse. International Journal of Science Education, 19(5), 607-616.
Crossley, M., & Murby, M.
(1994). Textbook Provision and
the Quality of the School Curriculum in Developing-Countries: Issues
and Policy
Options. Comparative Education, 30(2), 99-114.
Crothers, E. J. (1978).
Inference and Coherence. Discourse
Processes, 1(1), 51-71.
Crouch,
Crowell, J. A., Waters, E.,
Treboux, D., O'Connor, E., &
et al. (1996). Discriminant validity of
the Adult Attachment Interview. Child Development, 67(5), 2584-2599.
Crowhurst, M. (1987). Cohesion
in Argument and Narration at
Three Grade Levels. Research in the Teaching of English, 21(2),
185-201.
Crowhurst, M. (1990). Teaching
and learning the writing of
persuasive/argumentative discourse.
Canadian Journal of Education, 15(4), 348-359.
Crowhurst, M. (1990). The
development of
persuasive/argumentative writing. In Richard Beach, & Susan Hynds
(Eds.),
Developing discourse practices in adolescence and adulthood. Advances
in
discourse processes, Vol. 39. (pp. 200-223).
Crowhurst, M. (1991).
Interrelationships between
Ctr-National de
la-Recherche-Scientifique (1975). Elements
verbaux et non-verbaux dans
l'analyse discursive du seminaire (Anglais britannique). (Verbal and
Non-Verbal
Elements in the Discursive Analysis of the Seminar (British English)).
Melanges Centre de Recherches et
d'Applications
pedagogiques en Langues, 45-54.-
Cudd, E. T., & Roberts, L.
(1989). Using Writing to
Enhance Content Area Learning in the Primary Grades. Reading Teacher,
42(6),
392-404.
Culler, J. (1976).
Presupposition and Intertextuality. MLN,
Modern Language Notes, 91(6), 1380-1396.
Culler, J. D., & Lamb, K.
(Eds.). (2003). Just being
difficult? Academic writing in the public arena.
Cunha, W. M. (1991). The
Textural Structure of the Genre
"Negotiation of Correction of Oral Production" in Efl Classes.
ESPecialist, 12, 1-2, 59-82.
Curry, B. (Ed.). (1988). Essays
that worked for law schools.
35 essays from successful applications to the nation's top law schools.
Curry, B., & Baer, E. A.
(Eds.). (2003). Essays that
worked for law schools. 40 essays from successful applications to the
nation's
top law schools.
Curti, C. (1993). Practicing
Conversation Ending; Ubungen
zur Gesprachsbeendigung. Beitrage zur Fremdsprachenvermittlung aus dem
Konstanzer SLI, 25, 34-43.
Cutts, S., & Sigafoos, J.
(2001). Social Competence and
Peer Interactions of Students with Intellectual Disability in an
Inclusive
High-School. Journal of Intellectual & Developmental Disability,
26(2),
127-141.
Cyr, C., & Moss, E. (2001).
Mother-Toddler Interaction
and Maternal Depression in Predicting the Attachment of a School-Age
Child.
Canadian Journal of Behavioural Science-Revue Canadienne des Sciences
du
Comportement, 33(2), 77-87.
Czaja, C. F. (1999). The Effect
of Teacher Style on
Interactive Engagement. Early Childhood Research Quarterly, 14(1),
71-74.
Daeid, N. N. (2001). The
Development of Interactive
World-Wide-Web Based Teaching Material in Forensic-Science. British
Journal of
Educational Technology, 32(1), 105-108.
Dale, H. (1994). Collaborative
Writing Interactions in One
9th-Grade Classroom. Journal of Educational Research, 87(6), 334-344.
Daly, P. M. (1986). The Verbal
Behavior of Students with
Learning Disabilities during Reading Instruction with the Language
Experience
Approach and Two Mastery Learning Programs. Dissertation Abstracts
International, A: The Humanities and Social Sciences, 47(5), 1686-3.
Daniel, P. (1996). Helping
Beginning Teachers Link Theory to
Practice: An Interactive Multimedia Environment for Mathematics and
Science
Teacher Preparation. Journal of Teacher Education, 47(3), 197-204.
Dannels, D. P. (2000). Learning
to Be Professional:
Technical Classroom Discourse, Practice, and Professional Identity
Construction.
Journal of Business and Technical Communication, 14(1), 5-37.
Danzberger, J. P., &
Friedman, W. (1997). Public
Conversations About the Publics Schools: The Public Agenda Institute
for
Daradoumis, T., & Marques,
J. M. (2002). Distributed
cognition in the context of virtual collaborative learning. Journal of Interactive Learning Research,
13(1-2), 135-148.
DaRosa, D. A., O'Sullivan, P.
S., Younger, M., &
Deterding, R. (2001). Measuring critical thinking in problem-based
learning
discourse. Teaching and Learning in
Medicine, 13(1), 27-35.
Darot, M. (1988). Fragments de
discours politique.
(Fragments of Political Discourse). Francais dans le Monde, 29, 217,
10-11.
Das, B. K. (1978). An Analysis
of Some 'Supra-Grammatical'
Aspects of Writing Done by Undergraduate Students. CIEFL Bulletin,
14(2), 9-27.
Davey, K. M., & Arnold, J.
(2000). A multi-method study
of accounts of personal change by graduates starting work:
Self-ratings,
categories and women's discourses.
Journal of Occupational and Organizational Psychology, 73(4),
461-486.
Davies, B. (Ed.). (1997). Oral
discourse and education.
Davies, J. (2003). Expressions
of Gender: An Analysis of
Pupils Gendered Discourse Styles in Small-Group Classroom Discussions.
Discourse & Society, 14(2), 115-132.
Davies, J. (2003). Expressions
of gender: An analysis of
pupils' gendered discourse styles in small group classroom discussions. Discourse and Society, 14 (2), 115-132.
Davis, A., Clarke, M. A., &
Rhodes, L. K. (1994).
Extended Text and the Writing Proficiency of Students in Urban
Elementary-Schools. Journal of Educational Psychology, 86(4), 556-566.
Davis, C. A., Reichle, J.,
Southard, K., & Johnston, S.
(1998). Teaching-Children with Severe Disabilities to Utilize
Nonobligatory
Conversational Opportunities: An Application of High-Probability
Requests.
Journal of the Association for Persons With Severe Handicaps, 23(1),
57-68.
Davis, L., & McKay, S.
(1996). Structures and
strategies. An introduction to academic writing.
Dawkins, J. (1995). Teaching
Punctuation as a Rhetorical
Tool. College Composition and Communication, 46(4), 533-548.
Dawson, J. (2003). Reflectivity,
Creativity, and the Space
for Silence. Reflective Practice, 4 (1),
33-39.
Day, K., & Eodice, M.
(2001). (First person)2. A study
of co-authoring in the academy.
De Cindio, F., & Simone, C.
(1993). The universes of
discourse for education and action/research. In: Green, Eileen, &
Owen,
Jenny. (Eds.), Gendered by design? Information technology and office
systems.
Gender and society: Feminist perspectives on the past and present. (pp.
173-193).
De Cindio, F., & Simone, C.
(1993). The universes of
discourse for education and action/research.
In: Green, Eileen, & Owen, Jenny. (Eds.), Gendered by
design?
Information technology and office systems. Gender and society: Feminist
perspectives on the past and present. (pp. 173-193).
De Fina, A. (1997). An analysis
of Spanish bien
as a marker of classroom management in teacher-student
interaction. Journal of Pragmatics, 28(3),
337-354.
De Klerk, V. (1995). The
Discourse of Postgraduate Seminars.
Linguistics and Education, 7(3), 157-174.
De Mattos, M. A. B. (1989).
Supletivo: O discurso paralelo.
Campinas-SP-Brasil: Editora da UNICAMP.
De Pereda, M. C. (1991). Gesto,
juego y palabra: El discurso
infantil. /Gesture, play and word: The infantile discourse. Revista
Uruguaya de
Psicoanalisis, 74, 24-44.
Deadman, P., Hall, G. B., Bain,
T., Elliot, L., &
Dudycha, D. (2000). Interactive Gis Instruction Using a Multimedia
Classroom.
Journal of Geography in Higher Education, 24(3), 365-380.
Debard, R., & Kubow, P. K.
(2002). From Compliance to
Commitment: The Need for Constituent Discourse in Implementing Testing
Policy.
Educational Policy, 16(3), 387-405.
Debyser, F. (1980). Exprimer son
desaccord (E. D.).
(Expressing Disagreement (ED)). Francais dans le Monde, 20, 153, 80-88.
Decorte, E., Verschaffel, L.,
& Vandeven, A. (2001).
Improving Text Comprehension Strategies in Upper Primary-School
Children: A
Design Experiment. British Journal of Educational Psychology, 71(Dec),
531-559.
Defina, A. (1997). An Analysis
of Spanish Bien as a Marker
of Classroom Management in Teacher-Student Interaction. Journal of
Pragmatics,
28(3), 337-354.
Dekruif, R. E. L., McWilliam, R.
A., Ridley, S. M., &
Wakely, M. B. (2000). Classification of Teachers Interaction Behaviors
in
Early-Childhood Classrooms. Early Childhood Research Quarterly, 15(2),
247-268.
Delamont, S., Davies, B., &
Atkinson, P. (Eds.). (1995).
Discourse and reproduction: Essays in honor of Basil Bernstein.
Deleau, M., Gandon, E., &
Taburet, V. (1993). Semiotic
mediation in guiding interactions with young children: The role of
context and
communication handicap on distanciation in adult discourse. European
Journal of
Psychology of Education, 8(4), 473-486.
Deledalle, G. E., Searle, J. R.,
Apel, K. O., Greimas, A.
J., Landowski, E., Armengaud, F., Chauvire, C., Eschbach, A., Gutterer,
G.,
Jappy, A., Stetter, C., Bernard-Becharies, J. F., Berrendonner, A.,
&
Bonfant. (1989). Semiotics And Pragmatics: Proceedings Of The
Delgado-Gaitan, C. (1996).
Protean literacy: Extending the
discourse on empowerment.
Delisle, J. (1979). L'Analyse du
discours comme methode de
traduction. (Discourse Analysis as a Method of Translation). Folia
Linguistica,
13, 1-2, 55-62.
Delorme, L. (1979). L'Analyse du
discours dans les revues de
psychologie. (Analysis of Discourse in Psychology Journals). Bulletin
pedagogique, 61, 35, 57-75.
Delsaut, Y. (1975). L'Economie
du langage populaire. (The
Economy of Popular Language). Actes de la recherche en sciences
sociales, 1(4),
33-40.
Demirjian, A. (1994).
Interactive-Multimedia Teaching of Medical
Sciences in the 21st-Century: The Temporomandibular-Joint. Journal of
the
American Medical Informatics Association(s), 1040-1040.
Dempsey, J. V., & Vaneck, R.
(2003). Modality and
Placement of a Pedagogical Adviser in Individual Interactive Learning.
British
Journal of Educational Technology, 34(5), 585-600.
Denham, S. A., Cook, M., &
Zoller, D. (1992). 'Baby
Looks Very Sad': Implications of Conversations about Feelings between
Mother
and Preschooler. British Journal of Developmental Psychology, 10(3),
301-315.
Denyer, J., & Florio Ruane,
S. (1995). Mixed messages
and missed opportunities: Moments of transformation in writing
conferences and
teacher education. Teaching and Teacher
Education, 11(6), 539-551.
Derr, R. L. (1989). Insights on
the nature of intelligence
from ordinary discourse. Intelligence,
13(2), 113-118.
Derrick, R. P. (1986). An
Analysis of a Conceptual Model of
Influences on Teachers' Verbal Questioning during Reading Discussions.
Dissertation Abstracts International, A: The Humanities and Social
Sciences,
47(6), 2098-3.
Desimone, L. M. (1993). Racial
Discourse in a Community:
Language and the Social Construction of Race. Journal of Negro
Education,
62(4), 414-418.
Desmarais, D., & Grell, P.
(1986). Les Récits de vie:
Théorie, méthode et trajectoires types. Montréal, Québec: Editions
Saint-Martin.
DeStefano, J. S. (1990).
Assessing Students' Communicative
Competence Using a Linguistic Analysis Procedure. Linguistics and
Education,
2(2), 127-145.
Develotte, C. (1996). Discursive
Interactions Functioning in
an Educational System: Report of an Approach; Les Interactions
discursives en
jeu dans un systeme educatif: recit d'une demarche. Francais dans le
Monde, 36,
J142-149.
Devlieger, P. J. (1999). Frames
of reference in African
proverbs on disability. International
Journal of Disability, Development and Education, 46(4), 439-451.
DeWitt, J. M. Z. (1988). A
Description of Functionally Based
English as a Second Language Textbooks: Speech Act, Speech Event,
Speech
Situation. Dissertation Abstracts International, A: The Humanities and
Social
Sciences, 49(3), 379-3.
Di Venuti, B. (1968). A textbook
writing guide for teacher
organizations in
Diamondstone, J. (2002). Keeping
resistance in view in an
activity theory analysis. Mind, Culture,
and Activity, 9(1), 2-21.
Diamondstone, J. V. (1997).
Contested Relations and
Authoritative Texts: 7th-Grade Students (1987) and Legal-Professionals
(1954)
Argue Brown-V-Board-of-Education. Written Communication, 14(2), 189-220.
Dickinson, D. K. (1991). Teacher
agenda and setting:
Constraints on conversation in preschools.
In: McCabe, Allyssa, & Peterson, Carole. (Eds.), Developing
narrative structure. (pp. 255-301).
Dickinson, D. K.,
Dickinson, G. B., Holifield, M.
L., Holifield, G., &
Creer, D. G. (2000). Elementary Magnet School Students Interracial
Interaction
Choices. Journal of Educational Research, 93(6), 391-394.
Dickson, M. (1995). It's not
like that here. Teaching
academic writing and reading to novice writers.
Digisi, L. L., & Willett, J.
B. (1995). What High-School
Biology Teachers Say About Their Textbook Use: A Descriptive Study.
Journal of
Research in Science Teaching, 32(2), 123-142.
Diller, D. (1999). Opening the
Dialogue: Using Culture as a
Tool in Teaching Young African-American Children. Reading Teacher,
52(8),
820-828.
Dillon, D. R., & Moje, E. B.
(1998). Listening to the
talk of adolescent girls: Lessons about literacy, school, and life. In:
Alvermann, Donna E., & Hinchman, Kathleen A. (Eds.),
Reconceptualizing the
literacies in adolescents' lives. (pp. 193-223).
Dillon, D. R., & Moje, E. B.
(1998). Listening to the
talk of adolescent girls: Lessons about literacy, school, and life. In: Alvermann, Donna E., & Hinchman,
Kathleen A. (Eds.), Reconceptualizing the literacies in adolescents'
lives.
(pp. 193-223).
Dillon, G. L. (1991). Contending
rhetorics. Writing in
academic disciplines.
Dimopoulos, K., Koulaidis, V.,
& Sklaveniti, S. (2003).
Towards an Analysis of Visual Images in School Science Textbooks and
Press
Articles About Science-and-Technology. Research in Science Education,
33(2),
189-216.
Dobrin, S. I., & Weisser, C.
R. (2002). Natural
discourse. Toward ecocomposition.
Doerfler, W. (2000). Means for
meaning. In: Cobb, Paul,
& Yackel, Erna. (Eds.), Symbolizing and communicating in
mathematics
classrooms:Perspectives on discourse, tools, and instructional design.
(pp.
99-131).
Dolz, J. (1995). Acquiring the
Ability of Argumentation. A
Study of the Effects of the Systematic and Intensive Teaching of
Argumentative
Discourse to Children Aged 11 and 12; L'Apprentissage des capacites
argumentatives. Etude des effets d'un enseignement systematique et
intensif du
discours argumentatif chez des enfants de 11-12 ans. Bulletin suisse de
linguistique appliquee, 61, 137-169.
Dolz, J. (1996). Learning
Argumentative Capacities. A Study
of the Effects of a Systematic and Intensive Teaching of Argumentative
Discourse in 11-12 Year Old Children. Argumentation, 10(2), 227-251.
Domingo, R. A. (1994). The
expression of pragmatic
intentions in adults with mental retardation during instructional
discourse. In
Ronald L. Bloom, Loraine K. Obler, Susan De Santi, & Jonathan S.
Ehrlich
(Eds.), Discourse analysis and applications: Studies in adult clinical
populations. (pp. 111-130).
Donahue, D. M. (2000).
Experimenting with Texts: New Science
Teachers Experience and Practice as Readers and Teachers of
Donahue, J. (1997). It Doesnt
Matter: Some Cautionary
Findings About Sex and Representation from School Committee
Conversations.
Policy Studies Journal, 25(4), 630-647.
Donin, J., Doehring, D. G.,
& Browns, F. (1991). Text
comprehension and reading achievement in orally educated
hearing-impaired
children. Discourse Processes, 14(3), 307-337.
Donley, M. (1976). The Paragraph
in Advanced Composition: A
Heuristic Approach. English Language Teaching Journal, 30(3), 224-235.
Donnelly, W. J. (1986). Medical
Language as Symptom: Doctor
Talk in Teaching Hospitals. Perspectives in Biology and Medicine,
30(1), 81-94.
Donoahue, Z., Van Tassell, M.
A., & Patterson, L.
(Eds.). (1996). Research in the classroom. Talk, texts, and inquiry.
International Reading Assn..
Doolittle, J. H. (1995). Using
Riddles and Interactive
Computer Games to Teach Problem-Solving Skills. Teaching of Psychology,
22(1),
33-36.
Dorn, D. S. (1990). Sociologists
Discourse on Students: An
Impressionistic Analysis. Teaching Sociology, 18(1), 1-9.
Dorr Bremme, D. W. (1990).
Contextualization cues in the
classroom: Discourse regulation and social control functions. Language in Society, 19(3), 379-402.
Dorrbremme, D. W. (1990).
Contextualization Cues in the
Classroom: Discourse Regulation and Social-Control Functions. Language
in
Society, 19(3), 379-402.
Dorsey, J. K., Gocey, J.,
Murrell, K., Rindererrand, H.,
Hall, C., & Myers, J. H. (1996). Medical-Student Response to an
Interactive
Patient Simulation Program Used to Supplement Child-Abuse Education.
Child
Abuse & Neglect, 20(10), 973-977.
Doukanari, E. (1995). Applying
Discourse Analysis to
Students' Videotaped Performances: A Recent Methodology, a New
Beginning. In M.
A. Haggstrom, L. Z. Morgan, & J. A. Wieczorek (Eds.), The Foreign
Language
Classroom: Bridging Theory and Practice. (pp. 71-88).
Doumato, E. A. (2003). Manning
the Barricades: Islam
According to
Dowdey, D. (1990). The
researching reader. Source-based
writings across the disciplines.
Drapeau, L. (1995). Code
Switching in Caretaker Speech and
Bilingual Competence in a Native
Draper, R. J. (2002). Every
Teacher a Literacy Teacher: An
Analysis of the Literacy-Related Messages in Secondary Methods
Textbooks.
Journal of Literacy Research, 34(3), 357-384.
Driscoll, M. P., Moallem, M.,
Dick, W., & Kirby, E.
(1994). How Does the Textbook Contribute to Learning in a Middle School
Science
Class. Contemporary Educational Psychology, 19(1), 79-100.
Droll, B. W. (1988).
Drower, S. J. (2000).
Globalization: An
Ducharme, J. M., & Spencer,
T. F. (2001). Training Brain
Injury Rehabilitation Therapists to Use Generalized Teaching and
Interaction
Skills. Brain Injury, 15(4), 333-347.
Dudley Evans, T. (2002). The
teaching of the academic essay:
Is a genre approach possible? In: Johns, Ann M. (Ed.), Genre in the
classroom:Multiple perspectives. (pp. 225-235).
Dudley Marling, C., & Dippo,
D. (1995). What learning
disability does: Sustaining the ideology of schooling.
Journal of Learning Disabilities, 28(7), 408-414.
Dudley Marling, C. C., &
Rhodes, L. K. (1987).
Pragmatics and literacy. Language,
Speech, and Hearing Services in Schools, 18(1), 41-52.
Duerksen, A. N. (1995). A
Descriptive Study of the Discourse
Skills of Nonnative Speaker Teaching Assistants.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 56, 1, July, 106-A-107-A.
Duff, P. A. (1996). Different
Languages, Different
Practices: Socialization of Discourse Competence in
Duff, P. A. (2002). The
discursive co-construction of knowledge,
identity, and difference: Ethnography of communication in the high
school
mainstream. Applied Linguistics, 23(3),
289-322.
Duffy, J.,
DuFon, M. A. (1993). Referential
and relational meaning in
interpreted discourse. Journal of
Pragmatics, 20(6), 533-558.
Dufresne Tasse, C., Sauve, M.,
Weltzl Fairchild, A., Banna,
N., Lepage, Y., & Dassa, C. (1998). Pour des expositions museales
plus
educatives, acceder a l'experience de visiteur adulte: Elaboration d'un
instrument d'analyse. / Assessment of adult visitors for more
educational
museum exhibits: Elaboration of an instrument for analysis. Canadian Journal of Education, 23(4),
421-437.
Dugan, J. A. R. (1997). Patterns
of response: Struggling
readers respond to a real book during Transactional Literature
Discussions. In: Linek, Wayne M., &
Sturtevant, Elizabeth G. (Eds.), Exploring literacy. (pp. 2-16).
Duit, R., Roth, W. M., Komorek,
M., & Wilbers, J.
(1998). Conceptual Change Cum Discourse Analysis to Understand
Cognition in a
Unit on Chaotic Systems: Towards an Integrative Perspective on Learning
in
Science. International Journal of Science Education, 20(9), 1059-1073.
Duke, C. R., & Sanchez, R.
(2001). Assessing writing
across the curriculum.
Duncan, G. A. (1996). Space,
Place and the Problematic of
Race: Black-Adolescent Discourse as Mediated Action. Journal of Negro
Education, 65(2), 133-150.
Duncan, J. (2000).
Conversational skills of children with
hearing loss and children with normal hearing in an integrated setting.
Duncan, N. (2003). 'Race' talk:
Discourse on 'race' and
racial difference. International Journal
of Intercultural Relations, 27(2), 135-156.
Dunn, J. (1993). Social
interaction, relationships, and the
development of causal discourse and conflict management. European
Journal of
Psychology of Education, 8(4), 391-401.
Duong, A., & Ska, B. (2001).
Production of narratives:
Picture sequence facilitates organizational but not conceptual
processing in
less educated subjects. Brain and
Cognition, 46(1-2), 121-124.
Duran, E. M., & Unamuno, V.
(2001). The discourse
marker a ver (Catalan,
a veure ) in teacher-student interaction. Journal
of Pragmatics, 33(2), 193-208.
Duran, E. M., & Unamuno, V.
(2001). The Discourse Marker
a VER (Catalan, a Veure) in Teacher-Student Interaction. Journal of
Pragmatics,
33(2), 193-208.
Duran, R. P. (1985). Discourse
skills of bilingual children:
Precursors of literacy. International
Journal of the Sociology of Language,ernational Journal of the
Sociology of
Language. 1985; No 53, 99-114.
Duran, R. P. (1995). Literacy
among Latinos: Focus on School
Contexts. Discourse Processes: A Multidisciplinary Journal, 19(1.
Durkin, D. B. (1987). Writing in
the disciplines.
Durst, R. K., & Newell, G.
E. (1989). The uses of
function: James Britton's category system and research on writing. Review of Educational Research, 59(4),
375-394.
Dussel,
Dwight, D. M. (1986). Analysis
of Pragmatic Functions in the
Language of Preschool Black Children. Dissertation Abstracts
International, A:
The Humanities and Social Sciences, 46(7), 1856-3.
Dwyer, D., Barbieri, K., &
Doerr, H. M. (1995). Creating
a Virtual Classroom for Interactive Education on the Web. Computer
Networks and
Isdn Systems, 27(6), 897-904.
Dysthe, O. (1996). The
Multivoiced Classroom: Interactions
of Writing and Classroom Discourse. Written Communication, 13(3),
385-425.
Early, M. (1991). Discourse
Analysis in English as a
Second-Language Instruction: The
Early, M. M. (1986). Input and
Interaction in Content
Classrooms: Foreigner-Talk and Teacher-Talk in Classroom Discourse.
Dissertation Abstracts International, A: The Humanities and Social
Sciences,
46(7), 1920-8.
Echavarria, J. (1986). III
Encuentro Regional de Semiologia
y Linguistica Aplicada. (Third Regional Conference on Semiology and
Applied
Linguistics). Glotta, 1(1), 31-32.
Eckert, H. (1989). Die
didaktischen Funktionen der
Lehrersprache als Zugang fur die Analyse der sprachlichen Tatigkeit des
Lehrenden im Fremdsprachenunterricht. (On the Didactic Functions of
Teacher's
Language as Access to an Analysis of the Teacher's Linguistic
Performance in
Second-Language Instruction). Potsdamer Forschungen der padagogischen
Hochschule "Karl Liebknecht"
Edelsky, C., Smith, K., &
Wolfe, P. (2002). A discourse
on academic discourse. Linguistics and
Education, 13(1), 1-38.
Edgar, C., & Wood, S. N.
(Eds.). (1996). The nearness of
you. Students & teachers writing on-line.
Edge, J. (Ed.). (2001). Action
research.
Edmondson, W. J. (1980). Some
Problems Concerning the
Evaluation of Foreign Language Classroom Discourse. Applied
Linguistics, 1(3),
271-287.
Edmondson, W. J. (1985).
Discourse Worlds in the Classroom
and in Foreign Language Learning. Studies in Second Language
Acquisition, 7(2),
159-168.
Edmondson, W. J., House, J.,
Kasper, G., & Stemmer, B.
(1982). Kommunikation: Lernen un Lehren. Berichte und Perspektiven aus
einem
Forschungsprojekt. (Communication: Learning and Teaching. Reports and
Prospects
of a Research Project). Manuskripte zur Sprachlehrforschung, 20, 1-121.
Edmonson, W., House, J., Kasper,
G., & Stemmer, B.
(1984). Learning the Pragmatics of Discourse: A Project Report. Applied
Linguistics, 5(2), 113-127.
Edwards, D. (1993). But what do
children really think?
Discourse analysis and conceptual content in children's talk. Cognition and Instruction, 11(3-4), 207-225.
Edwards, D. (1997). Toward a
discursive psychology of
classroom education. In: Coll, Cesar,
& Edwards, Derek. (Eds.), Teaching, learning and classroom
discourse: Approaches to the study of
educational
discourse. Culture & consciousness series./Coleccion cultura y
conciencia.
(pp. 33-48)..
Edwards, D., & Coll, C.
(1997). Teaching, learning and
classroom discourse: Approaches to the study of educational discourse.
Edwards, D., & Mercer, N.
(1989). Reconstructing
context: The conventionalization of classroom knowledge.
Discourse Processes, 12(1), 91-104.
Edwards, K. L. (1987). The
Influence of Discourse Structure
in the Metacognition of
Edwards, R. (Ed.). (1998).
Telling tales perspectives on
guidance and counselling in learning.
Edwards, R., Nicoll, K., &
Solomon, N. (2004). Rhetoric
and educational discourse. Persuasive texts.
Edwards, S. (1991). Comparing
How Mothers and Teachers Talk
to Children: Is It Different and Does It Matter?. Child Language
Teaching and
Therapy, 7(3), 298-309.
Eggert, L. L., & Nicholas,
L. J. (1992). Speaking Like a
Skipper: 'Skippin' an' Gettin' High'. Journal of Language and Social
Psychology, 11, 1-2, 75-100.
Eggleston, J., & Klein, G.
(1996). Achieving publication
in education.
Ehlich, K., & Bastos, L. K.
X. (1986). Discurso escolar:
dialogo?. (School Discourse: Dialogue?). Cadernos de Estudos
Linguisticos, 11,
145-172.
Eichler, W., & Munchhoff, U.
(1976). Sprachlich
Problematisches in Problem- und Textaufsatzen von S II-Schulern an
berufsbildenden Schulen. (The Linguistically Problematical in Problem
and Text
Themes from Level II Students at Technical Schools). Linguistik und
Didaktik,
7(3), 27, 171-183.
Eilam, B. (2002). Strata of
comprehending ecology: Looking
through the prism of feeding relations. Science Education, 86(5),
645-671.
Einsiedler, W., & Treinies,
G. (1997). Effects of
Teaching-Methods, Class Effects, and Patterns of Cognitive
Teacher-Pupil
Interactions in an Experimental-Study in Primary-School Classes. School
Effectiveness and School Improvement, 8(3), 327-353.
Eisenmann, L., Hutcheson, P. A.,
& Nidiffer, J. (1999).
A Conversation: Historiographic Issues in American Higher-Education.
History of
Education Quarterly, 39(3), 291-294.
Ekasingh, S. (1992). Teacher
Talk: The Language of Nonnative
Teachers in Thai Efl Classrooms. Dissertation Abstracts International,
A: The
Humanities and Social Sciences, 52, 11, 3845-4.
El Kadi, C. M. (1995).
Linguistic Theory Applied to Teaching
Practice: Looking through Linguists' Eyes at an Urban ESL Classroom.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 56, 1, July, 164-A.
Elbaz, F. (1991). Research on
Teachers Knowledge: The
Evolution of a Discourse. Journal of Curriculum Studies, 23(1), 1-19.
Elbers, E., & Streefland, L.
(2000). Collaborative learning
and the construction of common knowledge.
European Journal of Psychology of Education, 15(4), 479-490.
Elenes, C. A. (2001).
Transformando fronteras: Chicana
feminist transformative pedagogies.
International Journal of Qualitative Studies In Education,
14(5),
689-702.
Elias-Olivares, L. (1995).
Discourse Strategies of Mexican
American Spanish. In Silva-Corvalan, Carmen (Ed.), Spanish in Four
Continents:
Studies in Language Contact and Bilingualism. (pp 227-240).
Eller, R. G. (1989). Ways of
Meaning: Exploring Cultural
Differences in Students' Written Compositions. Linguistics and
Education, 1(4),
341-358.
Elliot, N. (1995). Narrative
Discourse and the Basic Writer.
Journal of Basic Writing, 14(2), 19-30.
Elliott, D. L., & Foshay, A.
W. (1963). Chart or
charter: Recent developments in educational discourse.
Review of Educational Research,iew of
Educational Research. 1963; 33(2), 233-244.
Elliott, M., Kaufman, S.,
Gardner, R., & Burgess, G.
(2002). Teaching Conflict Assessment and Frame Analysis Through
Interactive
Web-Based Simulations. International Journal of Conflict Management,
13(4),
320-340.
Ellis, D. N., Wright, M., &
Cronis, T. G. (1996).
Description of the Instructional and Social Interactions of Students
with
Mental-Retardation in Regular Physical-Education Settings. Education
and
Training in Mental Retardation and Developmental Disabilities, 31(3),
235-242.
Ellis, R., Tanaka, Y., &
Yamazaki, A. (1994). Classroom
Interaction, Comprehension, and the Acquisition of L2 Word Meanings.
Language
Learning, 44(3), 449-491.
Emerick, R. E. (1994). A
Conversation on Classroom Etiquette
in Introductory Sociology Courses. Teaching Sociology, 22(4), 341-344.
Emihovich, C. (1992). Computer
Discourse: Classroom
Conversations with a Machine. Education and Urban Society, 24(4),
498-507.
Emihovich, C., & Miller, G.
E. (1988). Talking to the
turtle: A discourse analysis of Logo instruction. Discourse
Processes, 11(2), 183-201.
Emirkanian, L. (1984). La Syntax
de l'enfant du primaire
dans la production de differents types de discours. (The Syntax of the
Elementary School Child in the Production of Different Types of
Discourse).
sciences de l'education pour l'ere nouvelle, 1-2, 137-158.
Emirkanian, L., Dubuisson, C.,
& Boulanger, A. (1982).
La Performance de l'enfant du primaire dans differents types de
discours a
l'oral. (Performance of Primary School Children on Various Discourse
Types).
Revue de l'Association quebecoise de linguistique, 2(2), 57-72.
Emmelot, Y. W., & Oostdam,
R. J. (1990). Onderwijs in
argumenteren. Een vragenlijstonderzoek onder docenten Nederlands in het
Voortgezet Onderwijs. (Instruction in Argumentation. A Questionnaire
among
Teachers of Dutch in Secondary Education). Levende Talen, 453, 336-340.
Empson, S. B. (2003).
Low-Performing Students and Teaching
Fractions for Understanding: An Interactional Analysis. Journal for
Research in
Mathematics Education, 34(4), 305-343.
Empson, S. B. (2003).
Low-performing students and teaching
fractions for understanding: An interactional analysis.
Journal for Research in Mathematics
Education, 34(4), 305-343.
Engelen, B. (1974). On the
handling of indirect discourse in
the teaching situation; Zur unterrichtlichen Behandlung der indirekten
Rede.
Deutschunterricht, 26(2), 17-28.
Engelen, B. (1974). Zur
unterrichtlichen Behandlung der
indirekten Rede. (On the handling of indirect discourse in the teaching
situation). Deutschunterricht, 26(2), 17-28.
Engelhard, G., Gordon, B., &
Gabrielson, S. (1992). The
Influences of Mode of Discourse, Experiential Demand, and Gender on the
Quality
of Student Writing. Research in the Teaching of English, 26(3), 315-336.
Enger, N. C., Hood, S. B., &
Shulman, B. B. (1988).
Language and Fluency Variables in the Conversational Speech of
Linguistically
Advanced Preschool and School-Aged Children. Journal of Fluency
Disorders,
13(3), 173-198.
Englert, C. S., Raphael, T. E.,
& Mariage, T. V. (1994).
Developing a school-based discourse for literacy learning: A principled
search
for understanding. Learning Disability
Quarterly, 17(1), 2-32.
Enyedy, N. (2003). Knowledge
Construction and Collective
Practice: At the Intersection of Learning, Talk, and Social
Configurations in a
Computer-Mediated Mathematics Classroom.
Journal of the Learning Sciences, 12(3), 361-407.
Eppert, F., & Kupper, K. J.
(1976). Anleitung zum freien
Gesprach. (Guidance to Free Discourse). Zielsprache Deutsch, 2, 2-10.
Eppley, G., & Eppley, A. D.
(1997). Building bridges to
academic writing.
Erbaugh, M. S. (1990). Mandarin
Oral Narratives Compared
with English: The Pear/Guava Stories. Journal of the Chinese Language
Teachers
Association, 25(2), 21-42.
Erdreich, L., & Rapoport, T.
(2002). Elaborating
ethnonational awareness via academic literacy: Palestinian Israeli
women at the
university. Anthropology and Education
Quarterly, 33(4), 492-515.
Erftmier, T., & Dyson, A. H.
(1986). "Oh,
ppbbt!": Differences between the Oral and Written Persuasive Strategies
of
School-Aged Children. Discourse Processes, 9(1), 91-114.
Erickson, F. (1988). Discourse
Coherence, Participation
Structure, and Personal Display in a Family Dinner Table Conversation.
Working
Papers in Educational Linguistics, 4(1), i-3.
Eriks Brophy, A., & Crago,
M. (2003). Variation in
Instructional Discourse Features: Cultural or Linguistic? Evidence from
Inuit
and Non-Inuit Teachers of Nunavik.
Anthropology and Education Quarterly, 34 (4), 396-419.
Ernst, G. (1994). 'Talking
Circle': Conversation and
Negotiation in the ESL Classroom. TESOL Quarterly, 28(2), 293-322.
Ernst, G. (1994). Talking
Circle: Conversation and
Negotiation in the ESL Classroom. Tesol Quarterly, 28(2), 293-322.
Ernst, G., & Richard, K. J.
(1995).
Escalada, L. T., & Zollman,
D. A. (1997). An
Investigation on the Effects of Using Interactive Digital Video in a
Physics
Classroom on Student Learning and Attitudes. Journal of Research in
Science
Teaching, 34(5), 467-489.
Escobedo, L. Z., Estrella, A.
P., & Manriquez, V. C.
(2003). Variables Affecting Expositive Text Reading in 4th-Grade
Elementary-School-Children. Revista Mexicana de Psicologia, 20(1),
59-73.
Esterreicher, C. A. (1995).
Scamper strategies. Fundamental
activities for narrative development. Thinking Publishers.
Eubanks, P. (1998). Genre and
Technical Translation: Social,
Textual, and Educational Exigency. Journal of Business and Technical
Communication,
12(1), 50-70.
Evans, J. L. (1996). SLI
subgroups: Interaction between
discourse constraints and morphosyntactic deficits. Journal of Speech
&
Hearing Research, 39(3), 655-660.
Evans, L., & Davies, K.
(2000). No Sissy Boys Here: A
Content-Analysis of the Representation of Masculinity in
Elementary-School
Reading Textbooks. sex Roles, 42(3-4), 255-270.
Evans, M. A. (1987). Discourse
characteristics of reticent
children. Applied Psycholinguistics, 8(2), 171-184.
Evans, R. (1993). Learning
"schooled literacy":
The literate life histories of mainstream student readers and writers.
Discourse Processes, 16(3), 317-340.
Evans, T. (1995). Constructing
Educational Technologies:
Interactive Television for Teachers Professional-Development in
Australia. Etr&D-Educational
Technology Research and Development, 43(1), 94-98.
Ewald, H. R., & Wallace, D.
L. (1994). Exploring Agency
in Classroom Discourse or, Should David Have Told His Story. College
Composition and Communication, 45(3), 342-368.
Exstrom, M. I. (1992). A Study
of the Language Skills of
Lower Socioeconomic Black Preschoolers. Dissertation Abstracts
International,
B: Sciences and Engineering, 52(9), 4688-4.
Fagan, W. T. (1982). The
Relationship of the
"Maze" to Language Planning and Production. Research in the Teaching
of English, 16(1), 85-95.
Fairclough, N. (1996).
Technologisation of Discourse. In
Caldas-Coulthard, Carmen Rosa, & Coulthard, Malcolm (Eds.), Texts
and
Practices: Readings in Critical Discourse Analysis. (pp. 71-83).
London, England:
Routledge.
Fairclough, N. L. (1992).
Intertextuality in critical
discourse analysis. Linguistics and Education, 4, 269-293.
Fairclough, N. L. (1995).
Critical language awareness and
self-identity in education. In D. Corson (Ed.), Discourse and Power in
Educational Organisations. New Jersey: Hampton Press.
Fall, K., Lapointe, F., &
Vignaux, G. (1993). Coherence
discursive et trajectoire cognitive: a propos d'argumentations en
milieu
scolairee. (Discourse Coherence and Cognitive Trajectory: On Arguments
in a
School Setting). Revue quebecoise de linguistique theorique et
appliquee, 11,
1-4, 173-206.
Fang, Z. H. (2000). Developing
Written Discourse Knowledge
in Whole Language and Code Emphasis Classrooms. British Journal of
Educational
Psychology, 70(Sep), 317-335.
Fantuzzo, J., & McWayne, C.
(2002). The Relationship
Between Peer-Play Interactions in the Family Context and Dimensions of
School
Readiness for Low-Income Preschool-Children. Journal of Educational
Psychology,
94(1), 79-87.
Farrell, L. (1996). A Case Study
of Discursive Practices and
Assessment Processes in a Multi-Ethnic Context. Journal of Pragmatics,
26(3),
267-289.
Farver, J. A. M., & Frosch,
D. L. (1996). L.A. Stories:
Aggression in Preschoolers' Spontaneous Narratives after the Riots of
1992.
Child Development, 67(1), 19-32.
Fassinger, P. A. (1995).
Understanding Classroom
Interaction: Students and Professors Contributions to Students Silence.
Journal
of Higher Education, 66(1), 82-96.
Faulkner, G., & Finlay, S.
J. (2002). Its Not What You
Say, Its the Way You Say It: Conversation Analysis: A Discursive
Methodology
for Sport, Exercise, and Physical-Education. Quest, 54(1), 49-66.
Feagans, L. V., Fendt, K., &
Farran, D. C. (1995). The
effects of day care intervention on teacher's ratings of the elementary
school
discourse skills in disadvantaged children.
International Journal of Behavioral Development, 18(2), 243-261.
Fernandez, M., Wegerif, R.,
Mercer, N., & Rojas
Drummond, S. (2001, 2002). Re-conceptualizing "scaffolding"and the
zone of proximal development in the context of symmetrical
collaborative
learning. Journal of Classroom Interaction, 36(2)-37(1), 40-54.
Fernandez, M., Wegerif, R.,
Mercer, N., & Rojas
Drummond, S. (20012 ). Re-conceptualizing "scaffolding"and the zone
of proximal development in the context of symmetrical collaborative
learning. Journal of Classroom
Interaction, 36(2)-37(1), 40-54.
Fernandezbalboa, J. M., &
Marshall, J. P. (1994).
Dialogical Pedagogy in Teacher-Education: Toward an Education for
Democracy.
Journal of Teacher Education, 45(3), 172-182.
Ferrao-Tavares, C. (1994).
Common Forms of Mise-en-Scene;
Formes communes de mise en scene. Francais dans le Monde, special
number,
73-79.
Ferreira, F. H. G. (2001).
Education for the Masses: The
Interaction Between Wealth, Educational and Political Inequalities.
Economics
of Transition, 9(2), 533-552.
Ferry, B., Hedberg, J., &
Harper, B. (1996). Strategies
of Teachers as Users of Interactive Multimedia. Australian Journal of
Education, 40(2), 133-146.
Fetzer, A. (1996). Preference
Organization and Interactive
Language Teaching: Communicative Strategies in a German-English
Context.
Iral-International Review of Applied Linguistics in Language Teaching,
34(2),
77-93.
Feuerstein, A. (2001). Selling
Our Schools: Principals Views
on Schoolhouse Commercialism and School-Business Interactions.
Educational
Administration Quarterly, 37(3), 322-371.
Fiedler, S. (1991).
Fachtextlinguistische Untersuchungen zum
Kommunikationsbereich der Pädagogik. Dargestellt an relevanten
Fachtextsorten
im Englischen. Frankfurt am Main: Lang.
Field, M. (1994). On the
Internalization of Language and Its
Use: Some Functional Motivations for Other-Correction in Children's
Discourse.
Pragmatics: Quarterly Publication of the International Pragmatics
Association,
4(2), 203-20.
Figg, J., Keeton, D., Parkes,
J., & Richards, A. (1996).
"Are they talking about us?" (How EPs describe the views of
children). Educational and Child
Psychology, 13(2), 5-13.
Figueiramcdonough, J., Netting,
F. E., &
Nicholscasebolt, A. (2001). Subjugated Knowledge in Gender-Integrated
Social-Work Education: Call for a Dialogue. Affilia-Journal of Women
and Social
Work, 16(4), 411-431.
Filene, P., & Wood, P.
(1998). Textbooks and Teaching: A
Reintroduction. Journal of American History, 84(4), 1407-1408.
Fill, A. F. (1986). "Divided
Illocution" in
Conversational and Other Situations-And Some of Its Implications. IRAL,
International Review of Applied Linguistics in Language Teaching,
24(1), 27-34.
Fine, J. (1985). Cohesion as an
index of social-cognitive
factors: Oral language of the reading disabled. Discourse Processes,
8(1),
91-112.
Fine, J., Bartolucci, G.,
Szatmari, P., & Ginsberg, G.
(1994). Cohesive discourse in pervasive developmental disorders.
Journal of
Autism and Developmental Disorders, 24(3), 315-329.
Fine, J. E., Wolfson, N., Pica,
T., Doughty, C., Fanselow,
J. F., Slaughter, H. B., Canale, M., Frenette, N., Belanger, M., Wolf,
Y.,
& Walters, J. (1988). Second Language Discourse: A Textbook Of
Current
Research. Dissertation Abstracts International, A: The Humanities and
Social
Sciences, 48(8), 2009-8.
Fine, M. (1988). Sexuality,
schooling, and adolescent
females: The missing discourse of desire.
Harvard Educational Review, 58(1), 29-53.
Fine, M. (1993). Sexuality,
schooling, and adolescent
females: The missing discourse of desire.
In: Weis, Lois, & Fine, Michelle. (Eds.), Beyond silenced
voices: Class, race, and gender in
United States schools. SUNY series, frontiers in education. (pp.
75-99).
Albany, NY: State University of New York Press.
Fine, M. (1993). You Cant Just
Say That the Only Ones Who
Can Speak Are Those Who Agree with Your Position: Political Discourse
in the
Classroom. Harvard Educational Review, 63(4), 412-433.
Fine, M. (1997). Sexuality,
schooling, and adolescent
females: The missing discourse of desire.
In: Gergen, Mary M., & Davis, Sara N. (Eds.), Toward a new
psychology of gender. (pp. 375-402). Florence, KY: Taylor &
Francis/Routledge.
Fine, M. (2003). Sexuality,
schooling and adolescent
females: The missing discourse of desire.
In: Fine, Michelle, & Weis, Lois. (Eds.), Silenced voices
and
extraordinary conversations: Re-imagining
schools. (pp. 38-67). New York: Teachers College Press.
Firsching, J. T. (1987).
Conversational Implicatures:
Mathematics Word Problems and Teacher Explanations (Volumes I and Ii).
Dissertation Abstracts International, A: The Humanities and Social
Sciences,
47(7), 2563-3.
Fisher, J. B., Deshler, D. D.,
& Schumaker, J. B. (1999).
The Effects of an Interactive Multimedia Program on Teachers
Understanding and
Implementation of an Inclusive Practice. Learning Disability Quarterly,
22(2),
127-142.
Fisher, S. (Ed.). (1986).
Discourse and institutional
authority: Medicine, education, and law. Norwood, N.J.: Ablex Corp..
Fisher, S., & Todd, A. D.
(Eds.). (1986). Discourse and
institutional authority: Medicine, education, and law. Norwood, N.J.:
Ablex
Corp..
Fitzgerald, G. E. (1995). The
Effects of an Interactive
Videodisc Training-Program in Classroom Observation Skills Used as a
Teaching
Tool and as a Learning Tool. Computers in Human Behavior, 11(3-4),
467-479.
Fivush, R. (1994). Young
children's event recall: Are
memories constructed through discourse? Special Issue: The recovered
memory/false memory debate. Consciousness and Cognition An
International
Journal, 3(3-4), 356-373.
Fivush, R. (1996). Young
children's event recall: Are
memories constructed through discourse? In: Pezdek, Kathy, & Banks,
William
P. (Eds.), The recovered memory/false memory debate. (pp. 151-168). San
Diego,
CA: Academic Press, Inc.
Flanders, J. R. (1994).
Textbooks, Teachers, and the SIMS
Test. Journal for Research in Mathematics Education, 25(3), 260-278.
Flannagan, D., & Perese, S.
(1998). Emotional References
in Mother-Daughter and Mother-Son Dyads Conversations About School. sex
Roles,
39(5-6), 353-367.
Flecha, R. (1999). Modern and
Postmodern Racism in Europe:
Dialogic Approach and Antiracist Pedagogies. Harvard Educational
Review, 69(2),
150-171.
Fleer, M. (1995). The Importance
of Conceptually Focused
Teacher-Child Interaction in Early-Childhood Science Learning.
International
Journal of Science Education, 17(3), 325-342.
Flick, U. (Ed.). (1998). The
psychology of the social. New York:
Cambridge University Press.
Flood, J., & Lapp, D.
(1987). Forms of Discourse in
Basal Readers. Elementary School Journal, 87(3), 299-306.
Flottum, K. (1984).
Sporsmal/svar-sekvens eller samtale? II.
Analyse av en type laereboktekst innen fransk som fremmedsprak. (A
Question-Answer Sequence or a Conversation? An Analysis of a Text from
a French
as a Second Language Textbook). Moderna Sprak, 78(4), 319-334.
Flower, L. (1990). Negotiating
academic discourse. In Linda
Flower, Victoria Stein, John Ackerman, Margaret J. Kantz, Kathleen
McCormick,
& Wayne C. Peck (Eds.), Reading-to-write: Exploring a cognitive and
social
process. Social and cognitive studies in writing and literacy. (pp.
221-252).
New York, NY: Oxford University Press.
Flowerdew, J. (1992).
Definitions in Science Lectures.
Applied Linguistics, 13(2), 202-221.
Floyd, F. J., Costigan, C. L.,
& Phillippe, K. A.
(1997). Developmental-Change and Consistency in Parental Interactions
with
School-Age-Children Who Have Mental-Retardation. American Journal on
Mental
Retardation, 101(6), 579-594.
Fluck, H. R. (1989).
Horfunknachrichten und ihre
Vermittlung. (Radio News and Its Presentation). Muttersprache, 99(3),
249-264.
Fluck, H. R., Fernbach, R.,
& Waldrich, H. P. (1975).
Zur Sprache des Wirtschaftsteils von Tageszeitungen. Eine
Unterrichtseinheit in
der Berufsschule. (On the Language of Newspaper Articles Dealing with
Economics. An Instruction Unit at a Professional Institute). Linguistik
und
Didaktik, 6(3), 23, 165-178.
Foley, J. (Ed.). (2004).
Language, education &
discourse. Functional approaches. London New York: Continuum.
Forbes, K., & Cordella, M.
(1999). The Role of Gender in
Chilean Argumentative Discourse. Iral-International Review of Applied
Linguistics in Language Teaching, 37(4), 277-289.
Ford, J. E. (Ed.). (1995).
Teaching the research paper. From
theory to practice, from research to writing. Metuchen, N.J.: Scarecrow
Press.
Fore, L. C. (1998). Curriculum
Control: Using Discourse and
Structure to Manage Educational-Reform. Journal of Curriculum Studies,
30(5),
559-576.
Forman, E. A., & Ansell, E.
(2002). Orchestrating the
multiple voices and inscriptions of a mathematics classroom. Journal of the Learning Sciences, 11(2-3),
251-274.
Forman, E. A., & McCormick,
D. E. (1995). Discourse
analysis: A sociocultural perspective.
Remedial and Special Education, 16(3), 150-158.
Forner, M. (1986). My Teacher in
My House: Discourse and
Syntax in Caretaker-Child Interactions. Dissertation Abstracts
International,
A: The Humanities and Social Sciences, 46(7), 1921-8.
Forrester, M. A., & Pike, C.
D. (1998). Learning to
Estimate in the Mathematics Classroom: A Conversation-Analytic
Approach.
Journal for Research in Mathematics Education, 29(3), 334-356.
Forster, M., & Washington,
E. (2000). A Model for
Developing and Managing Distance Education-Programs Using Interactive
Video
Technology. Journal of Social Work Education, 36(1), 147-158.
Foster, H. L., & Iannaccone,
C. J. (1994). Multicultural
Content in Special-Education Introductory Textbooks. Journal of Special
Education, 28(1), 77-92.
Foster, M. (1989). "It's Cookin'
Now": A
Performance Analysis of the Speech Events of a Black Teacher in an
Urban
Community College. Language in Society, 18(1), 1-29.
Foster, M. (1995). Talking That
Talk: The Language of
Control, Curriculum, and Critique. Linguistics and Education, 7(2),
129-150.
Foster, S. (1983). Topic and the
development of discourse
structure. Volta Review, 85(5), 44-54.
Foster, S. (1985). The
development of discourse topic skills
by infants and young children. Topics in Language Disorders, 5(2),
31-45.
Foster, S. H. (1986). Learning
discourse topic management in
the preschool years. Journal of Child Language, 13(2), 231-250.
Fotheringham, M. J., Owies, D.,
Leslie, E., & Owen, N.
(2000). Interactive Health Communication in Preventive Medicine:
Internet-Based
Strategies in Teaching and Research. American Journal of Preventive
Medicine,
19(2), 113-120.
Fowler, R. (1981). Literature as
social discourse: The
practice of linguistic criticism. London: Batsford Academic and
Educational.
Fowler, R. (1987). People in the
news: discourse and
discrimination. In J. Swann, (Ed.), Study Guide to Open University
course
EH207, Communication and Education Unit 8, Bias in the System?, Block
3,
Language and Inequality. (pp. 17-24). Milton Keynes: Open University
Press.
Fowler, S. B., Lopez, T. A.,
Shanley, K., Simpson, C. C.,
& Yamamoto, T. (1996). Negotiating Textual Terrain: A Conversation
on
Critical and Pedagogical Interventions in the Teaching of Ethnic
Autobiography.
Frontiers-A Journal of Women Studies, 17(2), 4-49.
Fox, D. J. (1969). The research
process in education. New
York: Holt, Rinehart, and Winston.
Fox, L. (1986). Gateway. A
cross-curricular reading and
writing book. San Diego: Harcourt Brace Jovanovich.
Francis, H., & Hallam, S.
(2000). Genre Effects on
Higher-Education Students Text Reading for Understanding. Higher
Education,
39(3), 279-296.
Francois, F. (1980). Analyse
linguistique, normes scolaires
et differenciations socio-culturelles. (Linguistic Description, School
Norms,
and Sociocultural Differentiation). Langages, 14, 59, 25-52.
Frank, C. R. (2001). "What new
things these words can
do for you": A focus on one writing-project teacher and writing
instruction. Journal of Literacy
Research, 33(3), 467-506.
Franklin, B. M. (1999).
Discourse, rationality, and
educational research: A historical perspective of RER.
Review of Educational Research, 69(4), 347-363.
Franklin, B. M. (1999).
Discourse, Rationality, and
Educational-Research: A Historical-Perspective of Rer. Review of
Educational
Research, 69(4), 347-363.
Frazer, E. (1989). Feminist Talk
and Talking About Feminism:
Teenage Girls Discourses of Gender. Oxford Review of Education, 15(3),
281-290.
Freddolino, P. P., &
Sutherland, C. A. (2000). Assessing
the Comparability of Classroom Environments in Graduate Social-Work
Education
Delivered via Interactive Instructional Television. Journal of Social
Work
Education, 36(1), 115-129.
Frederiksen, C. H. (1999).
Learning to reason through
discourse in a problem-based learning group.
Discourse Processes, 27(2), 135-160.
Freebody, P. (1991). Research
Report No. 10. Australian
Journal of Reading, 14(2), 168-175.
Freebody, P., & Carroll, M.
(1987). Contrasting aware
and unaware memory for written discourse. Acta Psychologica, 66(2),
115-125.
Freedle, R. O. E., Duran, R. P.
E., Canale, M., Penfield,
J., Stansfield, C. W., Liskin-Gasparro, J. E., Curtis, M. E., Fellbaum,
C.,
Kay, P., Langer, J. A., Freeman, C., Haney, W., Scott, L., & Chit (1988). Cognitive And Linguistic Analyses Of
Test Performance. Working Papers in Linguistics and Language Teaching,
11,
69-87.
Freedman, A. (1999). Beyond the
Text: Towards Understanding
the Teaching and Learning of Genres. Tesol Quarterly, 33(4), 764-767.
Freeman, C. (1987). A study of
the Degrees of Reading Power
test. In Roy O. Freedle, & Richard P. Duran (Eds.), Cognitive and
linguistic analyses of test performance. Advances in discourse
processes, Vol.
22. (pp. 245-297). Norwood, NJ: Ablex Publishing Corp.
Freeman, D. (1991). To Make the
Tacit Explicit:
Teacher-Education, Emerging Discourse, and Conceptions of Teaching.
Teaching
and Teacher Education, 7(5-6), 439-454.
Freeman, R. (1993). The
Importance of Participant Role in
Cooperative Learning. Working Papers in Educational Linguistics, 9(1),
1-20.
Freeman, R. D. (1998). Bilingual
education and social
change. Clevedon (England) Philadelphia: Multilingual Matters.
Freire, M. M. (1991). Giving
Instructions-An Attempt at
Identifying a Genre. ESPecialist, 12, 1-2, 19-40.
French, W. (2000). On How
University Textbooks Came to Be
Written by Elementary-School Custodians. Journal of Management Inquiry,
9(1),
21-24.
Frey, H. (1988). The Applied
Linguistics of Teacher Talk.
Hispania, 71(3), 681-686.
Friedlander, M. L. (1995). On
the process of studying the
process of change in family therapy. In: Hoshmand, Lisa Tsoi, &
Martin,
Jack. (Eds.), Research as praxis:Lessons from programmatic research in
therapeutic psychology. Counseling and development series. (pp.
171-197). New
York, NY: Teachers College Press.
Friedman, S. (1991). A Discourse
Analysis of the Changes
Occurring in the Writing of Ten Children between First-Grade and
Fourth-Grade.
Dissertation Abstracts International, A: The Humanities and Social
Sciences,
51, 11, 3654-1.
Friedrich, B. (1988). Sprache
und Lernen in der
Unterstufe-Untersuchungen zum Zusammenhang von begrifflicher und
sprachlicher
Strukturbildung beim Wissenserwerb. (Language and Learning in the Lower
Grades:
Studies of the Connection between Cognitive and Linguistic Structure
Formation
in Knowledge Acquisition). Linguistische Studien, Reihe A:
Arbeitsberichte,
175, 3-139.
Friend, R. (2001). Effects of
strategy instruction on
summary writing of college students.
Contemporary Educational Psychology, 26(1), 3-24.
Frohlich, I. (1986). Zur
sprachlichen Realisierung von
Kommunikationsverfahren in Unterhaltungsgesprachen. (On the Linguistic
Realization of Communicative Procedures in Free Conversations).
Potsdamer
Forschungen der padagogischen Hochschule "Karl Liebknecht" Potsdam,
Reihe A, 77, 124-131.
Frohlich, I. (1986). Zur
Vermittlung fur die russische
dialogische Rede typischer syntaktischer Konstruktionen in
Hochschulsprachunterricht. (On Teaching the Syntactic Constructions
Typical of
Russian Dialogical Speech in Second-Language Instruction at the
University
Level). Wissenschaftliche Zeitschrift der Ernst Moritz Arndt
Universitaat
Greifswald: Gesellschaftswissenschaftliche Reihe, 35, 1-2, 52-53.
Fronek, J. (1983). Some
Criticisms of Halliday's
'Information Systems'. Lingua, 60(4), 311-329.
Frost, S. H., & Jean, P. M.
(2003). Bridging the
Disciplines: Interdisciplinary Discourse and Faculty Scholarship.
Journal of
Higher Education, 74(2), 119+.
Frykholm, C. U., & Nitzler,
R. (1993). Working Life as
Pedagogical Discourse: Empirical-Studies of Vocational and
Career-Education
Based on Theories of Bourdieu and Bernstein. Journal of Curriculum
Studies,
25(5), 433-444.
Fuller, C. J. (1997). Religious
Texts, Priestly Education
and Ritual Action in South Indian Temple Hinduism. Contributions to
Indian
Sociology, 31(1), 3-25.
Fulwiler, T., & Young, A.
(Eds.). (1982). Language
connections. Writing and reading across the curriculum. Urbana, Ill.:
National
Council of Teachers of English.
Fulwiler, T., & Young, A.
(Eds.). (1990). Programs that
work. Models and methods for writing across the curriculum. Portsmouth,
NH:
Boynton/Cook Publishers.
Funderburk, B. W., Eyberg, S.
M., Newcomb, K., McNeil, C.
B., Hembreekigin, T., & Capage, L. (1998). Parent-Child Interaction
Therapy
with Behavior Problem Children: Maintenance of Treatment Effects in the
School
Setting. Child & Family Behavior Therapy, 20(2), 17-38.
Fung, I. Y. Y., Wilkinson, I. A.
G., & Moore, D. W.
(2003). L1-Assisted Reciprocal Teaching to Improve ESL Students
Comprehension
of English Expository Text. Learning and Instruction, 13(1), 1-31.
Gabbard, D. (1993). Silencing
Ivan Illich: A Foucauldian
analysis of an intellectual repression. San Francisco: Austin &
Winfield.
Gabhainn, S. N., & Kelleher,
C. C. (2000). School-Health
Education and Gender: An Interactive Effect. Health Education Research,
15(5),
591-602.
Gaies, S. J. (1982).
'Efficiency' vs. 'Effectiveness' in
Second/Foreign Language Classroom Discourse: Insights from Research on
Native
Speaker-Nonnative Speaker Interaction. Anglo American Studies, 2(2),
263-271.
Gaines, S., & Baldwin, D.
(1996). Guiding Dialogue in
the Transformation of Teacher-Student Relationships. Nursing Outlook,
44(3),
124-128.
Gale, X. L. (1996). Teachers,
discourses, and authority in
the postmodern composition classroom. Albany, NY: State University of
New York
Press.
Galindo, L. J. (1984). Análisis
del discurso del estado
mexicano. México, D.F.: Centro de Investigaciones y Estudios Superiores
en
Antropología Social.
Gallagher, S. (1999). An
exchange of gazes. In: Kincheloe,
Joe L., & Steinberg, Shirley R.
(Eds.), Rethinking intelligence: Confronting psychological assumptions
about
teaching and learning. (pp. 69-83). New York, NY, US: Routledge.
Gallagher, S. (1999). An
exchange of gazes. In: Kincheloe, Joe L.,
& Steinberg,
Shirley R. (Eds.), Rethinking intelligence:
Confronting psychological assumptions about teaching and
learning. (pp.
69-83). Florence, KY: Taylor & Francis/Routledge.
Gallagher, T. M., & Craig,
H. K. (1987). An
Investigation of Pragmatic Connectives within Preschool Peer
Interactions.
Journal of Pragmatics, 11(1), 27-37.
Gallas, K., & Smagorinsky,
P. (2002). Approaching Texts in
School. Reading Teacher, 56(1), 54-61.
Gallego, M. A. (1992).
Collaborative instruction for reading
comprehension: The role of discourse and discussion. In Michael
Pressley, Karen
R. Harris, & John T. Guthrie (Eds.), Promoting academic competence
and literacy
in school. (pp. 223-258). San Diego, CA: Academic Press.
Gallimore, R., & Tharp, R.
(1992). Teaching mind in
society: Teaching, schooling, and literate discourse.
In: Moll, Luis C. (Ed.), Vygotsky and
education: Instructional implications
and applications of sociohistorical psychology. (pp. 175-205). New
York:
Cambridge University Press.
Galvao, I. (1995). Movement
Space: An Analysis of Conflicts
in Interactions Between a Kindergarten Teacher and Her Pupils.
International
Review of Education, 41(1-2), 119-136.
Gamoran, A., Nystrand, M.,
Berends, M., & LePore, P. C.
(1995). An organizational analysis of the effects of ability grouping.
American
Educational Research Journal, 32(4), 687-715.
Gangi, J. M. (1995). An
Examination of Interpretive Discourse
in Selected Theories of Media Ecology and Educational Theatre.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 56, 4, Oct, 1187-A.
Gannett, C. (1992). Gender and
the journal. Diaries and
academic discourse. Albany: State University of New York Press.
Ganzach, Y. (2000). Parents
Education, Cognitive-Ability,
Educational Expectations and Educational-Attainment: Interactive
Effects.
British Journal of Educational Psychology, 70(Sep), 419-441.
Garcia, E. E., & Colon, M.
(1995). Interactive Journals
in Bilingual Classrooms: An Analysis of Language Transition. Discourse
Processes, 19(1), 39-56.
Garcia, R., & Suarez, R.
(1996). Diabetes Education in
the Elderly: A 5-Year Follow-Up of an Interactive Approach. Patient
Education
and Counseling, 29(1), 87-97.
Garcia-Aranas, P. (1989). A
Characterization of the English
Spoken by English and Mathematics Teachers on the Tertiary Level of
Education
in Selected Universities in Metro Manila. Philippine Journal of
Linguistics,
20(1), 55-56.
Gardner, J., & McNally, H.
(1995). Supporting
School-Based Initial Teacher-Training with Interactive Video. British
Journal
of Educational Technology, 26(1), 30-41.
Garmon, M. A. (1998). Using
Dialogue Journals to Promote
Student Learning in a Multicultural Teacher-Education Course. Remedial
and
Special Education, 19(1), 32-45.
Garrett, P., Coupland, N., &
Williams, A. (1999).
Evaluating dialect in discourse: Teachers' and teenagers' responses to
young
English speakers in Wales. Language in
Society, 28(3), 321-354.
Garrido, J. D. R., Medina, J. A.
S., & Santigosa, A. S.
(1996). Making literacy: A dialogical perspective on discourse in adult
education. In: Valsiner, Jaan, &
Voss, Hans-Georg W. (Eds.), The structure of learning processes.
(pp.
229-245). Norwood, NJ, USA: Ablex Publishing Corp.
Garrido, J. D. R., Medina, J. A.
S., & Santigosa, A. S.
(1996). Making literacy: A dialogical perspective on discourse in adult
education. In: Valsiner, Jaan, &
Voss, Hans-Georg W. (Eds.), The structure of learning processes. (pp.
229-245).
Westport, CT: Ablex Publishing.
Garrod, S., & Clark, A.
(1993). The Development of
Dialogue Co-Ordination Skills in Schoolchildren. Language and Cognitive
Processes, 8(1), 101-126.
Gaskins, I. W., Satlow, E.,
Hyson, D., Ostertag, J., &
Six, L. (1994). Classroom Talk About Text: Learning in Science Class.
Journal
of Reading, 37(7), 558-565.
Gassen, R. M. (1975). A Sense of
Audience and Commitment: An
Approach to Teaching the Introductory Paragraph. Journal of English
Teaching
Techniques, 8(1), 25-27.
Geddis, A. N. (1991). Improving
the quality of science
classroom discourse on controversial issues.
Science Education, 75(2), 169-183.
Gee, J. P. (1985). The
Narrativization of Experience in the
Oral Style. Journal of Education, 167(1), 9-35.
Gee, J. P. (1988). Discourse
Systems and Aspirin Bottles: On
Literacy. Journal of Education, 170(1), 27-40.
Gee, J. P. (1989). Literacy,
Discourse, and Linguistics.
Journal of Education, 171(1), 5-176.
Gee, J. P. (1989). Two Styles of
Narrative Construction and
Their Linguistic and Educational Implications. Discourse Processes,
12(3),
287-307.
Gee, J. P. (1990). Social
linguistics and literacies.
Ideology in discourses. London
Gee, J. P. (1994). Discourses:
Reflections on M.A.K.
Halliday's 'Toward a Language-Based Theory of Learning'. Linguistics
and
Education: An International Research Journal, 6(1), 33-40.
Gee, J. P. (1996). Social
linguistics and literacies:
Ideology in discourses. London Bristol, PA: Taylor & Francis.
Gee, J.P. (1989). 2 Styles of
Narrative Construction and
Their Linguistic and Educational-Implications. Discourse Processes, 12,
287-307.
Geelan, D. R., & Taylor, P.
C. (2001). Embodying our
values in our teaching practices: Building open and critical discourse
through
computer mediated communication. Journal
of Interactive Learning Research, 12(4), 375-401.
Gere, A. R. (Ed.). (1985). Roots
in the sawdust. Writing to
learn across the disciplines. Urbana, Ill.: National Council of
Teachers of
English.
Gergen, K. J., & McNamee, S.
(2000). From disordering
discourse to transformative dialogue. In: Johns, Ann M..Genre in the
classroom:Multiple perspectives. (pp. 73-90). Mahwah, NJ: Lawrence
Erlbaum
Associates, Publishers.
German, D. J., & Glasnapp,
D. R. (1990). The Test of
Word-Finding in Discourse: Diagnostic Utility Evidence. Educational and
Psychological Measurement, 50(2), 383-392.
Germann, P. J. (1994). Testing a
Model of Science Process
Skills Acquisition: An Interaction with Parents Education, Preferred
Language,
Gender, Science Attitude, Cognitive-Development, Academic Ability, and
Biology
Knowledge. Journal of Research in Science Teaching, 31(7), 749-783.
Gest, S. D., Farmer, T. W.,
Cairns, B. D., & Xie, H. L.
(2003). Identifying Childrens Peer Social Networks in School
Classrooms: Links
Between Peer Reports and Observed Interactions. Social Development,
12(4),
513-529.
Gewirtz, S. (2000). Bringing the
Politics Back in: A
Critical Analysis of Quality Discourses in Education. British Journal
of
Educational Studies, 48(4), 352-370.
Geyl, E. G. (1976).
Sprachbarrieren oder Klassensprache?
Untersuchungen zum Sprachverhalten im Vorschulalter. (Speech Barriers
or Social
Class Speech? Examinations of Speech Behavior of Pre-School Children).
Muttersprache, 86(1), 75-76.
Ghadessy, M. (1983). Information
Structure in Letters to the
Editor. IRAL, International Review of Applied Linguistics in Language
Teaching,
21(1), 46-56.
Ghadessy, M. (1984). Going
beyond the sentence: Implications
of discourse analysis for the teaching of the writing skill. IRAL: International Review of Applied
Linguistics in Language Teaching, 22(3), 213-218.
Ghio, E. (1997). Decir, hacer,
enseñar semiótica y
pragmática discursiva. Santa Fe, Argentina: Universidad Nacional del
Litoral,
Centro de Publicaciones.
Ghio, E. (1997). Decir, hacer,
ensenar: Semiótica y
pragmática discursiva. Santa Fe, Argentina: Universidad Nacional del
Litoral,
Centro de Publicaciones.
Giangreco, M. F. (2001).
Interactions Among Program,
Placement, and Services in Educational-Planning for Students with
Disabilities.
Mental Retardation, 39(5), 341-350.
Gibbon, M. (1996). The
Discourses of Infertility Treatment:
A French-English Comparison. In Hickey, Tina, & Williams, Jenny
(Eds.), Language,
Education and Society in a Changing World. (pp. 170-178). Clevedon,
England:
Multilingual Matters Ltd.
Gibbons, P. (2003). Mediating
Language-Learning: Teacher
Interactions with ESL Students in a Content-Based Classroom. Tesol
Quarterly,
37(2), 247-273.
Gilbart, H. W., & Howland,
J. W. (1982). Getting ready
for the College level academic skills test. Reading, writing,
mathematics.
Clearwater, Fla.: H&H Pub. Co.
Gilbert, J. (1994). The
Construction and Reconstruction of
the Concept of the Reflective Practitioner in the Discourses of Teacher
Professional-Development. International Journal of Science Education,
16(5),
511-522.
Gilbert, J., & Priest, M.
(1997). Models and discourse:
A primary school science class visit to a museum. Science
Education, 81(6), 749-762.
Gilbert, J., & Priest, M.
(1997). Models and Discourse:
A Primary-School Science Class Visit to a Museum. Science Education,
81(6),
749-762.
Gilbert, R. (1992). Text and
Context in Qualitative
Educational Research: Discourse Analysis and the Problem of Contextual
Explanation. Linguistics and Education: An International Research
Journal,
4(1), 37-57.
Gillies, R. M. (2003). The
Behaviors, Interactions, and
Perceptions of Junior-High-School Students During Small-Group Learning.
Journal
of Educational Psychology, 95(1), 137-147.
Gillies, R. M., & Ashman, A.
F. (1995). The Effects of
Gender and Ability on Students Behaviors and Interactions in
Classroom-Based
Work Groups. British Journal of Educational Psychology, 65(Jun),
211-225.
Gilmer, P. J. (1999). Developing
a discourse community:
Teaching biochemistry using the World Wide Web. In: Chambers, Jack A.
(Ed.),
Selected papers from the 10th International Conference on College
Teaching and
Learning. (pp. 49-57). Jacksonville, FL, USA: Florida Community College
At
Jacksonville.
Gilmer, P. J. (1999). Developing
a discourse community:
Teaching biochemistry using the World Wide Web.
In: Chambers, Jack A. (Ed.), Selected papers from the 10th
International
Conference on College Teaching and Learning. (pp. 49-57). Jacksonville,
FL:
Florida Community College at Jacksonville.
Gilmore, P. (1983). Spelling
'Mississippi':
Recontextualizing a Literacy-Related Speech Event. Anthropology and
Education
Quarterly, 14(4), 235-255.
Gilmore, S. (1978). The Use of
Discourse Analysis in
Teaching an Inferential Reading Comprehension Skill. Journal of
Research in
Reading, 1(2), 128-135.
Giltrow, J. L. (2002). Academic
writing. Writing and reading
in the disciplines. Peterborough, Ont. Orchard Park, NY: Broadview
Press.
Ginsburgblock, M., &
Fantuzzo, J. (1997). Reciprocal
Peer Tutoring: An Analysis of Teacher and Student Interactions as a
Function of
Training and Experience. School Psychology Quarterly, 12(2), 134-149.
Giroux, H. A. (1984). Rethinking
the Language of Schooling.
Language Arts, 61(1), 33-40.
Giroux, H. A. (1991). Democracy
and the Discourse of
Cultural Difference: Towards a Politics of Border Pedagogy. British
Journal of
Sociology of Education, 12(4), 501-519.
Giroux, H. A. (1997). Rewriting
the discourse of racial
identity: Towards a pedagogy and politics of Whiteness. Harvard
Educational
Review, 67(2), 285-320.
Glatthorn, A. A. (2002). Publish
or perish--the educator's
imperative. Strategies for writing effectively for your profession and
your
school. Thousand Oaks, Calif.: Corwin Press.
Gleason, J. B. (1975). Fathers
and Other Strangers: Men's
Speech to Young Children. Georgetown University Round Table on
Languages and
Linguistics, 289-297.2
Gleason, J. B., Perlmann, R. Y.,
& Greif, E. B. (1984).
What's the Magic Word: Learning Language through Politeness Routines.
Discourse
Processes, 7(4), 492-502.
Glen, S. (1999). Health-Care
Education for Dialogue and
Dialogic Relationships. Nursing Ethics, 6(1), 3-11.
Glenn, P. J., Koschmann, T.,
& Conlee, M. (1999). Theory
presentation and assessment in a problem-based learning group. Discourse Processes, 27(2), 119-133.
Godard, L. (1993). Le Discours
narratif oral et les eleves
en difficulte d'apprentissage: aspects psycholinguistiques. (Oral
Narrative
Discourse and Students with Learning Difficulties: Psycholinguistic
Aspects).
Revue de l'ACLA / Journal of the CAAL, 15(1), 23-40.
Goelman, H. (1996). Literate
Apprenticeships and Oral
Discourse. In Reeder, Kenneth, Shapiro, Jon, Watson, Rita, &
Goelman,
Hillel (Eds.), Literate Apprenticeships: The Emergence of Language and
Literacy
in the Preschool Years. (pp. 101-118). Norwood, NJ: Ablex Publishing.
Goernert, P. N. (1994). Mindlab:
A Software Tool for
Integrating Interactive Microcomputer Exercises into the Classroom.
Teaching of
Psychology, 21(3), 184-186.
Goethals, M. (1977). Creative
and Cognitive Foreign Language
Learning. ITL, Review of Applied Linguistics, 36, 3-44.
Goetz, P. J., & Shatz, M.
(1999). When and how peers
give reasons: Justifications in the talk of middle school children.
Journal of
Child Language, 26(3), 721-748.
Goh, S. C., & Fraser, B. J.
(1996). Validation of an
Elementary-School Version of the Questionnaire on Teacher Interaction.
Psychological Reports, 79(2), 515-522.
Golden, J., Haslett, B., &
Gauntt, H. (1988). Structure
and Content in Eighth-Graders' Summary Essays. Discourse Processes,
11(2),
139-162.
Golden, J. M. (2000).
Storymaking in elementary and middle
school classrooms constructing and interpreting narrative texts.
Mahwah, N.J.:
L. Erlbaum Associates.
Goldenberg, C., &
Patthey-Chavez, G. (1995). Discourse
Processes in Instructional Conversations: Interactions between Teacher
and
Transition Readers. Discourse Processes: A Multidisciplinary Journal,
19(1),
57-73.
Golder, C. (1992). Production of
Elaborated Argumentative
Discourse: The Role of Cooperativeness. European Journal of Psychology
of
Education, 7(1), 51-59.
Golder, C. (1998). Debatable
topic or not: Do we have the
right to argue? European Journal of Psychology of Education, 13(2),
175-185.
Golder, C., & Coirier, P.
(1994). Argumentative text
writing: Developmental trends. Discourse Processes, 18(2), 187-210.
Goldman, S. R., & Duran, R.
P. (1988). Answering
questions from oceanography texts: Learner, task, and text
characteristics.
Discourse Processes, 11(4), 373-412.
Goldschmidt, M. (1989). For the
Favor of Asking: An Analysis
of the Favor as a Speech Act. Working Papers in Educational
Linguistics, 5(1),
35-49.
Goldstein, P. (Ed.). (1994).
Styles of cultural activism.
From theory and pedagogy to women, Indians, and communism. University
of Del.
Press Associated Univ. Presses.
Gomes, B. A., & Martin, L.
(1996). "I only listen
to one person at a time": Dissonance and resonance in talk about
talk. Language in Society, 25(2),
205-236.
Gonzalez, N. (1996).
Contestation and Accommodation in
Parental Narratives. Education and Urban Society, 29(1), 54-70.
González, N. (2001). I am my
language. Discourses of women
& children in the borderlands. Tucson: University of Arizona Press.
Gooderham, D. (1994). Towards
Discourse in the Public
Domain: Adolescent Fictions in Moral and Political-Education. Journal
of Moral
Education, 23(4), 439-450.
Gooderham, D. (1994). Towards
Discourse in the Public
Domain: Adolescent Fictions in Moral and Political-Education. Journal
of Moral
Education, 23(4), 439-450.
Gooding, C. T., Swift, J. N.,
Schell, R. E., Swift, P. R.,
& McCroskery, J. H. (1990). A Causal-Analysis Relating Previous
Achievement, Attitudes, Discourse, and Intervention to Achievement in
Biology
and Chemistry. Journal of Research in Science Teaching, 27(8), 789-801.
Goodman, J. (1995). Issues of
Misrepresentation in Scholarly
Discourse: A Metaanalysis of Educational Criticism. Harvard Educational
Review,
65(4), 651-667.
Goodman, Y. M. (1996). Readers'
and writers' talk about
language. In: Pontecorvo, Clotilde,
& Orsolini, Margherita. (Eds.), Children's early text construction.
(pp.
345-357). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Goodson, F. T. (1994). Reading
and Writing Across Genres:
Textual Form and Social-Action in the High-School. Journal of Reading,
38(1),
6-12.
Goodwin, M. H., Goodwin, C.,
& Yaeger Dror, M. (2002).
Multi-modality in girls' game disputes.
Journal of Pragmatics, 34(10-11), 1621-1649.
Gordon, J. A. (2002). Immigrants
and Education: Dialogic
Inquiry as Pedagogy. Teaching Sociology, 30(3), 278-290.
Gorman, A. (1987). Turn Taking
and Non-Verbal Activity in
the Classroom. Dissertation Abstracts International. C: European
Abstracts,
48(2), 234-235.
Gottlieb, E. E., & Labelle,
T. J. (1990). Ethnographic
Contextualization of Freires Discourse: Consciousness-Raising, Theory
and
Practice. Anthropology & Education Quarterly, 21(1), 3-18.
Gouinlock, J. (1986). Excellence
in public discourse: John
Stuart Mill, John Dewey, and social intelligence. Teachers College
Press.
Gouran, D. S. (1992). A Critical
Summary of Research on the
Role of Argument in Decision-Making Groups. Linguistics and Education,
4(1),
37-57.
Grabe, W. (2002). Narrative and
expository
macro-genres. In: Johns, Ann M. (Ed.),
Genre in the classroom: Multiple
perspectives. (pp. 249-267). Mahwah, NJ: Lawrence Erlbaum.
Grabe, W., & Kaplan, R. B.
(1990). (Discourse Analysis).
Annual Review of Applied Linguistics, 11.
Graesser, A. C., Gernsbacher, M.
A., & Goldman, S. R.
(Eds.). (2003). Handbook of discourse processes. Mahwah,
NJ: Lawrence Erlbaum.
Grammes, T. (1991). Cultivating
Classroom Interaction in
Discourses on Teaching: Suggestions for Using Video Documentation and
Transcripts of Classroom Activities. Gegenwartskunde Gesellschaft Staat
Erziehung, 40(4), 473-484.
Grandcolas, B. (1986). Etudes
anglo-saxonnes sur
"teacher talk". (Anglo-Saxon Studies on "Teacher Talk").
Etudes de Linguistique Appliquee, 61, 114-120.
Grant, R. W. (1996). The Ethics
of Talk: Classroom
Conversation and Democratic-Politics. Teachers College Record, 97(3),
470-482.
Gratzer, W. (1986). Die
Textaufgabe im Deutschunterricht der
Hauptschule. Textgebundenes Schreiben als neue Arbeits- u.
Prüfungsform.
Donauwörth: Auer.
Graue, E., & Grant, C.
(2002). Questions, Calls, and
Conversations for Researchers in Teacher-Education. Journal of Teacher
Education, 53(3), 268-272.
Grazia-Guido, M. (1995). Voice
and poetic discourse. A pilot
study in stylistics and English literature teaching. Congedo Editore.
Green, J. L. (1983). Exploring
classroom discourse:
Linguistic perspectives on teaching-learning processes.
Educational Psychologist, 18(3), 180-199.
Green, J. L. (Ed.). (1988).
Multiple perspective analyses of
classroom discourse. Norwood, N.J.: Ablex Corp..
Green, J. L., & Dixon, C. N.
(2002). Exploring
differences in perspective on microanalysis of classroom discourse:
Contributions and concerns. Applied
Linguistics, 23(3), 393-406.
Green, J. L., & Harker, J.
O. (Eds.). (1988). Multiple
perspective analyses of classroom discourse. Norwood, N.J.: Ablex
Corp..
Green, J. L., & McClelland,
M. (1999). What difference
does the difference make? Understanding
difference across perspectives.
Discourse Processes, 27(2), 219-230.
Green, L. (2002). Crossing the
Divide: Feminist Perspectives
on Gender and Music: I: Exposing the Gendered Discourse of
Music-Education.
Feminism & Psychology, 12(2), 137-144.
Green, L. (2002). Exposing the
gendered discourse of music
education. Feminism and Psychology,
12(2), 137-144.
Green, M. J., Biesecker, B. B.,
McInerney, A. M., Mauger,
D., & Fost, N. (2001). An Interactive Computer-Program Can
Effectively
Educate Patients About Genetic Testing for Breast-Cancer
Susceptibility.
American Journal of Medical Genetics, 103(1), 16-23.
Greenbaum, S. (1974). Grammar
& the Foreign Language
Teacher. Eigo Kyoiku / English Teachers' Magazine, 23, 10, 28-33.
Greenberg, R. B., &
Comprone, J. J. (1994). Contexts and
communities. Rhetorical approaches to reading, writing, and research.
New York:
Macmillan College Pub.
Greene, S., & Smith, E.
(1999). Teaching talk about
writing: Student conflict in acquiring a new discourse of authorship
through
collaborative planning. In: Weese, Katherine L., & Fox, Stephen L.
(Eds.),
Teaching academic literacy:The uses of teacher-research in developing a
writing
program. (pp. 149-174). Mahwah, NJ: Lawrence Erlbaum Associates,
Publishers.
Greenleaf, C., & Freedman,
S. W. (1993). Linking
Classroom Discourse and Classroom Content: Following the Trail of
Intellectual
Work in a Writing Lesson. Discourse Processes, 16(4), 465-505.
Gregorich, B. (1990). Writing
for the educational market.
Portland, Me. (P.O. Box 658, Portland 04104-0658): J. Weston Walch.
Gregory, E. (1990). Negotiation
as a Criterial Factor in
Learning to Read in a Second Language. Language and Education, 4(2),
103-115.
Gregory, E. (1993). What Counts
as Reading in the Early
Years' Classroom?. British Journal of Educational Psychology, 63(2),
214-230.
Gregory, E., Williams, A.,
Baker, D., & Street, B.
(2004). Introducing literacy to four year olds: Creating classroom
cultures in
three schools. Journal of Early
Childhood Literacy, 4 (1), 85-107.
Gregory, M. W., & Booth, W.
C. (1990). The Harper &
Row reader. Liberal education through reading and writing. New York:
Harper
& Row.
Griffin, G. A. (1995).
Influences of Shared Decision-Making
on School and Classroom Activity: Conversations with 5 Teachers.
Elementary
School Journal, 96(1), 29-45.
Griffith, W. (1999). The
Reflecting Team as an Alternative
Case Teaching Model: A Narrative, Conversational Approach. Management
Learning,
30(3), 343-362.
Grinols, A. B. (1988). Critical
thinking. Reading and
writing across the curriculum. Belmont, Calif.: Wadsworth Pub. Co.
Grinval'd, E. V. (1987).
Ob'yasnenie znacheniy russkikh
poslovits i pogovorok. (The Explanation of the Meaning of Russian
Proverbs and
Sayings). Russkii yazyk v shkole, 74(4), 73-76.
Grobelnik, M., Holt, C. A.,
& Prasnikar, V. (1999).
Classroom Games: Strategic Interaction on the Internet. Journal of
Economic
Perspectives, 13(2), 211-220.
Gronn, P. C. (1986). Choosing a
Deputy Head: The Rhetoric
and Reality of Administrative Selection. Australian Journal of
Education,
30(1), 1-22.
Grundy, S. (1992). Beyond
Guaranteed Outcomes: Creating a
Discourse for Educational Praxis. Australian Journal of Education,
36(2),
157-169.
Grundy, S. (1994). Which Way
Toward the Year 2000:
Contrasting Policy Discourses in 2 Education Systems. Curriculum
Inquiry,
24(3), 327-347.
Grundy, S., & Bonser, S.
(1997). In Whose Interests:
Competing Discourses in the Policy and Practice of School
Restructuring.
Australian Journal of Education, 41(2), 150-168.
Grundy, S., & Hatton, E. J.
(1995). Teacher Educators
Ideological Discourses. Journal of Education for Teaching, 21(1), 7-24.
Gruppen, L. D., Hutchinson, S.
P., Gordon, P. J., &
Roser, S. (1996). An Evaluation of the Efficacy of Interactive
Videoconferencing
in Residency and Continuing-Education. Academic Medicine, 71(1), S7-S9.
Guido, M. G. (1995). Voice and
poetic discourse: A pilot
study in stylistics and English literature teaching. Galatina (Lecce):
Congedo.
Guimaraes, A. M. M. (1989). A
construcao de narrativas orais
por pre-escolares: Analise dos recursos coesivos empregados. (The
Construction
of Oral Narratives by Preschoolers: An Analysis of the Cohesive
Resources
Utilized). Letras de Hoje, 24, 4(78), 63-78.
Gumperz, J. J., & Field, M.
(1995). Children's Discourse
and Inferential Practices in Cooperative Learning. Discourse Processes:
A
Multidisciplinary Journal, 19(1), 133-47.
Gunnarsson, B. L. (1996). Text,
Discourse Community and
Culture: A Social Constructive View of Texts from Different Cultures.
In
Hickey, Tina, & Williams, Jenny (Eds.), Language, Education and
Society in
a Changing World. (pp. 157-169). Clevedon, England: Multilingual
Matters Ltd.
Gunnarsson, B. L. (1997).
Applied discourse analysis. In:
van Dijk, Teun A. (Ed.), Discourse as social interaction: Discourse
studies: A
multidisciplinary introduction, Vol. 2. (pp. 285-312). London, England
UK: Sage
Publications.
Guralnick, M. J., &
Paul-Brown, D. (1980). Functional
and Discourse Analyses of Nonhandicapped Preschool Children's Speech to
Handicapped Children. American Journal of Mental Deficiency, 84(5),
444-454.
Gustavsson, L., Linell, P.,
& Säljö, R. (1993).
Discourse in language and discourse on language: The
decontextualization of
language in language teaching. International Journal of Educational
Research
19, 265-276.
Guthrie, E. M. (1987). Classroom
Discourse as Linguistic
Input: A Study of Student Participation, Percentage of French Used in
Class,
and the Communicative Orientation of Classroom Activities in Six
Second-Semester French Classes. Dissertation Abstracts International,
A: The
Humanities and Social Sciences, 48(2), 324-3.
Guthrie, E. M. L. (1983).
Intake, Communication, and
Second-Language Teaching. Studies in Language Learning, 4(2), 33-53.
Gutierrez, K. D., Baquedano
Lopez, P., & Tejeda, C.
(1999). Rethinking diversity: Hybridity and hybrid language practices
in
the Third Space. Mind,
Culture, and Activity, 6(4), 286-303.
Gwyn-Paquette, C., & Tochon,
F. V. (2002). The Role of
Reflective Conversations and Feedback in Helping Preservice Teachers
Learn to
Use Cooperative Activities in Their 2nd-Language Classrooms. Modern
Language
Journal, 86(2), 204-226.
Gwyn-Paquette, C., & Tochon,
F. V. (2003). The Role of
Reflective Conversations and Feedback in Helping Preservice Teachers
Learn to
Use Cooperative Activities in Their 2nd-Language Classrooms. Canadian
Modern
Language Review-Revue Canadienne des Langues Vivantes, 59(4), 503-545.
Haavelsrud, M. (1979).
Indoctrination or politicization through
textbook content? International Journal of Political Education 3,
67-84.
Haden, C. A., Reese, E., &
Fivush, R. (1996). Mothers'
Extratextual Comments during Storybook Reading: Stylistic Differences
over Time
and across Texts. Discourse Processes, 21(2), 135-169.
Hadley, P. A. (1998).
Language-sampling protocols for
eliciting text-level discourse.
Language, Speech, and Hearing Services in Schools, 29(3),
132-147.
Hadwin, J., Baroncohen, S.,
Howlin, P., & Hill, K.
(1997). Does Teaching Theory of Mind Have an Effect on the Ability to
Develop
Conversation in Children with Autism. Journal of Autism and
Developmental
Disorders, 27(5), 519-537.
Hagan, T. (1981). Functional
Sentence Perspective and Second
Language Teaching. Modern Languages, 62(4), 201-204.
Hagge, J. (1988). Presenting the
Teacher-Based Case:
Discourse Analysis in the Business Communication Class. Bulletin of the
Association for Business Communication, 51(1), 5-12.
Hajicova, E., Leska, O., Sgall,
P., & Skoumalova, Z.
(Eds.). (1996). Prague Linguistic Circle Papers, Vol. 2. Amsterdam,
Netherlands: John Benjamins Publishing Co.
Hakansson, G. A. M. (1988).
Teacher Talk: How Teachers
Modify Their Speech When Addressing Learners of Swedish as a Second
Language.
Dissertation Abstracts International. C: European Abstracts, 49(1),
9-8.
Hakuta, K., & Cancino, H.
(1977). Trends in
Second-Language-Acquisition Research. Harvard Educational Review,
47(3),
294-316.
Hale, G. A. (1996). A study of
writing tasks assigned in
academic degree programs.
Halford, J. M., & Noddings,
N. (1998). Longing for the
Sacred in Schools: A Conversation with Nel Noddings. Educational
Leadership,
56(4), 28-32.
Hall, R. (1999). The
organization and development of
discursive practices for "having a theory". Discourse
Processes, 27(2), 187-218.
Hallam, S., & Francis, H.
(1998). Is My Understanding
Yours: A Study of Higher-Education Students Reading for Understanding
and the
Effects of Different Texts. Learning and Instruction, 8(1), 83-95.
Hallet, R. (1975). Towards an
Analysis of Discourse (The
English Used by Teachers and Pupils). Revue des Langues Vivantes /
Tijdschrift
voor Levende Talen, 41(6), 665-666.
Halloun, I. A. (1998).
Interactive Model-Based Education: An
Alternative to Outcomes-Based Education in Physics. South African
Journal of
Science, 94(7), 313-318.
Hamachek, D. (1995).
Self-Concept and School-Achievement:
Interaction Dynamics and a Tool for Assessing the Self-Concept
Component.
Journal of Counseling and Development, 73(4), 419-425.
Hamel, C. J., & Ryanjones,
D. L. (1997). Using
3-Dimensional Interactive Graphics to Teach Equipment Procedures.
Etr&D-Educational Technology Research and Development, 45(4), 77-87.
Hamel, F. L., & Smith, M. W.
(1998). You can't play if
you don't know the rules: Interpretive conventions and the teaching of
literature to students in lower-track classes. Reading & Writing
Quarterly:
Overcoming Learning Difficulties, 14(4), 355-377.
Hancock, M. (1997). Behind
Classroom Code-Switching:
Layering and Language Choice in L2 Learner Interaction. Tesol
Quarterly, 31(2),
217-235.
Hannover, B. (1997). Effects of
Pubertal Maturation upon the
Formation of Informal Interaction Groups in Coeducational School
Classes and in
Girls School Classes. Zeitschrift fur Padagogische Psychologie, 11(1),
3-13.
Hanrahan, M. (1999). Rethinking
Science Literacy: Enhancing
Communication and Participation in School Science Through Affirmational
Dialogue Journal Writing. Journal of Research in Science Teaching,
36(6),
699-717.
Hansen, R. S., & Hansen, K.
(1997). Write your way to a
higher GPA. How to dramatically boost your GPA simply by sharpening
your
writing skills. Berkeley, Calif.: Ten Speed Press.
Harder, B. D. (1981). Discourse
Structures and Grammatical
Competence: An Experimental Composition Course in Japan. Language
Sciences, 3,
1(53), 27-50.
Hardman, E., & Smith, S. W.
(1999). Promoting Positive
Interactions in the Classroom. Intervention in School and Clinic,
34(3),
178-180.
Hardman, F., & Mroz, M.
(1999). Post-16 English teaching:
From recitation to discussion.
Educational Review, 51(3), 283-293.
Hardman, F., Smith, F., &
Wall, K. (2003). 'Interactive
Whole Class Teaching' in the National Literacy Strategy.
Cambridge Journal of Education, 33(2),
197-215.
Hardman, F., & Williamson,
J. (1998). The discourse of
post-16 English teaching. Educational
Review, 50(1), 5-14.
Hardy, R., Oppenheim, C., &
Rubbert, I. (2002). Pricing
Strategies and Models for the Provision of Digitized Texts in
Higher-Education.
Journal of Information Science, 28(2), 97-110.
Harger, R. O. (1996). Teaching
in a Computer Classroom with
a Hyperlinked, Interactive Book. Ieee Transactions on Education, 39(3),
327-335.
Hargreaves, A. (2000). Mixed
Emotions: Teachers Perceptions
of Their Interactions with Students. Teaching and Teacher Education,
16(8),
811-826.
Haring-Smith, T. (Ed.). (1985).
A guide to writing programs.
Writing centers, peer tutoring programs, and
writing-across-the-curriculum.
Glenview, Ill.: Scott, Foresman.
Harker, J. O., Hartley, J. T.,
& Walsh, D. A. (1982).
Understanding discourse: A life-span approach. Advances in
Reading/Language
Research, 1, 155-202.
Harman, I. P. (1990). Teaching
Indirect Speech: Deixis
Points the Way. English Language Teaching Journal, 44(3), 230-238.
Harper, L. V., & McCluskey,
K. S. (2003). Teacher-Child
and Child-Child Interactions in Inclusive Preschool Settings: Do Adults
Inhibit
Peer Interactions. Early Childhood Research Quarterly, 18(2), 163-184.
Harris, P., Trezise, J., &
Winser, W. N. (2002). Is the
Story on My Face: Intertextual Conflicts During Teacher-Class
Interactions
Around Texts in Early Grade Classrooms. Research in the Teaching of
English,
37(1), 9-54.
Harrison, R., & Tait, A.
(Eds.). (1998). Telling tales:
Perspectives on guidance and counselling in learning. London New York:
Routledge.
Hartley, H. (1999). Whats My
Orientation: Using the
Teacher-as-Text Strategy as Feminist Pedagogical Practice. Teaching
Sociology,
27(4), 398-406.
Hartman, M. (1996). Thinking and
learning in classroom
discourse. Volta Review, 98(3), 93-106.
Hartveldt, R. (1979). La
Situation comme co-determinant des
formes et des fonctions du langage; comment enseigner cet "art
elliptique": parler une langue etrangere. (The Situation as
Co-determinant
of the Forms and Functions of Language: How to Teach This "art
elliptique": Speaking a Foreign Language). Etudes de Linguistique
Appliquee, 33, 69-85.
Hartzog, C. P. (1986).
Composition and the academy. A study
of writing program administration. New York: Modern Language
Association of
America.
Harwell, M. R., Herrick, M. L.,
Curtis, D., Mundfrom, D.,
& Gold, K. (1996). Evaluating Statistics Texts Used in Education.
Journal
of Educational and Behavioral Statistics, 21(1), 3-34.
Hasan, A. S. (1990). Variation
in Spoken Discourse in and
beyond the English Foreign Language Classroom: A Comparative Study.
Dissertation Abstracts International, A: The Humanities and Social
Sciences,
50, 12, 3934-1.
Haslett, B. J. (1983).
Children's Strategies for Maintaining
Cohesion in Their Written and Oral Stories. Communication Education,
32(1),
91-105.
Hatch, E. M. (1992). Discourse
and language education.
Cambridge (England) New York: Cambridge University Press.
Hauser, M. E., & Thompson,
C. (1995). Creating a
classroom culture of promise: Lessons from a first grade. In: Swadener,
Beth
Blue, & Lubeck, Sally. (Eds.), Children and families "at
promise": Deconstructing the
discourse of risk. SUNY series, the social context of education. (pp.
210-223).
Albany, NY: State University of New York Press.
Haviland, C. P. (1995).
Writing-Across-the-Curriculum
Discourse Community Lines: Nature, Criteria, and Purpose in University
Classrooms.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 55, 8, Feb, 2307-A.
Hawes, T., & Thomas, S.
(1995). Theme Choice and Lateral
Verbs in Newspaper Editorials. Hongkong Papers in Linguistics and
Language
Teaching, 18, 103-113.
Hawisher, G. E., & Selfe, C.
L. (Eds.). (1999).
Passions, pedagogies, and 21st century technologies. Logan, UT Urbana,
IL: Utah
State University Press National Council of Teachers of English.
Hawkes, H. (1977). The Ideas of
'Notional Syllabus' and
'Discourse Analysis' in Relation to ESP Materials. Lenguaje y Ciencias,
17(3),
78-87.
Hayashi, T. (1996). Politeness
in conflict management: A
conversation analysis of dispreferred message from a cognitive
perspective. Journal of Pragmatics,
25(2), 227-255.
Hays, J. N. (Ed.). (1983). The
Writer's mind. Writing as a
mode of thinking. Urbana, Ill.: National Council of Teachers of
English.
Hazelton, M. (1990). Medical
Discourse on Contemporary Nurse
Education: An Ideological Analysis. Australian and new Zealand Journal
of
Sociology, 26(1), 107-125.
Hazen, N. L., & Black, B.
(1989). Preschool peer communication
skills: The role of social status and intervention context. Child
Development,
60(4), 867-876.
He, A. W. (1996). Constructing
discourse identities in the
openings of academic counseling encounters. In Hartmut B. Mokros (Ed.),
Interaction & identity. Information and behavior, Vol. 5. (pp.
119-143).
New Brunswick, NJ: Transaction Publishers.
He, A. W. (1996). Narrative
Processes and Institutional
Activities: Recipient Guided Storytelling in Academic Counseling
Encounters.
Pragmatics, 6(2), 205-216.
He, A. W. (1996). Stories as
academic counseling resources.
Journal of Narrative & Life History, 6(2), 107-121.
He, A. W. (1998). Reconstructing
institutions. Language use
in academic counseling encounters. Greenwich, Conn.: Ablex Pub. Corp.
Heap, J. L. (1985). Discourse in
the production of classroom
knowledge: Reading lessons. Curriculum Inquiry, 15(3), 245-279.
Heap, J. L. (1987).
Ethnomethodology: Disclosing education.
The Discourse Analytic Research Group Newsletter, 3(2), 16-20.
Heap, J. L. (1988). On Task in
Classroom Discourse.
Linguistics and Education, 1(2), 177-198.
Heath, R. (1986). Teaching
Information Sequence in
Scientific Writing to Primary Esl Pupils in Singapore. Working Papers
in
Linguistics and Language Teaching, 9, 58-68.
Heath, S. B. (1982). What No
Bedtime Story Means: Narrative
Skills at Home and School. Language in Society, 11(1), 49-76.
Hedderich, N. (1992). Linguistic
and Communicative Aspects
of Classroom Discourse in First-Year Accelerated German Classes: A
Process-Product
Investigation. Dissertation Abstracts International, A: The Humanities
and
Social Sciences, 53(1), 55-3.
Heddesheimer, C., & Roussel,
F. (1986). Essai d'analyse
discursive d'un seminaire. (An Attempt at a Discursive Analysis of the
Seminar).
Verbum, 9(1), 29-59.
Hedges, J. (2002). The
Importance of Posting and Interaction
with the Education Bureaucracy in Becoming a Teacher in Ghana.
International
Journal of Educational Development, 22(3-4), 353-366.
Heidrich, M. (1986). Zu
unterrichtsmethodischen und zu
methodologischen Fragen der Dialogforschung in ontogenetischer Sicht.
(On the
Didactic and Methodological Problems of Dialogue Research from an
Ontogenetic
Perspective). Linguistische Studien, Reihe A: Arbeitsberichte, 149,
285-296.
Heilker, P. (1996). The essay.
Theory and pedagogy for an
active form. Urbana, Ill.: National Council of Teachers of English.
Heim, M. (1975). Narrative Modes
in Czech Literature.
International Journal of Slavic Linguistics and Poetics, 19(2),
122-123.
Heinemann, M. (1987). Zur
jugendsprachlichen Variation. (On
Youth Language Variety). Deutsch als Fremdsprache, 24(3), 142-148.
Hekelman, F. P., Blase, J. R.,
& Bedinghaus, J. (1996).
Discourse analysis of peer coaching in medical education: A case study. Teaching and Learning in Medicine, 8(1),
41-47.
Helfrich-Miller, K. R. (1989). A
Descriptive Study of the
Mechanisms of Control Used by Mother Child Dyads at Three Levels of
Discourse
Structure. Dissertation Abstracts International, B: Sciences and
Engineering,
50(6), 2364-C.
Heller, M. (1989). Speech
economy and social selection in
educational contexts: A Franco-Ontarian case study. Discourse
Processes, 12(3),
377-390.
Heller, M. (1995). Language
Choice, Social Institutions, and
Symbolic Domination. Language in Society, 24(3), 373-405.
Heller, M., & Barker, G.
(1988). Conversational
Strategies and Contexts for Talk: Learning Activities for
Franco-Ontarian
Minority Schools. Anthropology and Education Quarterly, 19(1), 20-47.
Hellermann, J. (2003). The
interactive work of prosody in
the IRF exchange: Teacher repetition in feedback moves.
Language in Society, 32(1), 79-104.
Hellmich, H. (1981).
Fremdsprachige Gesprachsfuhrung und
Konnensentwicklung. (Conducting Foreign-Language Conversations and
Skill
Development). Deutsch als Fremdsprache, 18(4), 215-222.
Helmstetter, E., Peck, C. A.,
& Giangreco, M. F. (1994).
Outcomes of Interactions with Peers with Moderate or Severe
Disabilities: A
Statewide Survey of High-School-Students. Journal of the Association
for
Persons With Severe Handicaps, 19(4), 263-276.
Hemmings, A. (2000). High-School
Democratic Dialogues:
Possibilities for Praxis. American Educational Research Journal, 37(1),
67-91.
Hemphill, L., Feldman, H. M.,
Camp, L., & Griffin, T.
M., et al. (1994). Developmental changes in narrative and non-narrative
discourse in children with and without brain injury. Journal of
Communication
Disorders, 27(2), 107-133.
Henke, S., Lokon, E., Carlson,
D., & Kreuzmann, B.
(1998). A Conversation Toward Equity: A High School-University
Partnership for
Democratic Educational Renewal. Urban Education, 32(5), 632-644.
Henninger, M., Mandl, H.,
Pommer, M., & Linz, M. (1999).
Die Veraenderung sprachrezeptiven Handelns: Einfluss des
instruktionalen
Gestaltungsprinzips Authentizitaet. / The impact of "authenticity" as
a principle of instructional design on the improvement of the ability
to
analyze utterances. Zeitschrift fuer
Entwicklungspsychologie und Paedagogische Psychologie, 31(1), 1-10.
Hennings, D. G. (1982). Teaching
communication and reading
skills in the content areas. Bloomington, Ind.: Phi Delta Kappa.
Hensel, C. (1991). Profilierte
Schulen-junge Schuler.
Aktuelle Moglichkeiten und Grenzen schulubergreifender
textlinguistischer
Diskussion. (Profiled Schools-Young Students. The Current Possibilities
and
Limits of Supra-School Text-Linguistic Discussions). Linguistische
Studien,
Reihe A: Arbeitsberichte, 209, 70-79.
Henze, R., Lucas, T., &
Scott, B. (1998). Dancing with
the monster: Teachers discuss racism, power, and White privilege in
education. Urban Review, 30(3), 187-210.
Hepburn, A. (1997). Teachers and
Secondary-School Bullying:
A Postmodern Discourse Analysis. Discourse & Society, 8(1), 27-48.
Hepburn, A. (2000). Power lines:
Derrida, discursive
psychology and the management of accusations of teacher bullying. British Journal of Social Psychology, 39(4),
605-628.
Herdt, G. (1987). Selfhood and
discourse in Sambia dream
sharing. In Barbara Tedlock (Ed.), Dreaming: Anthropological and
psychological
interpretations. School of American Research advanced seminar series.
(pp.
55-85). Cambridge: Cambridge University Press.
Herdt, G. (1987, reprinted
1992). Selfhood and discourse in
Sambia dream sharing. In: Tedlock, Barbara. (Ed.),reprinted 1992).
Dreaming:Anthropological and psychological interpretations. School of
American
Research advanced seminar series. (pp. 55-85). New York, NY: Cambridge
University Press.
Herman, J. (1997). Home language
environment and school
language use: The effects of language exposure on communicative skill. International Journal of Psycholinguistics,
13(1)
Hernandez, N. G. (1973). A model
of classroom discourse for
use in conducting aptitude-treatment interaction studies.
Journal for Research in Mathematics Education,rnal
for Research in Mathematics Education. 1973 May; Vol. 4(3), 161-169.
Herrenkohl, L. R., & Guerra,
M. R. (1998). Participant
structures, scientific discourse, and student engagement in fourth
grade.
Cognition & Instruction, 16(4), 431-473.
Herrmann, U., & Oelkers, J.
(1989). Bringing Policy in
Line with Educational-Theory and Politicization of Educational-Theory:
Setting
Up the Education-Policy Discourse of Modern Educational-Theory.
Zeitschrift fur
Padagogik (S24), 15-29.
Hess, L. J., & Johnston, J.
R. (1988). Acquisition of
back channel listener responses to adequate messages. Discourse
Processes,
11(3), 319-335.
Hester, S., & Francis, D.
(1995). Words and Pictures:
Collaborative Storytelling in a Primary Classroom. Research in
Education, 53,
65-88.
Hewlett-Gomez, M. R. (1986).
Bilingual Teachers' Questions
and Responses and Their Influence on Bilingual Students' Responses
during
Instruction in English Reading. Dissertation Abstracts International,
A: The
Humanities and Social Sciences, 46, 10, 2905-8.
Heyman, R. D. (1986).
Formulating topic in the classroom.
Discourse Processes, 9(1), 37-55.
Hickey, C. (2001). I Feel
Enlightened Now, But: The Limits
to the Pedagogic Translation of Critical Social Discourses in
Physical-Education. Journal of Teaching in Physical Education, 20(3),
227-246.
Hickmann, M., & Hendriks, H.
(1999). Cohesion and
anaphora in children's narratives: A comparison of English, French,
German, and
Mandarin Chinese. Journal of Child Language, 26(2), 419-452.
Hicks, D. (1990). Narrative
Skills and Genre Knowledge: Ways
of Telling in the Primary School Grades. Applied Psycholinguistics,
11(1),
83-104.
Hicks, D. (1996). Learning as a
prosaic act. Mind, Culture, and Activity,
3(2), 102-118.
Hicks, D. (1997). Working
Through Discourse Genres in
School. Research in the Teaching of English, 31(4), 459-485.
Hicks, D. (Ed.). (1996).
Discourse, learning, and schooling.
Cambridge New York, NY, USA: Cambridge University Press.
Hicks, D. A. (1994). Individual
and social meanings in the
classroom: Narrative discourse as a boundary phenomenon.
Journal of Narrative and Life History, 4(3),
215-240.
Hiebert, J., & Wearne, D.
(1993). Instructional tasks,
classroom discourse, and students' learning in second-grade arithmetic. American Educational Research Journal, 30(2),
393-425.
Hieke, A. E. (1981).
Audio-Lectal Practice and Fluency
Acquisition. Foreign Language Annals, 14(3), 189-194.
Hildebrand, M. A. (1986). An
Analysis of Language and
Communication as They Influence Understandings and Participation of
Parents and
Educators in Special Education. Dissertation Abstracts International,
A: The
Humanities and Social Sciences, 47(1), 37-3.
Hilgert, J. M. (1988). Le
Discours du specialiste. (The
Discourse of the Specialist). Francais dans le Monde, 29, 217, 59-62.
Hill, K. (1986). Playing with
Words: The Verbal Folklore of
Puerto Rican Schoolchildren in a Mainland Setting. Dissertation
Abstracts
International, A: The Humanities and Social Sciences, 47(2), 623-3.
Hill, R. J. (1995). Gay
Discourse in Adult-Education: A
Critical-Review. Adult Education Quarterly, 45(3), 142-158.
Hillocks, G. J. (1975). Reading,
Natural Learning, and the
Interpretation of Literature. Theory into Practice, 14(3), 156-165.
Hinchman, K. A., & Young, J.
P. (2001). Speaking But Not
Being Heard: 2 Adolescents Negotiate Classroom Talk About Text. Journal
of
Literacy Research, 33(2), 243-268.
Hinchman, K. A., & Young, J.
P. (2001). Speaking but not
being heard: Two adolescents negotiate classroom talk about text. Journal of Literacy Research, 33(2), 243-268.
Hinkel, E. (2003). Teaching
Academic ESL writing. Practical
techniques in vocabulary and grammar. Mahwah, N.J.: L. Erlbaum
Associates.
Hirschberg, S. (1988). Patterns
across the disciplines. New
York: Macmillan.
Hirsza, M. (1979). De l'analyse
du discours a la formation
continue. (From Discourse Analysis to Continuous Education). Bulletin
pedagogique, 59, 34, 49-56.
Hitchcock, O. (1976). Public
Address and Liberal Education.
Central States Speech Journal, 27(3), 169-175.
Hodges, E. S. (1988). Speaking
of Writing: A Sociolinguistic
Reading of Content and Context in a First-Year College Composition
Course.
Dissertation Abstracts International, A: The Humanities and Social
Sciences,
49(6), 1393-3.
Hoel, T. L. (1997). Voices from
the classroom. Teaching and Teacher
Education, 13(1), 5-16.
Hofer, U. (1998). Liberal
Education in French Modernization
Discourse During the 18th-Century. Zeitschrift fur Padagogik(S38),
29-44.
Hoff-Ginsberg, E. (1994).
Influences of mother and child on
maternal talkativeness. Discourse Processes, 18(1), 105-117.
Hoffman, D. M. (1996). Culture
and self in multicultural
education: Reflections on discourse, text, and practice.
American Educational Research Journal, 33(3),
545-569.
Hoffman, D. M. (1999). Culture
and Comparative Education:
Toward Decentering and Recentering the Discourse. Comparative Education
Review,
43(4), 464-488.
Hoffman, D. M. (2000).
Pedagogies of self in American and
Japanese early childhood education: A critical conceptual analysis. Elementary School Journal, 101(2), 193-208.
Hofmann, H., & Heinecke, M.
(1990). Der Fehler im
Fremdsprachenunterricht: ein altes Thema-erneut diskutiert. (The Error
in
Second-Language Instruction: An Old Subject Newly Discussed). Deutsch
als
Fremdsprache, 27(1), 19-26.
Hogan, K. (1999). Sociocognitive
Roles in Science Group
Discourse. International Journal of Science Education, 21(8), 855-882.
Hogan, K., Nastasi, B. K., &
Pressley, M. (1999).
Discourse patterns and collaborative scientific reasoning in peer and
teacher-guided discussions. Cognition
and Instruction, 17(4), 379-432.
Hogan, R. C. (1977).
Self-Instructional Units Based on the
Christensen Method. College Composition and Communication, 28(3),
275-277.
Holden, C. (1993). Giving Girls
a Chance: Patterns of Talk
in Co-Operative Group Work. Gender and Education, 5(2), 179-189.
Holdgrafer, G., & Campbell,
T. F. (1986). Children's
comprehension of intonation as a marker for discourse topic
collaboration.
Applied Psycholinguistics, 7(4), 373-384.
Holland, D., & Cole, M.
(1995). Between Discourse and
Schema: Reformulating a Cultural-Historical Approach to Culture and
Mind.
Anthropology & Education Quarterly, 26(4), 475-489.
Holliday, L. (1988). Let Them
Talk! A Study of
Native-Nonnative Interaction in Conversation. Working Papers in
Educational
Linguistics, 4(1), 89-100.
Holligan, C. (1999). Building
moral persons: A Durkheimian
perspective on nursery staff's pedagogic discourse.
Early Child Development and Care, 152, 27-42.
Holmes, J. (1994). Improving the
lot of female language
learners. In Jane Sunderland (Ed.), Exploring Gender: Questions for
English
Language Education. (pp. 156-162). London. Prentice Hall.
Holmes, J. (1994). The role of
compliments in female-male
interaction. In Jane Sunderland (Ed.) Exploring Gender: Questions for
English
Language Education. (pp. 39-43). London. Prentice Hall.
Holmes, J., & Brown, D. F.
(1987). Teachers and Students
Learning about Compliments. TESOL Quarterly, 21(3), 523-546.
Homer, D. (1995). English and
the Discourse of Levels.
Australian Journal of Language and Literacy, 18(2), 116-126.
Horn, R. A. (2001). Post-Formal
Design Conversation:
Designing Just and Caring Educational-Systems. Systems Research and
Behavioral
Science, 18(4), 361-371.
Horn, R. A., & Carr, A. A.
(2000). Providing Systemic
Change for Schools: Towards Professional-Development Through Moral
Conversation. Systems Research and Behavioral Science, 17(3), 255-272.
Horne, M. A. (1985). English
Sentence Stress, Grammatical
Functions and Contextual Coreference. Studia Linguistica, 39(1), 51-66.
Horner, B. (2000). Terms of work
for composition. A
materialist critique. Albany, NY: State University of New York Press.
Horowitz, R. (1994). A Themed
Issue on Classroom Talk About
Text: What Teenagers and Teachers Come to Know About the World Through
Talk
About Text. Journal of Reading, 37(7), 532-538.
Horstmeier, D. A. S. (1986). The
Mother-Child Communicative
Interactions of Educationally Advantaged Down Syndrome and Normal
Children
Matched for Auditory Comprehension. Dissertation Abstracts
International, A:
The Humanities and Social Sciences, 46, 12, 3701-3.
Horwitz, E. K. (1986). Some
Language Acquisition Principles
and Their Implications for Second Language Teaching. Hispania, 69(3),
684-689.
Hoskins, S. (1985). Discourse
structure analysis: An
introduction to procedures and implications for instruction. Reading
World,
24(4), 30-40.
House, J., & Vollmer, H. J.
(1988). Sprechaktperformanz
im Deutschen: zur Realisierung der Sprechhandlungen Bitten/Auffordern
und Sich
Entschuldigen. (Speech Act Performance in German: On the Realization of
the
Speech Actions "Request" and "Apology"). Linguistische
Berichte, 114, 114-133.
Houssart, J. (2000). perceptions
of mathematical pattern
amongst primary teachers. Educational
Studies, 26(4), 489-502.
Howard, E., & Nozicka, D.
(2000). From Life Savers(R) to
Glitter: Interactive Activities to Teach About Infectious-Disease.
Journal of
School Health, 70(9), 385-386.
Howard, L. A. (2002). From Ivory
Tower to Town Hall: Using
Dialogic Inquiry as a Critical Pedagogy. American Behavioral Scientist,
45(7),
1125-1134.
Howell Richardson, C., &
Mellar, H. (1996). A
methodology for the analysis of patterns of participation within
computer
mediated communication courses.
Instructional Science, 24(1), 47-69.
Howie, S. H. (1984). A guidebook
for teaching writing in
content areas. Boston: Allyn and Bacon.
Hoy, A. W. (1996). Teaching
Educational-Psychology: Texts in
Context. Educational Psychologist, 31(1), 41-49.
Huang, C., & Shields, T. G.
(2000). Interpretation of
Interaction Effects in Logit an Probit Analyses: Reconsidering the
Relationship
Between Registration Laws, Education, and Voter Turnout. American
Politics
Quarterly, 28(1), 80-95.
Hubbuch, S. M. (1985). Writing
research papers across the
curriculum. New York: Holt, Rinehart, and Winston.
Huberman, M. (1999). The Mind Is
Its Own Place: The
Influence of Sustained Interactivity with Practitioners on Educational
Researchers. Harvard Educational Review, 69(3), 289-319.
Huckin, T. N. (1995). Critical
discourse analysis. In T.
Miller (Ed.), Functional Approaches to Written Text: Classroom
Applications.
TESOL (France), 2(2), 95-112.
Hudelot, C. (1980). Organisation
linguistique d'echanges
verbaux chez des enfants de maternelle. (The Linguistic Organization of
Verbal
Exchanges in Nursery School Children). Langages, 14, 59, 63-78.
Hudson, J. A., & Slackman,
E. A. (1990). Children's use
of scripts in inferential text processing. Discourse Processes, 13(4),
375-385.
Huff, M. T. (2000). A Comparison
Study of Live Instruction
Versus Interactive Television for Teaching MSW Students Critical
Thinking
Skills. Research on Social Work Practice, 10(4), 400-416.
Hughes, C. (1999). Identifying
Critical Social-Interaction
Behaviors Among High-School-Students with and Without Disabilities.
Behavior
Modification, 23(1), 41-60.
Hughes, C., Carter, E. W.,
Hughes, T., Bradford, E., &
Copeland, S. R. (2002). Effects of Instructional Versus
Non-Instructional Roles
on the Social Interactions of High-School-Students. Education and
Training in
Mental Retardation and Developmental Disabilities, 37(2), 146-162.
Hughes, C., Copeland, S. R.,
Wehmeyer, M. L., Agran, M.,
Cai, X. S., & Hwang, B. (2002). Increasing Social-Interaction
Between
General-Education High-School-Students and Their Peers with
Mental-Retardation.
Journal of Developmental and Physical Disabilities, 14(4), 387-402.
Hughes, C., Harmer, M. L.,
Killian, D. J., & Niarhos, F.
(1995). The Effects of Multiple-Exemplar Self-Instructional Training on
High-School-Students Generalized Conversational Interactions. Journal
of
Applied Behavior Analysis, 28(2), 201-218.
Hughes, C., Rodi, M. S., Lorden,
S. W., Pitkin, S. E.,
Derer, K. R., Hwang, B. S., & Cai, X. S. (1999). Social
Interactions of
High-School-Students with Mental-Retardation and Their
General-Education Peers.
American Journal on Mental Retardation, 104(6), 533-544.
Hughes, C., Rung, L. L.,
Wehmeyer, M. L., Agran, M.,
Copeland, S. R., & Hwang, B. (2000). Self-Prompted Communication
Book Use
to Increase Social-Interaction Among High-School-Students. Journal of
the
Association for Persons With Severe Handicaps, 25(3), 153-166.
Hughes, G. (2001). Exploring the
Availability of Student
Scientist Identities Within Curriculum Discourse: An Anti-Essentialist
Approach
to Gender-Inclusive Science. Gender and Education, 13(3), 275-290.
Hughes, M. (1989). Sensitising
Primary School Teachers to
Discourse Relations in Children's Writing. Dissertation Abstracts
International, A: The Humanities and Social Sciences, 50(4), 924-C.
Hughes, R., & McCarthy, M.
(1998). From Sentence to
Discourse: Discourse Grammar and English-Language Teaching. Tesol
Quarterly,
32(2), 263-287.
Hull, G., Rose, M., Fraser, K.
L., & Castellano, M.
(2002). Remediation as social construct: Perspectives from an analysis
of
classroom discourse. In: Zamel, Vivian, & Spack, Ruth. (Eds.),
Enriching
ESOL pedagogy:Readings and activities for engagement, reflection, and
inquiry.
(pp. 159-191). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Hull, G. A. (1991). Remediation
as social construct:
Perspectives fram an analysis of classroom discourse. Berkeley, CA
National
Center for the Study of Writing, University of California Pittsburgh,
PA:
National Center for the Study of Writing, Carnegie Mellon University.
Hulstijn, J. H. (1981).
Discursieve kenmerken van foreigner
talk en teacher talk. (Discourse Characteristics of "Foreigner Talk"
and "Teacher Talk"). Levende Talen, 360, 221-235.
Hult, C. A. (1997). Readings
from the disciplines. Research
models for writers. Boston: Allyn and Bacon.
Hult, C. A., & Hult, C. A.
(2003). Readings from the
disciplines. Research models for writers. Boston, MA: Pearson/Custom
Pub.
Pearson/and AB.
Hultqvist, K. (1997). Changing
rationales for governing the
child: A historical perspective on the emergence of the psychological
child in
the context of preschool--notes on a study in progress. Childhood: A
Global Journal
of Child Research, 4(4), 405-424.
Hummel, R. D. (1985). Some
Pedagogical Implications of
Speech Act Theory: The Interpersonal Function in the First Six Weeks of
Elementary German. Unterrichtspraxis, 18(1), 4-19.
Humphrey, F. (1978). Children's
Functional Language and
Education in the Early Years. Linguistic Reporter, 21(2), 3, 8-9.
Hunsaker, D. M. (1978). The
Rhetoric of Brown v. Board of
Education: Paradigm for Contemporary Social Protest. Southern Speech
Communication Journal, 43(2), 91-109.
Hunt, P., Alwell, M., &
Goetz, L. (1991). Establishing
Conversational Exchanges with Family and Friends: Moving from Training
to
Meaningful Communication. Journal of Special Education, 25(3), 305-319.
Hunt, P., Farrondavis, F.,
Wrenn, M., Hirosehatae, A., &
Goetz, L. (1997). Promoting Interactive Partnerships in Inclusive
Educational-Settings. Journal of the Association for Persons With
Severe
Handicaps, 22(3), 127-137.
Huntington, A., & Watton, F.
(1984). Language and
Interaction in the Education of Hearing-Impaired Children: Part Two.
Teacher of
the Deaf, 8(5), 137-144.
Hurman, J. (1996). Marking GCSE
Role-Play. Language Learning
Journal, 13, 19-21.
Huss-Lederman, S. A. (1995).
Learner Helping Learner: A
Sociolinguistic Analysis of Low-Literate Adult Learners Using
Educational
Computer Programs in the Learning of English as a Second Language
(Volumes I
and II).
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 56, 4, Oct, 1337-A.
Hymes, D. (1992). Inequality in
Language: Taking for
Granted. Working Papers in Educational Linguistics, 8(1), 1-30.
Hynd, C., Alvermann, D., &
Qian, G. Y. (1997).
Preservice Elementary-School Teachers Conceptual Change About
Projectile
Motion: Refutation Text, Demonstration, Affective Factors, and
Relevance.
Science Education, 81(1), 1-27.
Hynd, C. R. (1999). Teaching
Students to Think Critically
Using Multiple Texts in History. Journal of Adolescent & Adult
Literacy,
42(6), 428-436.
Hyslopmargison, E. J. (2000).
The Market-Economy Discourse
on Education: Interpretation, Impact, and Resistance. Alberta Journal
of
Educational Research, 46(3), 203-213.
Ibanez Bernal, C. (1999).
Conducta de estudio: El papel de
identificar criterios en el discurso didactico. / Study behavior: The
role of identifying
criteria in didactic discourse. Acta
Comportamentalia, 7(1), 47-66.
Ide, S. (1995). Discourse
Analysis in Japan. In T. Inoue
(Ed.), Nihongo Kyooiku ni okeru Shakai-gengogaku-teki Kiban. (pp.
4-10). A
report submitted to the Ministry of Education, Japan.
Iedema, R. (1996). 'Save the
Talk for after the Listening':
The Realisation of Regulative Discourse in Teacher Talk. Language and
Education, 10, 2-3, 82-102.
Iedema, R., & Scheeres, H.
(2003). From doing work to
talking work: Renegotiating knowing, doing, and identity.
Applied Linguistics, 24(3), 316-337.
Iino, M. (1993). The Trap of
Generalization: A Case of
Encountering a New Culture. Working Papers in Educational Linguistics,
9(1),
21-45.
Ilatov, Z. Z., Shamai, S.,
Hertz-Lazarovitz, R., &
Mayer-Young, S. (1998). Teacher-Student Classroom Interactions: The
Influence
of Gender, Academic Dominance, and Teacher Communication Style.
Adolescence,
33(130), 269-277.
Iles, Z. (1996). Collaborative
Repair in EFL Classroom Talk.
York Papers in Linguistics, 17, 23-51.
Illes, K. (2003). The Patchwork
Text and Business Education:
Rethinking the Importance of Personal Reflection and Cooperative
Cultures.
Innovations in Education and Teaching International, 40(2), 209-215.
Inagaki, K., Morita, E., &
Hatano, G. (1999).
Teaching-learning of evaluative criteria for mathematical arguments
through
classroom discourse: A cross-national study.
Mathematical Thinking and Learning, 1(2), 93-111.
Ingersoll, D. M. (1992).
Descriptive Study of Teacher Talk Communication
and Its Relationship with Classroom Climate. Dissertation Abstracts
International, A: The Humanities and Social Sciences, 52, 10, 3475-3.
Ingham, R., & Kirkland, D.
(1997). Discourses and sexual
health: Providing for young people. In: Yardley, Lucy (Ed.), Material
discourses of health and illness. (pp. 150-175). London, England UK:
Routledge.
Ingulsrud, J. E. (1989). Testing
in Japan: A Discourse
Analysis of Reading Comprehension Test Items. Dissertation Abstracts
International, A: The Humanities and Social Sciences, 49, 12, 3645-C.
Irvine, L. (2002). Animal
Problems/People Skills: Emotional
and Interactional Strategies in Humane Education. Society &
Animals, 10(1),
63-91.
Ishiguro, T. (1986). Adjusted
and Non-Adjusted Interaction
in English Language Teacher Talk. Descriptive and Applied Linguistics,
19,
79-90.
Ishiguro, T. (1986).
Simplification and Elaboration in
Foreign Language Teacher Talk. Dissertation Abstracts International, A:
The
Humanities and Social Sciences, 47(3), 816-3.
Iverson, M. R. (1970). The
research paper simplified. For
high school and college students. New Delhi: Prentice-Hall of India.
Jackson, J., & Bilton, L.
(1994). Stylistic Variations
in Science Lectures: Teaching Vocabulary. English for Specific
Purposes, 13(1),
61-80.
Jackson, R. L. I. I. (1999).
White space, white privilege:
Mapping discursive inquiry into the self.
Quarterly Journal of Speech, 85(1), 38-54.
Jackson, S., & Jacobs, S.
(1982). Ambiguity and
Implicature in Children's Discourse Comprehension. Journal of Child
Language,
9(1), 209-216.
Jackson, S. M. (1997). Using
focus groups to explore sexual
coercion in teenagers' heterosexual relationships.
In: Habermann, Gustav M. (Ed.), Looking back
and moving forward: 50 years of New
Zealand psychology. (pp. 129-136). Wellington, New Zealand: New Zealand
Psychological Society, Inc..
Jacobs, W. R. (1998). The
Teacher as Text: Using
Personal-Experience to Stimulate the Sociological Imagination. Teaching
Sociology, 26(3), 222-228.
Jacobs Huey, L. (2003). Ladies
Are Seen, Not Heard: Language
Socialization in a Southern, African American Cosmetology School. Anthropology and Education Quarterly, 34(3),
277-299.
Jacobson, R. (1988). A New
Design for the Qualitative
Assessment of Children's Language Choice. Sociolinguistics, 17(1),
17-36.
Jain, N. L., Murphy, J. F.,
Hassan, S. W., Cunnius, E. L.,
Metcalfe, E. S., Schnase, J. L., Schoening, P. A., Spooner, S. A.,
&
Frisse, M. E. (1994). Interactive Electronic Whiteboards in the Medical
Classroom. Journal of the American Medical Informatics Association(s),
54-58.
Jami'at 'Ayn Shams. (1982).
Discourse analysis: Theory and
application : proceedings of the Second National Symposium on
Linguistics and
English Language Teaching, Cairo University, Alexandria University,
March
30-April 3, 1982, in collaboration with CDELT, Ain Shams University.
Cairo:
CDELT, Ain Shams.
Jamieson, J. R. (1994). Teaching
as Transaction: Vygotskian
Perspectives on Deafness and Mother-Child Interaction. Exceptional
Children, 60(5),
434-449.
Janes, J. P. (1990). The Effects
of Inservice Education on
Selected Teachers' Language during Storybook Reading. Dissertation
Abstracts
International, A: The Humanities and Social Sciences, 51(2), 407-1.
Jang, S. J. (1999). Age-Varying
Effects of Family, School,
and Peers on Delinquency: A Multilevel Modeling Test of Interactional
Theory.
Criminology, 37(3), 643-685.
Janney, R. E., & Snell, M.
E. (1996). How Teachers Use
Peer Interactions to Include Students with Moderate and Severe
Disabilities in
Elementary General-Education Classes. Journal of the Association for
Persons
With Severe Handicaps, 21(2), 72-80.
Janssen, M. J., Riksen-Walraven,
J. M., & Van Dijk, J.
P. M. (2002). Enhancing the Quality of Interaction Between Deafblind
Children
and Their Educators. Journal of Developmental and Physical
Disabilities, 14(1),
87-109.
Janssen, M. J., Riksen-Walraven,
J. M., & Van Dijk, J.
P. M. (2003). Contact: Effects of an Intervention Program to Foster
Harmonious
Interactions Between Deaf-Blind Children and Their Educators. Journal
of Visual
Impairment & Blindness, 97(4), 215-229.
Jarratt, S. C. F., &
Worsham, L. (Eds.). (1998).
Feminism and composition studies. In other words. New York: Modern
Language
Association of America.
Jarvella, R. J., Lundberg, I.,
& Kalliokoski, L. (1992).
A comparative study of error detection in discourse. Reading and
Writing, 4(1),
79-94.
Jarvis, H. (1997).
Word-Processing and Writing Skills:
Practical Applications to Language Teaching Text Books. British Journal
of
Educational Technology, 28(3), 165-175.
Jarvis, J. (1983). An ESP
Teacher's Guide to Functional
Analyses. ESP Journal, 2(1), 101-112.
Jarvis, J., & Robinson, M.
(1997). Analyzing Educational
Discourse: An Exploratory-Study of Teacher Response and Support to
Pupils
Learning. Applied Linguistics, 18(2), 212-228.
Jassey, I. A. (1998). Gender in
Elementary-School Texts.
Japan Quarterly, 45(1), 87-93.
Jeanneret, T. (1992). Pourquoi
reformuler et comment le
faire?. (Why Reformulate and How Should It Be Done?). Travaux
neuchatelois de
linguistique (TRANEL), 18, 67-81.
Jeanneret, T. (1992). Why
Reformulate and How Should It Be
Done?; Pourquoi reformuler et comment le faire?. Travaux neuchatelois
de
linguistique (TRANEL), 18, 67-81.
Jeffery, K. R., & Roach, L.
E. (1994). A Study of the
Presence of Evolutionary Protoconcepts in Pre-High-School Textbooks.
Journal of
Research in Science Teaching, 31(5), 507-518.
Jeffries, P. R. (2000).
Development and Test of a Model for
Designing Interactive Cd-Roms for Teaching Nursing Skills. Computers in
Nursing, 18(3), 118-124.
Jegede, O. J., & Olajide, J.
O. (1995). Wait-time,
classroom discourse, and the influence of sociocultural factors in
science
teaching. Science Education, 79(3),
233-249.
Jenlink, P. M. (2001). Activity
Theory and the Design of
Educational-Systems: Examining the Mediational Importance of
Conversation.
Systems Research and Behavioral Science, 18(4), 345-359.
Jenne, M. (1999). The Effect of
Teacher Style on Interactive
Engagement. Early Childhood Research Quarterly, 14(1), 69-70.
Jenny, N. Y. Y., & Fai, T.
S. (2001). Evaluating the
Effectiveness of an Interactive Multimedia Computer-Based Patient
Education-Program in Cardiac Rehabilitation. Occupational Therapy
Journal of
Research, 21(4), 260-275.
Jensen, M., Johnson, D. W.,
& Johnson, R. T. (2002).
Impact of Positive Interdependence During Electronic Quizzes on
Discourse and
Achievement. Journal of Educational Research, 95(3), 161-166.
Jewell, T. A., & Pratt, D.
(1999). Literature Discussions
in the Primary Grades: Childrens Thoughtful Discourse About Books and
What
Teachers Can Do to Make It Happen. Reading Teacher, 52(8), 842-850.
Jha, V., & Duffy, S. (2002).
10 Golden Rules for
Designing Software in Medical-Education: Results from a Formative
Evaluation of
Dialog. Medical Teacher, 24(4), 417-421.
Jha, V., Widdowson, S., &
Duffy, S. (2002). Development
and Evaluation of an Interactive Computer-Assisted-Learning Program: A
Novel-Approach to Teaching Gynecological Surgery. British Journal of
Educational Technology, 33(3), 323-331.
Jibaja, M. L., Kingery, P.,
Neff, N. E., Smith, Q., Bowman,
J., & Holcomb, J. D. (2000). Tailored, Interactive Soap-Opera for
Breast-Cancer Education of High-Risk Hispanic Women. Journal of Cancer
Education, 15(4), 237-242.
Jill, A. (1995). A Study of
Unauthorized Writing: The
Rhetoric of the Notes Middle School Students Pass in School.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 55, 10, Apr, 3087-A-3088-A.
Jimenez, R. T., Gersten, R.,
& Rivera, A. (1996).
Conversations with a Chicana Teacher: Supporting Students Transition
from
Native to English-Language Instruction. Elementary School Journal,
96(3),
333-341.
Jisa, H. L. (1986). Sentence
Connectors in the Speech of
French Preschoolers. Dissertation Abstracts International, A: The
Humanities
and Social Sciences, 46(9), 2679-8.
Johannesson, I. A. (1992).
Capable of Resisting and Entitled
to Lead: On the Historical Conditions of the Neo-Marxist Educational
Discourse.
Educational Policy, 6(3), 298-318.
John, I. (1998). Some
reflections on Cotton's response. Australian
Psychologist, 33(1), 38-39.
John, I. (1998). The
scientist-practitioner model: A
critical examination. Australian
Psychologist, 33(1), 24-30.
Johns, A., Brosnahan, I., &
Coe, R. (1984). Discourse
Analysis of Written Tests in a Chinese Teacher Training Program.
Language
Learning and Communication / Zhongying Yuwen Jiaoxue, 3(3), 367-373.
Johns, A. M. (1997). Text, role,
and context. Developing
academic literacies. Cambridge, UK New York: Cambridge University
Press.
Johns, A. M. (Ed.). (2002).
Genre in the classroom. Multiple
perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.
Johnson, B. E. (1986). Teacher
and Student Discourse: What
Gets Done in an Elementary School Classroom. Dissertation Abstracts
International, A: The Humanities and Social Sciences, 47(6), 2018-9.
Johnson, C. E. (1987). An
Introduction to Powerful and
Powerless Talk in the Classroom. Communication Education, 36(2),
167-172.
Johnson, D. B., Chu, W. W.,
Dionisio, J. D., Taira, R. K.,
& Kangarloo, H. (1999). Creating and Indexing Teaching Files from
Free-Text
Patient Reports. Journal of the American Medical Informatics
Association(s),
814-818.
Johnson, F. L. (2003). Language
as cultural practice:
Mexicanos en el Norte. Journal of
Language and Social Psychology, 22(3), 335-339.
Johnson, G. C. (2001). A
Cautionary Tale: A Dialogic
Rereading of a Student-Teachers Visual Narrative. Narrative Inquiry,
11(2),
451-478.
Johnson, H. A., & Roman, M.
(2003). Geriatric
Continuing-Education in the Workplace: Utilizing Interactive Television
(Itv)
Technology in Theory and in Practice. Educational Gerontology, 29(7),
597-616.
Johnson, L. J., & Pugach, M.
C. (1996). Role of
Collaborative Dialogue in Teachers Conceptions of Appropriate Practice
for
Students at Risk. Journal of Educational and Psychological
Consultation, 7(1),
9-24.
Johnson, R. E. (1975). Meaning
in Complex Learning. Review
of Educational Research, 45(3), 425-459.
Johnson, T., & Avery, P. G.
(1999). The Power of the
Press: A Content and Discourse Analysis of the United-States History
Standards
as Presented in Selected Newspapers. Theory and Research in Social
Education,
27(4), 447-471.
Johnston, J., & Milne, L.
(1995). Scaffolding
2nd-Language Communicative Discourse with Teacher-Controlled
Multimedia.
Foreign Language Annals, 28(3), 315-329.
Johnston, J. R. (1982).
Narratives: A New Look at
Communication Problems in Older Language-Disordered Children. Language,
Speech,
and Hearing Services in Schools, 13(3), 144-155.
Johnston, S. (1994).
Conversations with Student-Teachers:
Enhancing the Dialog of Learning to Teach. Teaching and Teacher
Education,
10(1), 71-82.
Jones, A., & Jacka, S.
(1995). Discourse of
disadvantage: Girls' school achievement.
New Zealand Journal of Educational Studies, 30(2), 165-175.
Jones, A., Price, E., &
Selby, C. (1998). Exploring
Childrens Responses to Interpersonal Conflict Using Bubble Dialogue in
a
Mainstream and Ebd School. Computers & Education, 30(1-2), 67-74.
Jones, E., Gallois, C., Callan,
V., & Barker, M. (1999).
Strategies of accommodation: Development of a coding system for
conversational
interaction. Journal of Language and
Social Psychology, 18(2), 123-152.
Jones, L. (1997). Talking About
Everyday Issues in the
Formal Classroom Setting: A Framework for Understanding the Dynamics of
Interaction. Journal of Curriculum Studies, 29(5), 559-567.
Jones, L., & Brown, T.
(2001). 'Reading' the nursery
classroom: A Foucauldian perspective. International
Journal of Qualitative Studies
In Education, 14(6), 713-725.
Jones, R. W., Bizzaro, P., &
Selfe, C. L. (1997). The
Harcourt Brace guide to writing in the disciplines. Fort Worth, TX:
Harcourt
Brace College Publishers.
Jones, S., & Tanner, H.
(2002). Teachers Interpretations
of Effective Whole-Class Interactive Teaching in Secondary Mathematics
Classrooms. Educational Studies, 28(3), 265-274.
Jones, S. B., & Baer, E. A.
(Eds.). (2003). Essays that
worked for medical schools. 40 essays from successful applications to
the
nation's top medical schools. New York: Ballantine Books.
Jordan, A., Lindsay, L., &
Stanovich, P. J. (1997).
Classroom Teachers Instructional Interactions with Students Who Are
Exceptional, at Risk, and Typically Achieving. Remedial and Special
Education,
18(2), 82-93.
Jordan, I. J. (1990).
Self-Selection in Turn-Taking: An
Approach to Teaching Spanish. Hispania, 73(4), 1154-1157.
Jordan, R. R. (1997). English
for academic purposes. A guide
and resource book for teachers. Cambridge, U.K. New York, NY: Cambridge
University Press.
Judge, A. (1994). Rhetoric and
Stylistics in France: Links
and Divergences. In J. A. Coleman, & R. Crawshaw (Eds.), Discourse
Variety
in Contemporary French: Descriptive and Pedagogical Approaches. (pp.
67-85).
London: Assn. for Fr. Lang. Studies with Centre for Information on
Lang.
Teaching & Research.
Juncos-Rabadan, O. (1996).
Narrative Speech in the Elderly:
Effects of Age and Education on Telling Stories. International Journal
of
Behavioral Development, 19(3), 669-685.
Jungwirth, H. (1993). Routines
in classroom discourse: An
ethnomethodological approach. European
Journal of Psychology of Education, 8(4), 375-387.
Kahn, H. J. (1996). Review
Article: Controlling for
Variability in Research on Normal Aging and Neuropsychological
Populations.
Brain and Language, 53(3), 408-416.
Kailani, T. Z. (1995). A
Synthesized Pedagogical Methodology
for English Classroom Interactions. Iral-International Review of
Applied
Linguistics in Language Teaching, 33(4), 333-344.
Kaiser, A. P., Hemmeter, M. L.,
Ostrosky, M. M., Fischer,
R., Yoder, P., & Keefer, M. (1996). The Effects of Teaching Parents
to Use
Responsive Interaction Strategies. Topics in Early Childhood Special
Education,
16(3), 375-406.
Kaiser, M. (1977). Der
Beziehungsaspekt literarischer
Kommunikation als literaturpadagogisches Problem. (The Relational
Aspect of
Literary Communication as a Problem in Teaching Literature). Linguistik
und
Didaktik, 8, 3(31), 194-209.
Kakava, C. (1993). Conflicting
Argumentative Strategies in
the Classroom. Georgetown University Round Table on Languages and
Linguistics,
402-420.4
Kalina, S. (1994). Analyzing
Interpreters' Performance:
Methods and Problems; Papers from 2nd Lang. Internat. Conf., Elsinore,
Denmark,
4-6 June 1993. In C. Dollerup, & A. Lindegaard (Eds.), Teaching
Translation
and Interpreting, II: Insights, Aims, Visions. (pp. 225-32). Amsterdam:
Benjamins.
Kalina, S. (1995).
Interpretation and Discourse Analysis:
Demands on Interpreter Performance; Dolmetschen und Diskursanalyse:
Anforderungen an Dolmetschleistungen. anglistik und englischunterricht,
55-56,
233-245.
Kamin, C. S., Osullivan, P. S.,
Younger, M., &
Deterding, R. (2001). Measuring Critical Thinking in Problem-Based
Learning Discourse.
Teaching and Learning in Medicine, 13(1), 27-35.
Kamlah, W., & Lorenzen, P.
(1984). Logical propaedeutic:
pre-school of reasonable discourse. Washington, DC: University Press of
America.
Kamps, D. M., Barbetta, P. M.,
Leonard, B. R., &
Delquadri, J. (1994). Classwide Peer Tutoring: An Integration Strategy
to
Improve Reading-Skills and Promote Peer Interactions Among Students
with Autism
and General-Education Peers. Journal of Applied Behavior Analysis,
27(1),
49-61.
Kanagy, R. (1999). Interactional
routines as a mechanism for
L2 acquisition and socialization in an immersion context. Journal of
Pragmatics, 31(11), 1467-1492.
Kane, S. (1998). The View from
the Discourse Level: Teaching
Relationships and Text Structure. Reading Teacher, 52(2), 182-184.
Kantor, K. J. (1981). Research
in Composition: What It Means
for Teachers. English Journal, 70(2), 64-67.
Kantor, R., Green, J., Bradley,
M., & Lin, L. (1992).
The Construction of Schooled Discourse Repertoires: An Interactional
Sociolinguistic Perspective on Learning to Talk in Preschool.
Linguistics and
Education, 4(2), 131-172.
Kaplan, R. B., Touchstone, E.
E., & Hagstrom, C. L.
(1995). Image and Reality: Banking in Los Angeles. Text, 15(4),
427-456.
Kaplan, S. (2003). Nuriye's
dilemma: Turkish lessons of
democracy and the gendered state.
American Ethnologist, 30 (3), 401-417.
Karasavvidis, I., Pieters, J.
M., & Plomp, T. (2000).
Investigating how secondary school students learn to solve
correlational
problems: Quantitative and qualitative discourse approaches to the
development
of self-regulation. Learning and
Instruction, 10(3), 267-292.
Karasavvidis, I., Pieters, J.
M., & Plomp, T. (2000).
Investigating How Secondary-School Students Learn to Solve
Correlational
Problems: Quantitative and Qualitative Discourse Approaches to the
Development
of Self-Regulation. Learning and Instruction, 10(3), 267-292.
Karch, D. (1976). Teste
Gesprochener Deutscher
Standard-Sprache, II. (Texts of Spoken German Standard Speech, 2).
Muttersprache, 86(1), 74-75.
Karmiloff-Smith, A. (1995).
Restricciones de la conciencia
metalingueistica. /Constraints on metalinguistic awareness. Infancia y
Aprendizaje, 72, 33-50.
Kaspar, G. (1984). Pragmatic
Comprehension in Learner-Native
Speaker Discourse. Language Learning, 34(4), 1-20.
Kasper, G. (1983). Communicative
Competence in Foreign
Language Teaching: A Project Report. Jyvaskyla Cross Language Studies,
9,
65-80.
Katz, S. B., Kapes, J. T., &
Zirkel, P. A. (1980).
Resources for writing for publication in education. New York: Teachers
College
Press, Teachers College, Columbia University.
Kaufman, L. M. (1988). Tense
Alternation by Native and
Non-Native English Speakers in Narrative Discourse. Dissertation
Abstracts
International, A: The Humanities and Social Sciences, 49(1), 84-A.
Kay, P. (1987). Three properties
of the ideal reader. In Roy
O. Freedle, & Richard P. Duran (Eds.), Cognitive and linguistic
analyses of
test performance. Advances in discourse processes, Vol. 22. (pp.
208-224).
Norwood, NJ: Ablex Publishing Corp.
Kazieva, M. (1986). Obshchenie
real'noe i uchebnoe. (Real
and Classroom Communication). Izvestiya Akademii Nauk Azerbaidzhanskoi
SSR,
Literatura, yazyk i iskusstvo, 3, 114-118.
Keane, R., & Downes, M.
(Eds.). (2003). Academic
writing. A concise guide for students in Central and Eastern Europe.
Belgrade:
Civic Education Project in association with Belgrade Open School.
Kearsey, J., & Turner, S.
(1999). How Useful Are the
Figures in School Biology Textbooks. Journal of Biological Education,
33(2),
87-94.
Keating, E., & Mirus, G.
(2003). Examining Interactions
Across Language Modalities: Deaf-Children and Hearing Peers at School.
Anthropology & Education Quarterly, 34(2), 115-135.
Kehl, D. G. (1980). The
Doublespeak of Academia. National
Forum, 60(3), 36-37.
Keith, N. Z. (1999). Whose
Community Schools: New
Discourses, Old Patterns. Theory Into Practice, 38(4), 225-234.
Kells, M. H., Balester, V. M.,
& Villanueva, V. (Eds.).
(2004). Latino/a discourses on language, identity, and literacy
education.
Portsmouth, NH: Boynton/Cook Heinemann.
Kelly, D. M. (1998). Teacher
Discourses About a Young
Parents Program: The Many Meanings of Good Choices. Education and Urban
Society, 30(2), 224-241.
Kelly, G. J., & Chen, C.
(1999). The Sound of Music:
Constructing Science as Sociocultural Practices Through Oral and
Written
Discourse. Journal of Research in Science Teaching, 36(8), 883-915.
Kelly, G. J., & Crawford, T.
(1996). Students
Interaction with Computer Representations: Analysis of Discourse in
Laboratory
Groups. Journal of Research in Science Teaching, 33(7), 693-707.
Kelly, G. J., & Crawford, T.
(1997). An ethnographic
investigation of the discourse processes of school science. Science Education, 81(5), 533-559.
Kelsey, E. (2003). Constructing
the Public: Implications of
the discourse of international environmental agreements on conceptions
of
education and public participation.
Environmental Education Research, 9 (4), 403-427.
Kemme, S. L. (1980). References
as Parts of Speech Acts in
the Education of Mathematics. Revue de Phonetique Appliquee, 55-56,
177-180.
Kemmy, A. M. (1991). From
Practice to Theory: The Evolution
of Rhetorical Stasis and Its Implications for Discourse and for
Teaching
Writing. Dissertation Abstracts International, A: The Humanities and
Social
Sciences, 51(8), 2727-1.
Kemple, K., Speranza, H., &
Hazen, N. (1992). Cohesive
Discourse and Peer Acceptance: Longitudinal Relations in the Preschool
Years.
Merrill Palmer Quarterly, 38(3), 364-381.
Kennedy, J. (1996). Classroom
Explanatory Discourse: A Look
at How Teachers Explain Things to Their Students. Language Awareness,
5(1),
26-39.
Kennedy, M. L. (Ed.). (1998).
Theorizing composition. A
critical sourcebook of theory and scholarship in contemporary
composition
studies. Westport, Conn.: Greenwood Press.
Kennedy, M. L., Kennedy, W. J.,
& Smith, H. M. (1987).
Writing in the disciplines. A reader for writers. Englewood Cliffs, NJ:
Prentice-Hall.
Kennedy, M. L., & Smith, H.
M. (1986). Academic writing.
Working with sources across the curriculum. Englewood Cliffs, N.J.:
Prentice-Hall.
Kennedykalafatis, S., &
Carleton, D. (1996). Encouraging
Peer Dialogue in the Geography Classroom: Peer Editing to Improve
Student
Writing. Journal of Geography in Higher Education, 20(3), 323-341.
Keogh, J. (1995). Curriculum for
Homes: A Study of a School
Letter. Language and Education, 9(1), 31-44.
Kern, P. C. (1977).
Institutionelle Sprachhandlungen:
Moglichkeiten einer funktionalen Sprachbetrachtung auf der Mittelstufe.
(Institutional
Speech Acts: Possibilities for a Functional Treatment of Language in
Secondary
Education). Deutschunterricht, 29(1), 74-90.
Kern, R. G. (1995).
Restructuring Classroom Interaction with
Networked Computers: Effects on Quantity and Characteristics of
Language
Production. Modern Language Journal, 79(4), 457-476.
Kerper, J. (2001). Lets Space
Out: Rethinking the Design of
Law-School Texts. Journal of Legal Education, 51(2), 267-283.
Ketsetzis, M., Ryan, B. A.,
& Adams, G. R. (1998).
Family Processes, Parent-Child Interactions, and Child Characteristics
Influencing School-Based Social-Adjustment. Journal of Marriage and the
Family,
60(2), 374-387.
Keys, C. W. (1999). Language as
an Indicator of Meaning
Generation: An Analysis of Middle School Students Written Discourse
About
Scientific Investigations. Journal of Research in Science Teaching,
36(9),
1044-1061.
Khirallah, M. (2003). Writing
games: Multicultural case
studies of academic literacy practices in higher education. Studies in Second Language Acquisition, 25
(4), 585-586.
Khisty, L. L. (1995). Making
inequality: Issues of language
and meanings in mathematics teaching with Hispanic students. In: Secada, Walter G., & Fennema,
Elizabeth. (Eds.), New directions for equity in mathematics education.
(pp.
279-297). New York: Cambridge University Press.
Kiasatpour, S. M. (1999). The
Internet and Film: Teaching
Middle-East Politics Interactively. Ps-Political Science &
Politics, 32(1),
83-89.
Kiewra, K. A., & Creswell,
J. W. (2000). Conversations
with 3 Highly Productive Educational-Psychologists: Richard Anderson,
Richard
Mayer, and Michael Pressley. Educational Psychology Review, 12(1),
135-161.
Kiewra, K. A., & Gubbels, P.
S. (1997). Are
Educational-Psychology Courses Educationally and Psychologically Sound:
What
Textbooks and Teachers Say. Educational Psychology Review, 9(2),
121-149.
Kikas, E. (1998). The impact of
teaching on students'
definitions and explanations of astronomical phenomena.
Learning and Instruction, 8(5), 439-454.
Kilham, C. A. (1977). Thematic
organization of Wik-Munkan
discourse. Canberra: Dept. of Linguistics, Research School of Pacific
Studies,
Australian National University.
Killen, M., & Naigles, L. R.
(1995). Preschool Children
Pay Attention to Their Addressees: Effects of Gender Composition on
Peer
Disputes. Discourse Processes: A Multidisciplinary Journal, 19(3),
329-46.
Kim, M. K., Sharp, J. M., &
Thompson, A. D. (1998).
Effects of Integrating Problem-Solving, Interactive Multimedia, and
Constructivism in Teacher-Education. Journal of Educational Computing
Research,
19(1), 83-108.
King, A. (1999). Discourse
patterns for mediating peer
learning. In: O'Donnell, Angela M., & King, Alison. (Eds.),
Cognitive
perspectives on peer learning. The Rutgers Invitational Symposium On
Education
Series. (pp. 87-115). Mahwah, NJ: Lawrence Erlbaum Associates,
Publishers.
King, B. (1986). Ne-A Discourse
Approach. Journal of the
Chinese Language Teachers Association, 21(1), 21-46.
King, K. (1994). Acquisition
Planning, Ethnic Discourse, and
the Ecuadorian Nation-State. Working Papers in Educational Linguistics,
10(1),
33-46.
King, S. V. (1990). Syntactic
Knowledge as an Organizational
Tool for Sentence Analysis. Dissertation Abstracts International, A:
The
Humanities and Social Sciences, 50, 12, 3908-1.
Kinginger, C. (1994). Learner
Initiative in Conversation
Management: An Application of Van Lier's Pilot Coding Scheme. Modern
Language
Journal, 78(1), 29-40.
Kinginger, C. (1997). A
Discourse Approach to the Study of
Language Educators Coherence Systems. Modern Language Journal, 81(1),
6-14.
Kinginger, C. S. (1990). Task
Variation and Classroom
Learner Discourse. Dissertation Abstracts International, A: The
Humanities and
Social Sciences, 51(4), 1144-3.
Kinginger, C. S., &
Savignon, S. J. (1991). Four
Conversations: Task Variation and Classroom Learner Discourse. In
McGroarty,
Mary E., & Faltis, Christian J. (Eds.), Languages in School And
Society:
Policy And Pedagogy. (pp 85-106). Berlin, Federal Republic of Germany:
Walter
de Gruyter & Co.
Kinnear, H., McWilliams, S.,
& Caul, L. (2002). The Use
of Interactive Video in Teaching Teachers: An Evaluation of a Link with
a
Primary-School. British Journal of Educational Technology, 33(1), 17-26.
Kinneavy, J. L., McCleary, W.
J., & Nakadate, N. (1985).
Writing in the liberal arts tradition. A rhetoric with readings. New
York:
Harper & Row.
Kintsch, W. (1991). A theory of
discourse comprehension:
Implications for a tutor for word algebra problems. In Mario Carretero,
Maureen
L. Pope, P. Robert-Jan Simons, & Juan Ignacio Pozo (Eds.), Learning
and
instruction: European research in an international context, Vol. 3.
(pp.
235-253). Oxford: Pergamon Press.
Kipling, K. J., & Murphy, R.
J. (1992). Symbiosis.
Writing and an academic culture. Portsmouth, NH: Boynton/Cook.
Kirk, D. (1992).
Physical-Education, Discourse, and
Ideology: Bringing the Hidden Curriculum into View. Quest, 44(1), 35-56.
Kirscht, J., & Schlenz, M.
(2002). Engaging inquiry.
Research and writing in the disciplines. Upper Saddle River, N.J.:
Prentice
Hall.
Kirszner, L. G., & Mandell,
S. R. (1987). The writer's
sourcebook. Strategies for reading and writing in the disciplines. New
York:
Holt, Rinehart, and Winston.
Kirszner, L. G., Mandell, S. R.,
& Polanski, V. G.
(Eds.). (2002). A guide to documentation and writing in the
disciplines.
Kitzhaber, A. R. (1963). Themes,
theories, and therapy.
Teaching of writing in college.. New York: McGraw-Hill.
Klaassen, C. W. J. M., &
Lijnse, P. L. (1996). Interpreting
Students and Teachers Discourse in Science Classes: An Underestimated
Problem.
Journal of Research in Science Teaching, 33(2), 115-134.
Klangchanee, N. (1987).
Contributions of Schema Theory and
Discourse Analysis to a Reading Program for Advanced Students of
English as a
Foreign Language in Thailand. Dissertation Abstracts International, A:
The
Humanities and Social Sciences, 48(2), 352-3.
Klecan-Aker, J. S. (1984). A
Study of the Syntactic Skills
of Normal Middle-School Males and Females. Language and Speech, 27(3),
205-215.
Klecan-Aker, J. S. (1985).
Syntactic Abilities in Normal and
Language Deficient Middle School Children. Topics in Language
Disorders, 5(3),
46-54.
Klecan-Aker, J. S., Domico, W.
D., & Bothwell, K.
(1983). A Clinical Taxonomy for the Categorization of Language
Functions Used
by School-Age Children in a Structured Setting. Language and Speech,
26(2),
131-144.
Klecan-Aker, J. S., McIngvale,
G. K., & Swank, P. R.
(1987). Stimulus Considerations in Narrative Analysis of Normal Third
Grade
Children. Language and Speech, 30(1), 13-24.
Kleifgen, J. A. (1990).
Prekindergarten children's second
discourse learning. Discourse Processes,
13(2), 225-242.
Klein, N. (1993). Small Talk as
a Learning Goal in
Second-Language Instruction; Small Talk als Lernziel im
Fremdsprachenunterricht. Beitrage zur Fremdsprachenvermittlung aus dem
Konstanzer SLI, 25, 54-68.
Kliebard, H. M. (1966). The
patterning of classroom
discourse. Journal of Teacher Education, 17(4), 469-480.
Kliewer, C. (2003). Literacy as
cultural practice. Some
conlcuding stories. Reading and Writing Quarterly: Overcoming Learning
Difficulties, 19(3), 309-316.
Kluchert, G. (2003). The
Development of
Teacher-Student-Interaction and Periods of Educational Growth: On
Internal
School-Reform During the 20th-Century. Zeitschrift fur Padagogik,
49(1), 47-60.
Kluwin, T. N. (1994). The
Interaction of Race, Gender and
Social-Class Effects in the Education of Deaf Students. American Annals
of the
Deaf, 139(5), 465-471.
Knain, E. (2001). Ideologies in
School Science Textbooks.
International Journal of Science Education, 23(3), 319-329.
Kneser, C., & Ploetzner, R.
(2001). Collaboration on the
basis of complementary domain knowledge: Observed dialogue structures
and their
relation to learning success. Learning
and Instruction, 11(1), 53-83.
Kneupper, C. W. (1978). Teaching
Argument: An Introduction
to the Toulmin Model. College Composition and Communication, 29(3),
237-241.
Knobel, M. (1999). Everyday
literacies: Students, discourse,
and social practice. New York: P. Lang.
Knoblauch, C., & Johnston,
P. H. (1990). Reading,
writing, and the prose of the school. In: Beach, Richard, & Hynds,
Susan.
(Eds.), Developing discourse practices in adolescence and adulthood.
Advances
in discourse processes, Vol. 39. (pp. 318-333). Westport, CT: Ablex
Publishing.
Knoop, S. (1985). Uberlegungen
zu Grundlagen der
Argumentationsbefahigung von Englischlehrerstudenten. (Thoughts on the
Foundations for Enabling Student Teachers of English to Argue Better).
Wissenschaftliche Zeitschrift der Padagogischen Hochschule Karl
Liebknecht
Potsdam, 29(5), 818-824.
Knott, G. (1983). Building
bridges between receptive and
productive language processes for adolescents.
Advances in Reading/Language Research, 2, 257-271.
Knott, T., Moore, D. W., Dixon,
R., Rowsell, H., & et
al. (1992). Whose morning news is it?
New Zealand Journal of Educational Studies, 27(1), 69-79.
Knudson, R. E. (1994). An
analysis of persuasive discourse:
Learning how to take a stand. Discourse Processes, 18(2), 211-230.
Kobak, R., & Duemmler, S.
(1994). Attachment and
conversation: Toward a discourse analysis of adolescent and adult
security. In
Kim Bartholomew, & Daniel Perlman (Eds.), Attachment processes in
adulthood. Advances in personal relationships, Vol. 5. (pp. 121-149).
London:
Jessica Kingsley Publishers.
Koch, P. K., & McDonough, M.
(1999). Improving
Parent-Teacher Conferences Through Collaborative Conversations. Young
Children,
54(2), 11-15.
Kohler, F. W., Anthony, L. J.,
Steighner, S. A., &
Hoyson, M. (2001). Teaching Social-Interaction Skills in the Integrated
Preschool: An Examination of Naturalistic Tactics. Topics in Early
Childhood
Special Education, 21(2), 93+.
Koike, D. A. (1987). Code
Switching in the Bilingual Chicano
Narrative. Hispania, 70(1), 148-154.
Kolar, D. W., & McBride, C.
A. (2003). Creating Problems
to Solve Problems: An Interactive Teaching Technique for Statistics
Courses.
Teaching of Psychology, 30(1), 67-68.
Komter, M. (1992). Conflict And
Cooperation In Job
Interviews: A Study Of Talk, Tasks And Ideas. Discourse & Society,
3(2),
131-150.
Kontos, S., & Wilcoxherzog,
A. (1997). Teachers
Interactions with Children: Why Are They So Important. Young Children,
52(2),
4-12.
Koole, T., & ten Thije, J.
D. (1994). The Construction
of Intercultural Discourse: Team Discussions of Educational Advisers.
Amsterdam: Rodopi.
Koole, T., & ten Thije, J.
D. (2001). The reconstruction
of intercultural discourse: Methodological consideration.
Journal of Pragmatics, 33(4), 571-587.
Kopf, E. (1993). Conversation
Opening as a Teaching Subject;
Gesprachseroffnung als Unterrichtsgegenstand. Beitrage zur
Fremdsprachenvermittlung aus dem Konstanzer SLI, 25, 22-33.
Kopple, W. J. V. (1983).
Something Old, Something New:
Functional Sentence Perspective. Research in the Teaching of English,
17(1),
85-99.
Korpimies, L. (1981). Discourse
Analysis and the Teaching of
Language for Specific Purposes. Finlance, 1, 101-128.
Koschmann, T. (1999). The edge
of many circles: Making
meaning of meaning making. Discourse
Processes, 27(2), 103-117.
Koshik, I. (2002). A
conversation analytic study of yes/no
questions which convey reversed polarity assertions.
Journal of Pragmatics, 34(12), 1851-1877.
Kovalainen, M., Kumpulainen, K.,
& Vasama, S. (20012 ).
Orchestrating classroom interaction in a community of inquiry: Modes of
teacher
participation. Journal of Classroom
Interaction, 36(2)-37(1), 17-28.
Kozminsky, E., & Kozminsky,
L. (2002). The Dialogue
Page: Teacher and Student Dialogues to Improve Learning-Motivation.
Intervention in School and Clinic, 38(2), 88-95.
Kraft, B. (1990). Aspekte
sprachlich-kommunikativen Handelns
der Erzieherin im Kindergarten. (Aspects of the
Linguistic-Communicative Action
by the Kindergarten Teacher). Linguistische Studien, Reihe A:
Arbeitsberichte,
204, 71-123.
Kraker, M. J. (2000). Classroom
Discourse: Teaching,
Learning, and Learning-Disabilities. Teaching and Teacher Education,
16(3),
295-313.
Kramsch, C. J. (1979). Getting
the Ball Rolling-A Functional
Approach to Teaching Conversational Skills. Unterrichtspraxis, 12(1),
3-13.
Kramsch, C. J. (1981). Discourse
analysis and second
language teaching. Washington, D.C.: Center for Applied Linguistics.
Kramsch, C. J. (1985). Classroom
Interaction and Discourse
Options. Studies in Second Language Acquisition, 7(2), 169-183.
Kramsch, C. J. (1991).
Interaction et discours dans la
classe de langue. Paris: Didier.
Kransdorf, M., Doster, B., &
Alvarez, A. (2002).
Interaction Between Preservice Teachers and School Social-Work Interns
in an
Urban School Setting. Urban Education, 37(4), 497-532.
Kraul, M. (1998). Orientation
Towards the Movement or
Towards Science in the Debate on Coeducation: A Split Discourse.
Zeitschrift
fur Padagogik, 44(2), 263-271.
Kravdal, O. (2001). Main and
Interaction Effects of Womens
Education and Status on Fertility: The Case of Tanzania. European
Journal of
Population-Revue Europeenne de Demographie, 17(2), 107-136.
Krcmar, M. (1996). Family
communication patterns, discourse
behavior, and child television viewing. Human Communication Research,
23(2),
251-277.
Krebs, T. L. (1998). Clinical
Pathway for Enhanced Parent
and Preterm Infant Interaction Through Parent Education. Journal of
Perinatal
& Neonatal Nursing, 12(2), 38-49.
Kreiner, D. S. (1997). Guided
Notes and Interactive Methods
for Teaching with Videotapes. Teaching of Psychology, 24(3), 183-185.
Kretschmer, R. R. (1997). Issues
in the Development of
School and Interpersonal Discourse for Children Who Have Hearing-Loss.
Language
Speech and Hearing Services in Schools, 28(4), 374-383.
Kretschmer, R. R. J. (1997).
Issues in the development of
school and interpersonal discourse for children who have hearing loss. Language, Speech, and Hearing Services in
Schools, 28(4), 374-383.
Krieger, B. J., Saint-Amand, P.
G., & Emery, R. W.
(1996). Dialogue and discovery. Writing and reading across disciplines.
New
York: St. Martin's Press.
Krishna, S., Francisco, B. D.,
Balas, E. A., Konig, P.,
Graff, G. R., & Madsen, R. W. (2003). Internet-Enabled Interactive
Multimedia Asthma Education-Program: A Randomized-Trial. Pediatrics,
111(3),
503-510.
Kroll, B. M., & Schafer, J.
C. (1978). Error-Analysis
and the Teaching of Composition. College Composition and Communication,
29(3),
242-248.
Kruckeberg, D., & Paluszek,
J. L. (1999). Significance
of the Ncas Dialogue on Public-Relations Education Conference. Public
Relations
Review, 25(1), 5-8.
Kruschke, J. K. (1996). An
Interactive Classroom
Demonstration of Propositional and Analogical Representation. Teaching
of
Psychology, 23(3), 162-165.
Kruse, J., Schmitz, N., Woller,
W., Clar, B., Meier, E.,
Grinschgl, A., & Tress, W. (2003). Effects of a Psychosocial
Education-Program to Improve Doctor-Patient Interaction with
Cancer-Patients.
Zeitschrift fur Psychosomatische Medizin und Psychotherapie, 49(3),
232-245.
Kruseman, M., Stoll, B. E.,
& Stalder, H. (2003).
Interactive Group Education for Refugees from the Former Yugoslavia to
Reduce
Their Oil Consumption. Patient Education and Counseling, 49(2), 171-176.
Kubo, M. M., Tori, R., &
Kirner, C. (2002). Interaction
in Collaborative Educational Virtual Environments. Cyberpsychology
&
Behavior, 5(5), 399-407.
Kuentay, A., & Ervin-Tripp,
S. (1997). Narrative
structure and conversational circumstances. Journal of Narrative &
Life
History, 7(1-4), 113-120.
Kugler, H. (1974). Strukturale
Methode und
Literaturdidaktik: Anmerkungen zu einem Freund-Feind-Schema.
(Structural
methods and literature didactics: Comments on a friend-foe-model).
Wirkendes
Wort, 24(3), 153-167.
Kumaravadivelu, B. (1999).
Critical Classroom Discourse
Analysis. Tesol Quarterly, 33(3), 453-484.
Kusters, T., & Sluis, K.
(1981). Interactie-analyse en
moedertaalonderwijs II. (Interaction Analysis and Mother-Tongue
Teaching II).
Levende Talen, 360, 255-269.
Kutny, R. (1976). Developing
Reading Comprehension Materials
in EST based on Discourse Analysis. PASAA, 6, 1-2, 86-119.
Kutz, E. (1997). Language and
literacy: Studying discourse
in communities and classrooms. Portsmouth, NH: Boynton/Cook Publishers
Heinemann.
Kynell, T. (1994). Considering
Our Pedagogical Past Through
Textbooks: A Conversation with John M. Lannon. Journal of Technical
Writing and
Communication, 24(1), 49-55.
Kyratzis, A., & Green, J.
(1997). Jointly constructed
narratives in classrooms: Co-construction of friendship and community
through
language. Teaching and Teacher
Education, 13(1), 17-37.
Kyratzis, A., & Green, J.
(1997Accession Number).
Jointly constructed narratives in classrooms: Co-construction of
friendship and
community through language. Teaching & Teacher Education, 13(1),
17-37.
Kyuchukov, H. (1994). The
communicative competence of Romani
(Gipsy speaking) children in Bulgarian discourse, in a classroom
situation. International Journal of
Psycholinguistics, 10(1)
L'vov, M. P. (1985). Voprosy
teorii rechevoy deyatel'nosti.
(Questions of the Theory of Speech Acts). Inostrannye yazyki v shkole,
52(6),
83-88.
Lacasa, P., Pardo, P., Martin,
B., & Herranz Ybarra, P.
(1995). Texto y contexto social: Aprendiendo a planificar en un taller
de
escritura. / Text and social context: Learning to plan in a writing
workshop. Infancia y Aprendizaje,ancia y
Aprendizaje. 1995; No 69-70, 157-182.
LaGuardia, D., & Guth, H. P.
(1997). Issues across the
curriculum. Reading, writing, research. Mountain View, Calif.: Mayfield
Pub.
Co.
Lahire, B. (1991). The Oral
Language Performance of
Working-Class School Children; Les Pratiques langagieres orales en
situation
scolaire des enfants de milieux populaires. International Review of
Education /
Internationale Zeitschrift fur Erziehungswissenschaft / Revue
Internationale de
pedagogie, 37(4), 401-413.
Lally, C. G. (2000). Language
Teaching and Learning Diaries:
French Conversation from 2 Different Perspectives. Foreign Language
Annals,
33(2), 224-228.
Lampert, M. (1990). When the
problem is not the question and
the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27(1),
29-63.
Lampert, M., Rittenhouse, P.,
& Crumbaugh, C. (1996).
Agreeing to disagree: Developing sociable mathematical discourse. In: Olson, David R., & Torrance, Nancy.
(Eds.), The handbook of education and human development:
New models of learning, teaching and
schooling. (pp. 731-764). Malden, MA: Blackwell.
Lampert, M., Rittenhouse, P.,
& Crumbaugh, C. (1996).
Agreeing to disagree: Developing sociable mathematical discourse. In:
Olson,
David R., & Torrance, Nancy. (Eds.), The handbook of education and
human
development:New models of learning, teaching and schooling. (pp.
731-764).
Malden, MA: Blackwell Publishers.
Lancaster, P. E., Schumaker, J.
B., & Deshler, D. D.
(2002). The Development and Validation of an Interactive Hypermedia
Program for
Teaching a Self-Advocacy Strategy to Students with Disabilities.
Learning
Disability Quarterly, 25(4), 277-302.
Landis, D., & Moje, E. B.
(2003). INTRODUCTION:
(RE)READING STUDENTS' DIFFICULTIES WITH READING AND WRITING. Reading and Writing Quarterly: Overcoming
Learning Difficulties, 19(3), 199-204.
Landrum, R. E., & Hormel, L.
(2002). Textbook Selection:
Balance Between the Pedagogy, the Publisher, and the Student. Teaching
of
Psychology, 29(3), 245-248.
Lane, D. M., & Scott, D. W.
(2000). Simulations,
Case-Studies, and an Online Text: A Web-Based Resource for Teaching
Statistics.
Metrika, 51(1), 67-90.
Langevin, L. (1995). Of Manpower
and Words: A Study of
Linguistic Markers of Inclusion and Exclusion in Managerial Work in the
Educational System. Studies in the Linguistic Sciences, 25(2), 217-230.
Langille, D. B., Murphy, G. T.,
Hughes, J., & Rigby, J.
A. (2001). Nova-Scotia High-School-Students Interactions with
Physicians for
Sexual Health Information and Services. Canadian Journal of Public
Health-Revue
Canadienne de Sante Publique, 92(3), 219-222.
Langosch, S. L. (1996). Writing
a research paper American
style. An ESL/EFL handbook. New York: Barron's Educational Series.
Lankshear, C. (1994). Literacy
and Empowerment: Discourse,
Power, Critique. New Zealand Journal of Educational Studies, 29(1),
59-72.
Lansley, C. (1994).
'Collaborative Development': An
Alternative to Phatic Discourse and the Art of Co-Operative
Development.
English Language Teaching Journal, 48(1), 50-56.
Lapadat, J. C. (2000).
Construction of science knowledge:
Scaffolding conceptual change through discourse. Journal
of Classroom Interaction, 35(2),
1-14.
Larivee, S., Parent, S.,
Charlebois, P., Gagnon, C.,
Leblanc, M., & Tremblay, R. E. (1994). The Interaction Between the
Intellectual Profile and Disruptiveness at the Primary-School as a
Predictor of
Self-Reported Delinquency. Psychologica Belgica, 34(1), 1-31.
Larkey, L. S., & Croft, W.
B. (2003). A text
categorization approach to automated essay grading.
In: Shermis, Mark D., & Burstein, Jill.
(Eds.), Automated essay scoring: A
cross-disciplinary perspective. (pp. 55-70). Mahwah, NJ: Lawrence
Erlbaum.
Larreur, R. S. (1987). An
Exploratory Investigation of
Teachers' Speech Acts during a Reading Lesson. Dissertation Abstracts
International, A: The Humanities and Social Sciences, 47(7), 2450-9.
Larsen, S. F. (1996). Memorable
books: Recall of reading and
its personal context. In Roger J. Kreuz, & Mary Sue MacNealy
(Eds.),
Empirical approaches to literature and aesthetics. Advances in
discourse
processes, Vol. 52. (pp. 583-599). Norwood, NJ: Ablex Publishing Corp.
Larson, E. W. (1987). An
Observation and Analysis of Teacher
Foreigner Talk in an English as a Second Language Classroom at the
Secondary
Level: An Ethnographic Perspective. Dissertation Abstracts
International, A:
The Humanities and Social Sciences, 48(5), 1137-3.
Larson, J., & Maier, M.
(2000). Co-Authoring Classroom
Texts: Shifting Participant Roles in Writing Activity. Research in the
Teaching
of English, 34(4), 468-497.
Larson, O. M., & Dunkin, J.
W. (1997). Writing in the
Interactive Classroom. Journal of Nursing Education, 36(6), 298-301.
Lasky, S. (2000). The Cultural
and Emotional Politics of
Teacher-Parent Interactions. Teaching and Teacher Education, 16(8),
843-860.
Lather, P. (1996). Troubling
Clarity: The Politics of
Accessible Language. Harvard Educational Review, 66(3), 525-545.
Laurillard, D., & Taylor, J.
(1994). Designing the
Stepping Stones: An Evaluation of Interactive Media in the Classroom.
Journal
of Educational Television, 20(3), 169-184.
Laviolette, A. (2002).
Encountering Archaeology in Tanzania:
Education, Development, and Dialogue at the
University-of-Dar-Es-Salaam.
Anthropological Quarterly, 75(2), 355-374.
Lawson, H. A. (1993). Dominant
Discourses, Problem Setting,
and Teacher-Education Pedagogies: A Critique. Journal of Teaching in
Physical
Education, 12(2), 149-160.
Lazaraton, A., & Wagner, S.
(1996). The revised test of
spoken English (TSE): Discourse analysis of native speaker and
nonnative
speaker data. Princeton, N.J.: Educational Testing Service.
Lazarus, P., & Homer, S. L.
(1981). Sharing Time in
Kindergarten: Conversation or Question-Answer Session? Journal of the
Linguistic Association of the Southwest, 4(1), 76-100.
Le Coat, G. (1984). L'Ecole de
Geneve et la neo-rhetorique.
(The Geneva School and Neo-Rhetoric). Degres, 12, 39-40, c-.
Le Goffic, P. (1983).
Linguistique et enseignement des
langues: a propos du passif en francais. (Linguistics and Language
Teaching:
Concerning the Passive in French). Studies in Descriptive Linguistics,
9,
55-63.
Le Hellaye, C., & Moirand,
S. (1992). Voyage a travers
des discours de "formateurs". (Travels through the Discourse of
"Training"). Francais dans le Monde, special number, 21-36.
Le Ninan, C. (1996). Economic
Discourse: Explaining;
Discours economique: expliquer. Francais dans le Monde, 35, 280, 60-62.
Lea, M. R., & Stierer, B.
(Eds.). (2000). Student
writing in higher education. New contexts. Buckingham Philadelphia:
Society for
Research into Higher Education & Open University Press.
Leacock, C., & Chodorow, M.
(2003). Automated
grammatical error detection. In:
Shermis, Mark D., & Burstein, Jill. (Eds.), Automated essay scoring: A cross-disciplinary perspective. (pp.
195-207). Mahwah, NJ: Lawrence Erlbaum.
Leander, K. M. (2001). This Is
Our Freedom Bus Going Home
Right Now: Producing and Hybridizing Space-Time Contexts in Pedagogical
Discourse. Journal of Literacy Research, 33(4), 637-679.
Leander, K. M. (2002). Locating
Latanya: The Situated
Production of Identity Artifacts in Classroom Interaction. Research in
the
Teaching of English, 37(2), 198-250.
Leander, K. M. (2002). Silencing
in Classroom Interaction:
Producing and Relating Social Spaces. Discourse Processes, 34(2),
193-235.
Leander, K. M., & Brown, D.
E. (1999). You Understand,
But You Dont Believe It: Tracing the Stabilities and Instabilities of
Interaction in a Physics Classroom Through a Multidimensional
Framework.
Cognition and Instruction, 17(1), 93-135.
Leap, W. L. (1991). AIDS,
linguistics, and the study of
non-neutral discourse. Journal of Sex
Research, 28(2), 275-287.
Leap, W. L. (19934 ). Learning
gay culture in "a desert
of nothing": Language as a resource in gender socialization. High School Journal, 77(1-2), Spec Issue,
122-132.
Leclere, P. (1983). Zum
konzessiven Sprachspiel. (The
Language Game of Concession). Grazer Linguistische Studien, 20,
101-118.
Lee, C. D. (1993). Signifying as
a scaffold for literary
interpretation. The pedagogical implications of an African American
discourse
genre. National Council of Teachers of English.
Lee, C. D. (1995). Signifying as
a scaffold for literary
interpretation. Journal of Black
Psychology, 21(4), 357-381.
Lee, C. D. (2003). Cultural
modeling: CHAT as a lens for
understanding instructional discourse based on African American English
discourse patterns. In: Kozulin, Alex,
& Gindis, Boris. (Eds.), Vygotsky's educational theory in cultural
context.
Learning in doing. (pp. 393-410). New York: Cambridge University Press.
Legenhausen, L. (1991).
Code-Switching in Learners
Discourse. Iral-International Review of Applied Linguistics in Language
Teaching, 29(1), 61-73.
Lehrer, A. (1994). Understanding
classroom lectures.
Discourse Processes, 17(2), 259-281.
Leifield, L., & Murray, T.
(1995). Advocating for Aric:
Strategies for full inclusion. In Beth Blue Swadener, & Sally
Lubeck
(Eds.), Children and families "at promise": Deconstructing the
discourse of risk. SUNY series, the social context of education. (pp.
238-261).
Albany, NY: State University of New York Press.
Leitner, G. (1985). English
Grammaticology. IRAL,
International Review of Applied Linguistics in Language Teaching,
23(3),
199-215.
Leki, I. (Ed.). (2001). Academic
writing programs.
Alexandria, Va.: Teachers of English to Speakers of Other Languages.
Lembke, L. O., & Reys, B. J.
(1994). The Development of,
and Interaction Between, Intuitive and School-Taught Ideas About
Percent.
Journal for Research in Mathematics Education, 25(3), 237-259.
Lemke, J. L. (1999). Typological
and topological meaning in
diagnostic discourse. Discourse
Processes, 27(2), 173-185.
Lenhart, G. (Ed.). (1998). The
teachers & writers guide
to William Carlos Williams. New York: Teachers & Writers
Collaborative.
Lenmark-Ellis, B. (1971). How to
write themes, term papers,
and college autobiographies. Woodbury, N.Y.: Barron's Educational
Series.
Lenmark-Ellis, B. (1981).
Barron's How to write themes and
term papers. Woodbury, N.Y.: Barron's Education Series.
Leonardo, Z. (2003). Discourse
and Critique: Outlines of a
Poststructural Theory of Ideology. Journal of Education Policy, 18(2),
203-214.
Leonardo, Z. (2003). Ideology,
discourse, and school reform.
Westport, Conn.: Praeger.
Leoneperkins, M., Schnuth, R.,
& Kantner, T. (1999).
Preceptor-Student Interactions in an Ambulatory Clerkship: Gender
Differences
in Student-Evaluations of Teaching. Teaching and Learning in Medicine,
11(3),
164-167.
LePage, P. (1994). When do
education students talk about
personal experience? An analysis of classroom discourse.
College Student Journal, 28(2), 179-191.
Lerman, C., Schwartz, M. D.,
Miller, S. M., Daly, M., Sands,
C., & Rimer, B. K. (1996). A Randomized Trial of Breast-Cancer Risk
Counseling: Interacting Effects of Counseling, Educational-Level, and
Coping
Style. Health Psychology, 15(2), 75-83.
Lerner, G. H. (1995). Turn
Design and the Organization of
Participation in Instructional Activities. Discourse Processes: A
Multidisciplinary Journal, 19(1), 111-31.
Leska, O. (1996). The Meaning of
Meaning in the Prague
School. In Partee, Barbara H., & Sgall, Petr (Eds.), Discourse and
Meaning:
Papers in Honor of Eva Hajicova. (pp. 127-140). Amsterdam, The
Netherlands:
John Benjamins Publishing Co.
Lesko, N. (1986). Individualism
and community: Ritual
discourse in a parochial high school.
Anthropology and Education Quarterly, 17(1), 25-39.
Lesko, N. (1998). (E)strange(d)
relations: Psychological
concepts in multicultural education. In: Chavez, Rudolfo Chavez, &
O'Donnell, James. (Eds.), Speaking the unpleasant:The politics of
(non)engagement in the multicultural education terrain. The social
context of
education. (pp. 265-273). Albany, NY, US: State University of New York
Press.
Lesner, S. A., Lynn, J. M.,
& Brainard, J. (1988).
Feasibility of using a single-subject design for continuous discourse
tracking
measurement. Journal of the Academy of
Rehabilitative Audiology, 21, 83-89.
Levenstein, P., Levenstein, S.,
Shiminski, J. A., &
Stolzberg, J. E. (1998). Long-Term Impact of a Verbal Interaction
Program for
at-Risk Toddlers: An Exploratory-Study of High-School Outcomes in a
Replication
of the Mother-Child Home Program. Journal of Applied Developmental
Psychology,
19(2), 267-285.
Levenston, E. A. (1976). Towards
a Comparative Stylistics of
English and Hebrew. Alon Lemorim Leanglit / English Teachers' Journal
(Israel),
15, 16-22.
Levenston, E. A. (1991). Towards
a Comparative Stylistics of
English and Hebrew. English Teachers' Journal (Israel), 43, 78-85.
Levine Rasky, C. (2001).
Identifying the prospective
multicultural educator: Three signposts, three portraits.
Urban Review, 33(4), 291-319.
Levinson, B. A. (1998). The
Moral Construction of Student
Rights: Discourse and Judgment Among Mexican Secondary-School Students.
Journal
of Contemporary Ethnography, 27(1), 45-84.
Lewis, J. (1996). Academic
literacy. Readings and
strategies. Lexington, Mass.: D.C. Heath.
Lewis, M., & Simon, R. I.
(1986). A Discourse Not
Intended for Her: Learning and Teaching Within Patriarchy. Harvard
Educational
Review, 56(4), 457-472.
Lewis, S., & Richards, S.
(1988). The Early Stages of
Language Development: A Natural Aural Approach. Journal of the British
Association of the Teachers of the Deaf, 12(2), 33-38.
Lewis, T. J., & Sugai, G.
(1996). Functional Assessment
of Problem Behavior: A Pilot Investigation of the Comparative and
Interactive
Effects of Teacher and Peer Social Attention on Students in
General-Education
Settings. School Psychology Quarterly, 11(1), 1-19.
Li, E., & Stoecker, A.
(1995). An Interactive
Microcomputer Program for Teaching the Impacts of Alternative Policy
Sets in
the Commodity. Journal of Economic Education, 26(4), 324+.
Li, J. F. (1996). Discourse
Analysis of Quotation Marks in
Chinese Journalistic Language. Journal of the Chinese Language Teachers
Association, 31(2), 87-95.
Lidstone, J. (1995). Teaching
with Textbooks in
Undergraduate Geography Courses: Guilt, Gilt or Gilding the Lily.
Journal of
Geography in Higher Education, 19(3), 335-339.
Liebling, C. R. (1988). Means to
an end: Children's
knowledge of directives during the elementary school years. Discourse
Processes, 11(1), 79-99.
Liebscher, G., &
Daileyocain, J. (2003). Conversational
Repair as a Role-Defining Mechanism in Classroom Interaction. Modern
Language
Journal, 87(3), 375-390.
Liedholm, H., Linne, A. B.,
& Agelii, L. (1996). The
Development of an Interactive Education-Program for Heart-Failure
Patients: The
Kodak Photo Cd Portfolio Concept. Patient Education and Counseling,
29(2),
199-206.
Lin, A. M. Y. (1997). Analyzing
the Language Problem
Discourses in Hong-Kong: How Official, Academic, and Media Discourses
Construct
and Perpetuate Dominant Models of Language, Learning, and Education.
Journal of
Pragmatics, 28(4), 427-440.
Lin, H. F. I. (1992). Language
Use and Social Interactions
of Young Children in the Logo Classroom: A Qualitative Study of
Children with
Different Computing Abilities. Dissertation Abstracts International, A:
The
Humanities and Social Sciences, 52(8), 2815-4.
Lincoln, Y. S. (1989). Critical
Requisites for
Transformational Leadership: Needed Research and Discourse. Peabody
Journal of
Education, 66(3), 176-181.
Lindsay, J. S. (1990). Classroom
discourse analysis: A
review of the literature with implications for educational evaluation. Journal of Research and Development in
Education, 23(2), 107-116.
Lindstedt, D. E. (1995). Recount
Narratives of Navajo and
Mainstream Culture Children.
Dissertation-Abstracts-International,-B:-Sciences-and-Engineering;
1995, 55,
12, Jun, 5310-B.
Linn, S. E. (1997). The
Effectiveness of Interactive Maps in
the Classroom: A Selected Example in Studying Africa. Journal of
Geography,
96(3), 164-170.
Linne, A. (2001). The Lesson as
a Pedagogic Text: A
Case-Study of Lesson Designs. Journal of Curriculum Studies, 33(2),
129-156.
Linton, M. (1972). A simplified
style manual: for the
preparation of journal articles in psychology, social sciences,
education, and
literature. New York: Appleton-Century-Crofts.
Lipponen, L. (2000). Towards
knowledge building: From facts
to explanations in primary students' computer mediated discourse. Learning Environments Research, 3(2),
179-199.
Lipponen, L., Rahikainen, M.,
Lallimo, J., &
Hakkarainen, K. (2003). Patterns of participation and discourse in
elementary
students' computer-supported collaborative learning.
Learning and Instruction, 13(5), 487-509.
Litchfield, R. E., Oakland, M.
J., & Anderson, J. A.
(2000). Improving Dietetics Education with Interactive Communication
Technology. Journal of the American Dietetic Association, 100(10),
1191-1194.
Litosseliti, L., &
Sunderland, J. (Eds.). (2002). Gender
identity and discourse analysis.
Amsterdam, Netherlands: John Benjamins.
Littlefair, A. (1992). Let's Be
Positive about Genre.
Reading, 26(3), 2-6.
Liu, X. (1995). Discourse and
Authority: An Inquiry into the
Teacher's Style in the Writing Class.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 55, 9, Mar, 2807-A.
Liu, X. (1996). The Verb Copying
Construction-A Case of
Discourse Backgrounding. Journal of the Chinese Language Teachers
Association,
31(1), 57-75.
Loc, T. T. T., & Cottrill,
L. (1990). The Clarification
Request as Used by Native and Non-Native Speakers of English.
Australian Review
of Applied Linguistics, supplement 7, 112-123.
LoCastro, V. (1981). A Look at
Discourse Analysis. Cross
Currents, 8(1), 29-42.
LoCastro, V. (1989). Discourse
Analysis and the Classroom
Teacher. PASAA, 19(2), 123-129.
Lodge, A. (1994). Attitudes to
Discourse Variety in French:
A Historical Perspective. In J. A. Coleman, & R. Crawshaw (Eds.),
Discourse
Variety in Contemporary French: Descriptive and Pedagogical Approaches.
(pp.
55-65). London: Assn. for Fr. Lang. Studies with Centre for Information
on
Lang. Teaching & Research.
Loheyde, K., & Kunz, N.
(1994). "Yes I Think It's
You": A Discussion of Intercultural Communication. Working Papers in
Educational Linguistics, 10(1), 47-66.
Lomask, M. S., Jacobson, L.,
& Hafner, L. P. (1995). The
Development and Validation of an Assessment of Safety Awareness of
Science
Teachers Using Interactive Videodisc Technology. Science Education,
79(5),
519-534.
Long, D. A. (1995). Sociology
and a Pedagogy for Liberation:
Cultivating a Dialogue of Discernment in Our Classrooms. Teaching
Sociology,
23(4), 321-330.
Longcope, P. (1995). The
Universality of Face in Brown and
Levinson's Politeness Theory: A Japanese Perspective. Working Papers in
Educational Linguistics, 11(1), 69-79.
Lopes, M. F. C. (1991). Modèles
linguistiques, discours et
compréhension en situation didactique. Berne New York: P. Lang.
Lopez, M. E. (1999). When
discourses collide: An ethnography
of migrant children at home and school. New York: P. Lang.
Lorgnet, M. (1987). L'Analyse du
discours comme approche de
textes litteraires classiques et modernes. (Discourse Analysis as an
Approach
to Classical and Modern Literary Texts). Lingue del Mondo, 52, 3-4,
34-37.
Lörscher, W. (1983).
Linguistische Beschreibung und Analyse
von Fremdsprachenunterricht als Diskurs. Tübingen: G. Narr.
Lorscher, W., & Schulze, R.
(1988). On Polite Speaking
and Foreign-Language Classroom Discourse. Iral-International Review of
Applied
Linguistics in Language Teaching, 26(3), 183-199.
Lorscher, W., & Schulze, R.
(1994). Die britische
Diskursanalyse. In G. Fritz, & F. Hundsnurscher (Eds.), Handbuch
der
Dialoganalyse. (pp. 51-68). Tubingen: Niemeyer.
Losa, L. (1988). Les Francais
zairois: essai d'une etude
comparative des structures syntaxiques des parlers des eleves des
ecoles primaires
Maadini et Ustawi. (The French of Zaire: A Comparative Study of
Syntactic
Structures in the Speech of Students in Maadini and Ustawi Primary
Schools).
Africanistique, 16, 74-92.
Losey, K. M. (1995).
Mexican-American Students and Classroom
Interaction: An Overview and Critique. Review of Educational Research,
65(3),
283-318.
Lounsbery, M. F., & Sharpe,
T. (1999). Effects of
Sequential Feedback on Preservice Teacher Instructional Interactions
and
Students Skill Practice. Journal of Teaching in Physical Education,
19(1),
58-78.
Louwerse, J. (1988). The
Morphosyntax of Una in relation to
discourse structure: A descriptive analysis. Canberra, A.C.T.,
Australia: Dept.
of Linguistics, Research School of Pacific Studies, Australian National
University.
Love, K. (1991). Towards a
Further Analysis of Teacher Talk.
Australian Review of Applied Linguistics, 14(2), 30-72.
Lovejoy, K. B., & Lance, D.
M. (1991). Information
Management and Cohesion in the Study of Written Discourse. Linguistics
and
Education, 3(3), 251-273.
Lovett, M. W., Borden, S. L.,
Warrenchaplin, P. M.,
Lacerenza, L., Deluca, T., & Giovinazzo, R. (1996). Text
Comprehension
Training for Disabled Readers: An Evaluation of Reciprocal Teaching and
Text
Analysis Training-Programs. Brain and Language, 54(3), 447-480.
Low, G. (1995). 'Hallelujah,
Very!' Responding to 'Very' in
Questionnaire Items. Evaluation and Research in Education, 9(1), 15-28.
Low, G., & Lau, I. (1983).
The Discourse-Task Syllabus:
A Design Option for High Surrender Value Courses for Adult Beginners.
Language
Learning and Communication / Zhongying Yuwen Jiaoxue, 2(3), 295-307.
Lubben, F., Campbell, B.,
Kasanda, C., Kapenda, H., Gaoseb,
N., & Kandjeomarenga, U. (2003). Teachers Use of Textbooks:
Practice in
Namibian Science Classrooms. Educational Studies, 29(2-3), 109-125.
Lucas, C. (Ed.). (1996).
Multicultural Aspects of
Sociolinguistics in Deaf Communities. Washington, DC: Gallaudet
University
Press.
Lucas, C., & Borders, D.
(1987). Language diversity and
classroom discourse. American
Educational Research Journal, 24(1), 119-141.
Lucas, C., & Borders, D. G.
(1994). Language diversity
and classroom discourse. Norwood, NJ: Ablex.
Lucas, K. B. (2000). One
Teachers Agenda for a Class Visit
to an Interactive Science Center. Science Education, 84(4), 524-544.
Luke, A. (1992). The Body
Literate: Discourse and
Inscription in Early Literacy Training. Linguistics and Education,
4(1),
107-129.
Luke, C. (1987). Television
discourse and schema theory:
Toward a cognitive model of information processing. In Michael E.
Manley-Casimir, & Carmen Luke (Eds.), Children and television: A
challenge
for education. (pp. 76-107). New York, NY: Praeger Publishers.
Lukmani, Y. (1994). The
communicational testing of reading.
In: Agnihotri, R. K., & Khanna, A. L. (Eds.), Second language
acquisition:Socio-cultural and linguistic aspects of English in India.
Research
in applied linguistics, Vol. 1. (pp. 345-358). Thousand Oaks, CA, US:
Sage
Publications, Inc. x
Lumbelli, L., & Cavazzini,
G. (1991). Planning
comprehensible discourse and cooperative interaction. In Mario
Carretero,
Maureen L. Pope, P. Robert-Jan Simons, & Juan Ignacio Pozo (Eds.),
Learning
and instruction: European research in an international context, Vol. 3.
(pp.
141-154). Oxford: Pergamon Press.
Lumpe, A. T., & Beck, J.
(1996). A Profile of
High-School Biology Textbooks Using Scientific Literacy
Recommendations.
American Biology Teacher, 58(3), 147-153.
Luna, C. (2003). (RE)WRITING THE
DISCOURSES OF SCHOOLING AND
OF "LEARNING DISABILITIES": THE DEVELOPMENT OF CRITICAL LITERACY IN A
STUDENT ACTION GROUP. Reading and
Writing Quarterly: Overcoming Learning Difficulties, 19(3), 253-280.
Lundy, B., Field, T., McBride,
C., Field, T., & Largie,
S. (1998). Same-Sex and Opposite-Sex Best Friend Interactions Among
High-School
Juniors and Seniors. Adolescence, 33(130), 279-289.
Lunn, P., & Bishop, A.
(2003). To Touch a Life Forever:
A Discourse on Trainee Teachers Perceptions of What It Means to Be an
Effective
Teacher in the Primary-School. Educational Studies, 29(2-3), 195-206.
Lupton, D., & Gaffney, D.
(1996). Discourses and
Practices Related to Suntanning and Solar Protection Among Young
Australians.
Health Education Research, 11(2), 147-159.
Luzzati, D. (1996). Modeling
Conversation and Didactic
Interaction: The Question-Response; Modelisation des conversations et
interaction didactique: le dialogue question-response. Francais dans le
Monde,
36, J78-84.
Lytle, S. L., & Schultz, K.
(1990). Assessing literacy
learning with adults: An ideological approach. In Richard Beach, &
Susan
Hynds (Eds.), Developing discourse practices in adolescence and
adulthood.
Advances in discourse processes, Vol. 39. (pp. 359-385). Norwood, NJ:
Ablex
Publishing Corp.
Ma, H. K. (2003). The Relation
of Academic-Achievement,
Family and Classroom Social-Environment, and Peer Interactions to
Prosocial and
Antisocial-Behavior of Chinese Children. Psychologia, 46(3), 163-173.
Ma, Y. (1994). A Comparison of
the Effectiveness of Dappor
and a Print Drill Program in Dialog Command-Language Education: A
Pilot-Study.
Journal of Education for Library and Information Science, 35(3),
201-209.
Ma, Z. B. (1999). The Spirit of
Our Times Embodied in the
Chinese History Textbook for Junior-High-Schools in the 9-Year
Mandatory
Education: (Peoples Education Publishing-House Edition). Chinese
Education and
Society, 32(6), 55-61.
Maas, C. J. M. (2000). The
Interaction Process Between
Teacher and Students: The Labeling of Students on the Basis of Relative
Characteristics. Social Behavior and Personality, 28(6), 515-528.
Mac-Namara, M. (1994). Text Type
and Sentence Form in Three
Le Point Political Articles. In J. A. Coleman, & R. Crawshaw
(Eds.),
Discourse Variety in Contemporary French: Descriptive and Pedagogical
Approaches.
(pp. 107-20). London: Assn. for Fr. Lang. Studies with Centre for
Information
on Lang. Teaching & Research.
Mac Naughton, G. (1998).
Improving our gender equity
'tools': A case for discourse analysis.
In: Yelland, Nicola. (Ed.), Gender in early childhood. (pp.
149-174).
Florence, KY: Taylor & Francis/Routledge.
Macbeth, D. (1994). Classroom
encounters with the
unspeakable: "Do you see, Danelle?" Discourse Processes, 17(2),
311-335.
Macbeth, D. H. (1991). Teacher
Authority as Practical Action.
Linguistics and Education, 3(4), 281-313.
Macdonald, M. N. (2002).
Pedagogy, Pathology and Ideology:
The Production, Transmission and Reproduction of Medical Discourse.
Discourse
& Society, 13(4), 447-467.
Macher, A., Goosby, E., Barker,
L., Volberding, P.,
Goldschmidt, R., Balano, K. B., Williams, A., Hoenig, L., Gould, B.,
&
Daniels, E. (1994). Educating Primary-Care Providers About HIV Disease:
Multidisciplinary Interactive Mechanisms. Public Health Reports,
109(3),
305-310.
Machura, S. (1982). A Comparison
of Good and Poor Grade Four
Readers on Comprehension of Perceptual Connectives in Discourse.
Alberta
Journal of Educational Research, 28(4), 291-300.
Mackenzie, C. (2000). Adult
Spoken Discourse: The Influences
of Age and Education. International Journal of Language &
Communication
Disorders, 35(2), 269-285.
Mackenzie, C. (2000). The
Relevance of Education and Age in
the Assessment of Discourse Comprehension. Clinical Linguistics &
Phonetics, 14(2), 151-161.
MacLure, M. (2003). Discourse in
educational and social
research. Buckingham Philadelphia, Pa.: Open University.
MacMillan, A. (1998).
Responsiveness as a viable
interpersonal relation in teacher-directed discourses.
Early Child Development and Care, 140,
95-113.
Maddrell, A. M. C. (1996).
Empire, Emigration and School
Geography: Changing Discourses of Imperial Citizenship, 1880-1925.
Journal of
Historical Geography, 22(4), 373-387.
Maddrell, A. M. C. (1998).
Discourses of Race and Gender and
the Comparative Method in Geography School Texts 1830-1918. Environment
and
Planning D-Society & Space, 16(1), 81-103.
Maes, A., Van Hauwermeier, P.,
& Van Waes, L. (1994).
Perspectieven in taalbeheersings-onderzoek: Lezingen van het zesde
VIOT-Taalbeheersingscongres gehouden op 15, 16 en 17 december 1993 aan
de
Provinciale Hogeschool voor Vertalers en Tolken in Gent. Dordrecht,
Holland:
ICG Publications.
Magalhaes, M. I. S., &
Costa, P. H. H. (1988). Discurso
assimetrico: a interacao professor-aluno. (Asymmetrical Discourse:
Teacher-Student Interaction). Trabalhos em Linguistica Aplicada, 12,
147-164.
Magalhaes, M. L. V. (1996).
First Encounters with
Literature; Los primeros encuentros con la literatura. Lectura y Vida,
17(2),
13-20.
Maggi, A. (1997). The discourse
of Sodom in a seventeenth-century
Venetian text. Journal of Homosexuality,
33(3-4), 25-43.
Maguire, M., & Weiner, G.
(1994). The Place of Women in
Teacher-Education: Discourses of Power. Educational Review, 46(2),
121-139.
Magureanu, A. (1982).
Lingvistica textului si incidentele ei
pedagogice. (The Linguistics of the Text and Incidents from Teaching).
Studii
si cercetari lingvistice, 33(1), 73-76.
Maher, T. M. (1991). O conflito
interacional e a educacao
linguistica do indio. (The Interactional Conflict and a Linguistic
Education of
Indians). Trabalhos em Linguistica Aplicada, 18, 111-126.
Mahiri, J. (1991). Discourse in
Sports: Language and
Literacy Features of Preadolescent African American Males in a Youth
Basketball
Program. Journal of Negro Education, 60(3), 305-313.
Mahiri, J. (1994). African
American males and learning: What
discourse in sports offers schooling. Theme Issue: Alternative visions
of
schooling: Success stories in minority settings. Anthropology and
Education
Quarterly, 25(3), 364-375.
Mahnke, M. K. (1989). Foreigner
Talk Interaction in the
Post-Secondary Content Classroom. Dissertation Abstracts International,
A: The
Humanities and Social Sciences, 50(4), 938-C.
Mahoney, G., & Wheeden, C.
A. (1999). The Effect of
Teacher Style on Interactive Engagement of Preschool-Aged Children with
Special
Learning Needs. Early Childhood Research Quarterly, 14(1), 51-68.
Mahony, R. J. (1987). Lu
Hsiang-Shan and the Importance of
Oral Communication in Confucian Education. Dissertation Abstracts
International, A: The Humanities and Social Sciences, 48(2), 394-3.
Maimon, E. P. (1981). Writing in
the arts and sciences.
Boston: Little, Brown.
Malcolm, I. (1982). Speech
Events of the Aboriginal
Classroom. International Journal of the Sociology of Language, 36,
115-134.
Malinowitz, H. (1995). Textual
orientations. Lesbian and gay
students and the making of discourse communities. Boynton/Cook Pubs.
Mallery-Ruganis, D., &
Fischer, S. (1991).
Characteristics That Contribute to Effective Simultaneous
Communication. American
Annals of the Deaf, 136(5), 401-408.
Mallow, G. E., & Gilje, F.
(1999). Technology-Based
Nursing-Education: Overview and Call for Further Dialogue. Journal of
Nursing
Education, 38(6), 248-251.
Malloy, T. E. (2001). Difference
to Inference: Teaching
Logical and Statistical Reasoning Through Online Interactivity.
Behavior
Research Methods Instruments & Computers, 33(2), 270-273.
Malloy, T. E., & Jensen, G.
C. (2001). Utah Virtual Lab:
Java Interactivity for Teaching Science and Statistics on Line.
Behavior
Research Methods Instruments & Computers, 33(2), 282-286.
Mann, B., Newhouse, P., Pagram,
J., Campbell, A., &
Schulz, H. (2002). A Comparison of Temporal Speech and Text Cueing in
Educational Multimedia. Journal of Computer Assisted Learning, 18(3),
296-308.
Mann, R. (1974). Textsorten und
ihre Konstituenten: Versuch
einer Beschreibung. (Text types and their constituents: Attempt at a
description). Neueren Sprachen, 73(2), 109-113.
Mann, R. (1979). Pragmatik und
Englischunterricht: Ein
Beitrag zur Rezeption der Sprechakttheorie in der Fachdidaktik.
(Pragmatics and
English Teaching: A Contribution to the Reception of Speech Act Theory
in
Special Didactics). Neusprachliche Mitteilungen aus Wissenschaft und
Praxis,
32(4), 211-222.
Manning, B. H. (1990). A
Categorical Analysis of Children's
Self-Talk during Independent School Assignments. Journal of
Instructional
Psychology, 17(4), 208-217.
Manning, B. H., White, C. S.,
& Daugherty, M. (1994).
Young children's private speech as a precursor to metacognitive
strategy use
during task engagement. Discourse Processes, 17(2), 191-211.
Manor, R. (1979). A Language for
Questions and Answers.
Theoretical Linguistics, 6(1), 1-21.
Manouchehri, A. (2002).
Developing teaching knowledge
through peer discourse. Teaching and
Teacher Education, 18(6), 715-737.
Mantero, M. (2002). The reasons
we speak cognition and
discourse in the second language classroom. Westport, Conn.: Bergin
&
Garvey.
Many, J. E. (1996). Patterns of
selectivity in drawing on
sources: Examining students' use of
intertextuality across literacy events.
Reading Research and Instruction, 36(1), 51-63.
Manz, S. L. (2002). A Strategy
for Previewing Textbooks:
Teaching Readers to Become Thieves. Reading Teacher, 55(5), 434-435.
Mar, C. M., Chabal, C.,
Anderson, R. A., & Vore, A. E.
(2003). An Interactive Computer Tutorial to Teach Pain Assessment.
Journal of
Health Psychology, 8(1), 161-173.
Marano, N. L. (1998). The
teaching learning dialectic: Two
cases of teachers in graduate school. Teaching
and Teacher Education, 14(4), 429-443.
Marek, P., Griggs, R. A., &
Christopher, A. N. (1999).
Pedagogical AIDS in Textbooks: Do College-Students Perceptions Justify
Their
Prevalence. Teaching of Psychology, 26(1), 11-19.
Marenghi, E. M. K. (1986).
Classroom Research: Questions
from the Audience in a University Lecture Course. Dissertation
Abstracts
International, A: The Humanities and Social Sciences, 47(6), 2145-9.
Margolis, J. S. (1990).
Psychology of Gender and Academic
Discourse: A Comparison between Female and Male Students' Experiences
Talking
in the College Classroom. Dissertation Abstracts International, A: The
Humanities and Social Sciences, 51(6), 1958-3.
Mariet, F. (1978). L'Approche
pédagogique des textes
politiques dans le cadre de la formation des adultes. (The Pedagogic
Approach
to Political Texts in the Context of Adult Education). Études de
Linguistique
Appliquée, 29, 22-34.
Mariet, F. (1986). Le Marche
interdisciplinaire de la
legitimite et le discours de la didactique des langues. (The
Interdisciplinary
Market of Legitimacy and the Discourse of Language Teaching). Etudes de
Linguistique Appliquee, 61, 45-51.
Markman, R. H., Markman, P. T.,
& Waddell, M. L. (1994).
10 steps in writing the research paper. Hauppauge, NY: Barron's
Educational
Series, Inc.
Markman, R. H., & Waddell,
M. L. (1965). 10 steps in
writing the research paper. Woodbury, N.Y.: Barron's Educational
Series.
Marks, D. (1993).
Case-conference analysis and action
research. In: Burman, Erica, & Parker, Ian. (Eds.), Discourse
analytic
research:Repertoires and readings of texts in action. (pp. 135-154).
Florence,
KY: Taylor & Francis/Routledge.
Marlowe, M., Maycock, G. A.,
Palmer, L. F., & Morrison,
W. F. (1997). Utilizing Literary-Texts in Teacher-Education to Promote
Positive
Attitudes Toward Children with Emotional and Behavioral-Disorders.
Behavioral
Disorders, 22(3), 152-159.
Marmaridou, S. (1988).
Contrastive Analysis at Discourse
Level and the Communicative Teaching of Languages. Papers and Studies
in
Contrastive Linguistics, 22, 123-132.
Marschark, M., Mouradian, V.,
& Halas, M. (1994).
Discourse rules in the language productions of deaf and hearing
children.
Journal of Experimental Child Psychology, 57(1), 89-107.
Marsh, M. M. (2002). Examining
the Discourses That Shape Our
Teacher Identities. Curriculum Inquiry, 32(4), 453-469.
Marsh, M. M. (2002). The
Influence of Discourses on the
Precarious Nature of Mentoring.
Reflective Practice, 3 (1), 103-115.
Marshall, J. D., Smagorinsky,
P., & Smith, M. W. (1995).
The language of interpretation. Patterns of discourse in discussions of
literature. National Council of Teachers of English.
Marshall, J. D., & Smith, M.
W. (1995). The language of
interpretation. Patterns of discourse in discussions of literature.
National
Council of Teachers of English.
Martens, B. K., & Hiralall,
A. S. (1997). Scripted
Sequences of Teacher Interaction: A Versatile, Low-Impact Procedure for
Increasing Appropriate Behavior in a Nursery-School. Behavior
Modification, 21(3),
308-323.
Martin, J. R. (2002). A universe
of meaning--how many
practices? In: Johns, Ann M. (Ed.),
Genre in the classroom: Multiple
perspectives. (pp. 269-278). Mahwah, NJ: Lawrence Erlbaum.
Martin, J. R. (2002). Writing
history: Construing time and
value in discourses of the past. In: Schleppegrell, Mary J., &
Colombi, M.
Cecilia. (Eds.), Developing advanced literacy in first and second
languages:Meaning with power. (pp. 87-118). Mahwah, NJ: Lawrence
Erlbaum
Associates, Publishers.
Martin, P. W. (1999). Close
Encounters of a Bilingual Kind:
Interactional Practices in the Primary Classroom in Brunei.
International
Journal of Educational Development, 19(2), 127-140.
Martin, R. (1980). Writing and
defending a thesis or
dissertation in psychology and education. Springfield, Ill.: Thomas.
Martin-Jones, M., & Heller,
M. (1996). Introduction to
the Special Issues on Education in Multilingual Settings: Discourse,
Identities, and Power, Part 1: Constructing Legitimacy. Linguistics and
Education, 8(1), 3-16.
Martin-Jones, M., & Saxena,
M. (1996). Turn-Taking,
Power Asymmetries, and the Positioning of Bilingual Participants in
Classroom
Discourse. Linguistics and Education, 8(1), 105-123.
Martinez, A., Dimitriadis, Y.,
Rubia, B., Gomez, E., &
Delafuente, P. (2003). Combining Qualitative Evaluation and Social
Network
Analysis for the Study of Classroom Social Interactions. Computers
&
Education, 41(4), 353-368.
Martinez-Marquez, J. A. (1989).
Discourse Patterns in a
Spanish Language Classroom: Turns, Topics, and Tasks. Dissertation
Abstracts
International, A: The Humanities and Social Sciences, 50(2), 431-C.
Martinezgracia, M. V.,
Gilquilez, M. J., & Osada, J.
(2003). Genetic-Engineering: A Matter That Requires Further Refinement
in
Spanish Secondary-School Textbooks. International Journal of Science
Education,
25(9), 1147-1168.
Martinson, J. R. (1995).
Wesleyan Ways of Speaking:
Transforming Experience through Sunday School Talk.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 55, 9, Mar, 2639-A-2640-A.
Marttunen, M. (1998). Electronic
Mail as a Forum for
Argumentative Interaction in Higher-Education Studies. Journal of
Educational
Computing Research, 18(4), 387-405.
Marzano, R., & Dole, J.
(1985). Teaching the Basic
Relationships between Sentences to Improve Comprehension. Australian
Journal of
Reading, 8(1), 28-38.
Mason, L. (1998). Sharing
Cognition to Construct Scientific
Knowledge in School Context: The Role of Oral and Written Discourse.
Instructional Science, 26(5), 359-389.
Mason, L. (1998). Sharing
cognition to construct scientific
knowledge in school context: The role of oral and written discourse.. Instructional Science, 26(5), 359-389.
Masters, J. C., Hulsmeyer, B.
S., Pike, M. E., Leichty, K.,
Miller, M. T., & Verst, A. L. (2001). Assessment of Multiple-Choice
Questions in Selected Test Banks Accompanying Text Books Used in
Nursing-Education. Journal of Nursing Education, 40(1), 25-32.
Mather, S. M. (1996). Initiation
in Visually Constructed
Dialogue: Reading Books with Three- to Eight-Year-Old Students Who Are
Deaf and
Hard of Hearing. In Lucas, Ceil (Ed.), Multicultural Aspects of
Sociolinguistics in Deaf Communities. (pp. 109-131). Washington, DC:
Gallaudet
University Press.
Mather, S. M., & Thibeault,
A. (2000). Creating an
involvement-focused style in book reading with deaf and hard of hearing
students: The visual way. In:
Chamberlain, Charlene, & Morford, Jill P. (Eds.), Language
acquisition by
eye. (pp. 191-219). Mahwah, NJ: Lawrence Erlbaum.
Matias, B. (1991). Getting
Things Done: A Naturalistic Study
of the Kinds and Functions of Directive Language in a Puerto Rican
Early
Childhood Classroom. Dissertation Abstracts International, A: The
Humanities
and Social Sciences, 51, 12, 4016-1.
Matkin, R. E., & Riggar, T.
F. (1991). Persist and
publish. Helpful hints for academic writing and publishing. Niwot,
Colo.:
University Press of Colorado.
Matsuhashi, A. (1981). Pausing
and Planning: The Tempo of
Written Discourse Production. Research in the Teaching of English,
15(2),
113-134.
Matthews, J. R., & Davis, S.
F. (1999). An Introduction
to Textbook Publishing: What We Did Not Learn in Graduate-School.
Teaching of
Psychology, 26(1), 40-42.
Mattison, R. E. (2001).
Consultation Interactions Between
Special-Education Teachers and Child-Psychiatrists. Child and
Adolescent
Psychiatric Clinics of North America, 10(1), 67+.
Mattos, M. A. B. (1989).
Supletivo o discurso paralelo.
Campinas-SP-Brasil: Editora da UNICAMP.
Maule, R. W. (1997). Adult It
Programs: A Discourse on
Pedagogy Strategy and the Internet. Internet Research-Electronic
Networking
Applications and Policy, 7(2), 129+.
Mauriac, P. (1978). La
Segmentation en francais parle:
reprise du sujet. (Segmentation in Spoken French: Resumption of the
Subject).
Neueren Sprachen, 77(2), 138-149.
Maurice, K. (1989).
Conversational Crutches in the
Classroom. Cross Currents, 16(2), 91-94.
Mavis, B. E., & Brocato, J.
J. (1998). Virtual
Discourse: Evaluating Dr-Ed as a Computer-Mediated Communications,
Network for
Medical-Education. Journal of Educational Computing Research, 19(1),
53-65.
Maxim, H. H. (2002). A Study
into the Feasibility and
Effects of Reading Extended Authentic Discourse in the Beginning
German-Language Classroom. Modern Language Journal, 86(1), 20-35.
Maxim, H. H. I. I. (2002). A
study into the feasibility and
effects of reading extended authentic discourse in the beginning German
language classroom. Modern Language
Journal, 86(1), 20-35.
May, S. A. (1995).
Deconstructing Traditional Discourses of
Schooling: An Example of School Reform. Language and Education, 9(1),
1-29.
Maynard, A. E. (2002). Cultural
Teaching: The Development of
Teaching Skills in Maya Sibling Interactions. Child Development, 73(3),
969-982.
Mayo, J. A. (2002). Dialogue as
Constructivist Pedagogy:
Probing the Minds of Psychology Greatest Contributors. Journal of
Constructivist Psychology, 15(4), 291-304.
Mayr, A. (2003). Prison
discourse. Language as a means of
control and resistance. Houndmills, Basingstoke, Hampshire New York:
Palgrave
Macmillan.
McAlindon, M. N., & Smith,
G. R. (1994). Repurposing
Videodiscs for Interactive Video Instruction: Teaching Concepts of
Quality
Improvement. Computers in Nursing, 12(1), 46-56.
McCabe, A. (1996). Evaluating
narrative discourse skills.
In: Cole, Kevin N., & Dale, Philip
S. (Eds.), Assessment of communication and language, Vol. 6. (pp.
121-141).
Baltimore, MD, USA: Paul H. Brookes Publishing Co.
McCaffrey, D. F., Hamilton, L.
S., Stecher, B. M., Klein, S.
P., Bugliari, D., & Robyn, A. (2001). Interactions Among
Instructional
Practices, Curriculum, and Student-Achievement: The Case of
Standards-Based
High-School Mathematics. Journal for Research in Mathematics Education,
32(5),
493-517.
McCain, R. A. (1999). Developing
an Online Textbook:
Question-Led Teaching and the World-Wide-Web. Journal of Economic
Education,
30(3), 210-220.
McCall, A. L. (1997). More Than
a Pretty Cloth: Teaching
Hmong History and Culture Through Textile Art. Theory and Research in
Social
Education, 25(2), 137-167.
McCarthey, S. J. (1992). The
influence of classroom
discourse on student texts: The case of Ella.
National Reading Conference Yearbook,ional Reading Conference
Yearbook.
1992; No 41, 65-86.
McCarthy, M. (1991). Discourse
analysis for language
teachers. Cambridge New York: Cambridge University Press.
McCarthy, M., & Carter, R.
(1994). Language as
discourse: Perspectives for language teaching. London New York:
Longman.
McCartney, K., Scarr, S.,
Rocheleau, A., Phillips, D., &
Abbottshim, M. (1997). Teacher-Child Interaction and Child-Care
Auspices as
Predictors of Social Outcomes in Infants, Toddlers, and Preschoolers.
Merrill-Palmer Quarterly-Journal of Developmental Psychology, 43(3),
426-450.
McConnell, S. R. (2002).
Interventions to Facilitate
Social-Interaction for Young-Children with Autism: Review of Available
Research
and Recommendations for Educational Intervention and Future-Research.
Journal
of Autism and Developmental Disorders, 32(5), 351-372.
McCormick, S. (2003). Earning
one's inheritance: Rhetorical
criticism, everyday talk, and the analysis of public discourse. Quarterly Journal of Speech, 89(2), 109-131.
McCreanor, T. (1993). Pakeha
Ideology of Maori Performance,
a Discourse Analytic Approach to the Construction of Educational
Failure in
Aotearoa, New-Zealand. Folia Linguistica, 27(3-4), 293-314.
McCulloughgarrett, A. (1993).
Reclaiming the
African-American Vision for Teaching: Toward an Educational
Conversation.
Journal of Negro Education, 62(4), 433-440.
McCutchen, D. (1986). Sources of
Developmental Differences
in Children's Writing: Knowledge of Topic and Knowledge of Discourse
and
Linguistic Form. Dissertation Abstracts International, B: Sciences and
Engineering, 46(8), 2846-3.
McCutchen, D. (1987). Children's
discourse skill: Form and
modality requirements of schooled writing.
Discourse Processes, 10(3), 267-286.
McFadden, T. U. (1998). Sounds
and Stories: Teaching
Phonemic Awareness in Interactions Around Text. American Journal of
Speech-Language
Pathology, 7(2), 5-13.
McGaha, C. G., & Farran, D.
C. (2001). Interactions in
an Inclusive Classroom: The Effects of Visual Status and Setting.
Journal of
Visual Impairment & Blindness, 95(2), 80-94.
McGann, M. (1992). Critical
thinking and writing in the
disciplines. Readings to accompany the Allyn & Bacon handbook.
Boston:
Allyn and Bacon.
McGimsey, J. F., Lutzker, J. R.,
& Greene, B. F. (1994).
Validating and Teaching Affective Adult-Child Interaction Skills.
Behavior
Modification, 18(2), 198-213.
McHenry, L., & Bozik, M.
(1995). Communicating at a
Distance: A Study of Interaction in a Distance Education Classroom.
Communication Education, 44(4), 362-371.
McIntosh, D. E., Rizza, M. G.,
& Bliss, L. (2000).
Implementing Empirically Supported Interventions: Teacher-Child
Interaction
Therapy. Psychology in the Schools, 37(5), 453-462.
McIntyre, D. R., & Wolff, F.
G. (1998). An Experiment
with Www Interactive Learning in University-Education. Computers &
Education, 31(3), 255-264.
McKay, S. L., & Wong, S. L.
C. (1996). Multiple
discourses, multiple identities: Investment and agency in
second-language
learning among Chinese adolescent immigrant students.
Harvard Educational Review, 66(3), 577-608.
McKenzie, J. (2003). The Student
as an Active Agent in a
Disciplinary Structure: Introducing the Patchwork Text in Teaching
Sociology.
Innovations in Education and Teaching International, 40(2), 152-160.
McKeown, G., & Freebody, P.
(1988). The Language of
Aboriginal and Non-Aboriginal Children and the Texts They Encounter in
Schools.
Australian Journal of Reading, 11(2), 115-126.
McKeown, M. G., Beck, I. L.,
& Sandora, C. A. (1999).
Questioning the Author: An approach to developing meaningful classroom
discourse. Consortium On Reading Excellence (CORE); et al. Reading
research:
Anthology: The why? of reading instruction. (pp. 156-178). Novato, CA,
USA:
Arena Press.
McLean, S. (1995). To Educate or
Not to Educate: Canadian
Discourses Concerning Inuit Schooling from the 1930s to the 1950s.
Journal of
Historical Sociology, 8(2), 182-197.
McMahon, M., & Patton, W.
(2000). Conversations on
Clinical Supervision: Benefits Perceived by School Counselors. British
Journal
of Guidance & Counselling, 28(3), 339-351.
McMahon, S. J. (1997). Using
Documented Written and Oral
Dialogue to Understand and Challenge Preservice Teachers Reflections.
Teaching
and Teacher Education, 13(2), 199-213.
McManus, S. M., & Gettinger,
M. (1996). Teacher and
Student-Evaluations of Cooperative Learning and Observed Interactive
Behaviors.
Journal of Educational Research, 90(1), 13-22.
McMinn, M. R., Lindsay, S. F.,
Hannum, L. E., & Troyer,
P. K. (1990). Does Sexist Language Reflect Personal Characteristics?.
Sex
Roles, 23, 7-8, 389-396.
McRoy, S. W., Liuperez, A.,
& Ali, S. S. (1998).
Interactive Computerized Health-Care Education. Journal of the American
Medical
Informatics Association, 5(4), 347-356.
McTear, M. F. (1979). "Hey! I've
Got Something to Tell
You": A Study of the Initiation of Conversational Exchanges by
Preschool
Children. Journal of Pragmatics, 3, 3-4, 321-336.
McTear, M. F. (1985). Developing
Conversation in Young
Children. Child Language Teaching and Therapy, 1(2), 162-171.
McWilliam, R. A., Tocci, L.,
& Harbin, G. L. (1998).
Family-Centered Services: Service Providers Discourse and Behavior.
Topics in
Early Childhood Special Education, 18(4), 206-221.
Meadows, L. R. (1972). A study
of the teaching of English
composition in teachers colleges in the United States. With a suggested
course
of procedure..
Mehan, H. (1979). What time is
it, Denise?: Some
observations on the organization and consequences of asking known
information
questions in classroom discourse. Theory into practice, 18(4), 285-292.
Mehan, H. (1985). The structure
of classroom discourse. In
T. A. van Dijk (Ed.), Handbook of Discourse Analysis. Vol. 3. (pp.
120-31).
London: Academic Press.
Mehan, H. (1986). The role of
language and the language of
role in institutional decision making. In S. Fisher, A. D. Todd (Eds.),
Discourse and institutional authority: Medicine, education, and law
(pp.
140-163). Norwood, NJ: Ablex.
Mehan, H. (1987). Language and
Power in Organizational
Process. Discourse Processes: A Multidisciplinary Journal, 10(4),
291-301.
Mehan, H. (1994). The role of
discourse in learning,
schooling, and reform. In: McLeod,
Beverly. (Ed.), Language and learning:
Educating linguistically diverse students. SUNY series, the
social
context of education. (pp. 71-96). Albany, NY: State University of New
York
Press.
Mehan, H. (1998). The Study of
Social-Interaction in
Educational-Settings: Accomplishments and Unresolved Issues. Human
Development,
41(4), 245-269.
Mehan, H., & Griffin, P.
(1981). Sense and ritual in
classroom discourse. In F. Coulmas (Ed.) Conversational routines:
Explorations
in standardized communication situations and prepatterned speech. The
Hague:
Mouton.
Meichenbaum, D., &
Biemiller, A. (1992). In search of
student expertise in the classroom: A metacognitive analysis. In: Pressley, Michael, & Harris, Karen R.
(Eds.), Promoting academic competence and literacy in school. (pp.
3-56). San
Diego, CA: Academic Press, Inc.
Meinhof, U. H. (1987). Culture,
Discourse, and Foreign
Language Teaching. A Sociosemiotic Perspective. DPhil, Sussex.
Menchaca, M. (1997). Early
racist discourses: Roots of
deficit thinking. In: Valencia, Richard
R. (Ed.), The evolution of deficit thinking:
Educational thought and practice. The Stanford series on
education and
public policy. (pp. 13-40)..
Mendler, J., Simon, D., &
Broome, P. (2002). Virtual
Development and Virtual Geographies: Using the Internet to Teach
Interactive
Distance Courses in the Global South. Journal of Geography in Higher
Education,
26(3), 313-325.
Meng, K. (1988). Erzahlen und
Zuhoren im Alltag. Skizze
eines Kommunikationstyps. (Telling and Listening on a Working Day. An
Outline
of a Communication Type). Linguistische Studien, Reihe A:
Arbeitsberichte, 181,
1-68.
Meng, K., & Nitsche, U.
(1989). Verstandnissicherung im
Gesprach. (The Securing of Understanding in Conversation). Deutsch als
Fremdsprache, 26(3), 158-163.
Menke, D., & Davey, B.
(1994). Teachers Views of
Textbooks and Text Reading-Instruction: Experience Matters. Journal of
Reading,
37(6), 464-470.
Menken, K. (1994). Ethnic Pride
and the Classroom: An Ethnographic
Study of Classroom Behavior-Norms and Themes. Working Papers in
Educational
Linguistics, 10(1), 91-106.
Mercer, N. (1994). The Quality
of Talk in Children's Joint
Activity at the Computer. Journal of Computer Assisted Learning, 10(1),
24-32.
Mercer, N. (1997).
Socio-cultural perspectives and the study
of classroom discourse. In: Coll, Cesar,
& Edwards, Derek. (Eds.), Teaching, learning and classroom
discourse: Approaches to the study of
educational
discourse. Culture & consciousness series./Coleccion cultura y
conciencia.
(pp. 13-21)..
Mercer, N. (2002). Diversity and
commonality in the analysis
of talk. Journal of the Learning
Sciences, 11(2-3), 369-371.
Merritt, M. (1982). Repeats and
reformulations in primary
classrooms as windows of the nature of talk engagement. Discourse
Processes, 5,
127-145.
Merttens, R. (1998). What is to
be done? (With apologies to
Lenin!). In: Parker, Ian. (Ed.), Social constructionism:Discourse and
realism.
(pp. 59-73). Thousand Oaks, CA: Sage Publications, Inc.
Mertz, E. (1992). Linguistic
Ideology and Praxis in U.S. Law
School Classrooms. Pragmatics, 2(3), 325-334.
Messora, N., & Sherrill, B.
(1978). A New 'Role' for
Audio-Visual Aids: A Slide-Sequence of Strategies and Protocols.
System, 6(2),
79-88.
Methuen, C. (1996). Maestlins
Teaching of Copernicus: The
Evidence of His University Textbook and Disputations. Isis, 87(2),
230-247.
Metsala, J. L., & Glynn, S.
(1996). Teaching with
Analogies: Building on the Science Textbook. Reading Teacher, 49(6),
490-492.
Meyer, B. J., & Freedle, R.
O. (1984). Effects of
discourse type on recall. American
Educational Research Journal, 21(1), 121-143.
Meyer, D. K., & Turner, J.
C. (2002). Using
instructional discourse analysis to study the scaffolding of student
self-regulation. Educational Psychologist,
37(1), 17-25.
Meyer-Hermann, R. (1978).
Sprechen, Handeln, Interaktion:
Ergebnisse aus Bielefelder Forschungsprojekten zu Texttheorie,
Sprechakttheorie
u. Konversationsanalyse. Tübingen: Niemeyer.
Miall, D. S. (1996). Empowering
the reader: Literary
response and classroom learning. In Roger J. Kreuz, & Mary Sue
MacNealy
(Eds.), Empirical approaches to literature and aesthetics. Advances in
discourse processes, Vol. 52. (pp. 463-478). Norwood, NJ: Ablex
Publishing
Corp.
Micarelli, A., & Boylan, P.
(1997). Conversation
Rebuilding: From the Foreign-Language Classroom to Implementation in an
Intelligent Tutoring System. Computers & Education, 29(4), 163-180.
Michaelides, M. P. (1985).
Pratique des relations internationales
en francais. Deuxieme partie: ecrit: de l'analyse de discours aux
pratiques
pedagogiques. (Practice of International Relations in French. Second
Part:
Writing: From Discourse Analysis to Pedagogical Practice). Francais
dans le
Monde, 25, 197, 69-79.
Michaels, S. (1983). The role of
adult assistance in
children's acquisition of literate discourse strategies.
Volta Review, 85(5), 72-86.
Michaels, S. (1985). Hearing the
Connections in Children's
Oral and Written Discourse. Journal of Education, 167(1), 36-56.
Michaels, S. (1987). Text and
Context: A New Approach to the
Study of Classroom Writing. Discourse Processes, 10(4), 321-346.
Michell, L. (1982). Language
styles of 10 nursery school
children. First Language, 3(7, Pt 1),
3-28.
Michell, L., & Peel, E. A.
(1977). A Cognitive Dimension
in the Analysis of Classroom Discourse. Educational Review, 29(4),
255-266.
Mieville, D. (1984, 1985).
Connaissance et schematisation. /
Knowledge and schematization. Bulletin de Psychologie, 38(371),
625-630.
Mieville, D. (19845 ).
Connaissance et schematisation. /
Knowledge and schematization. Bulletin
de Psychologie, 38(371), 625-630.
Miller, P. J. (1994). Narrative
practices: Their role in
socialization and self-construction. In: Neisser, Ulric, & Fivush,
Robyn.
(Eds.), The remembering self:Construction and accuracy in the
self-narrative.
Emory symposia in cognition, 6. (pp. 158-179). New York, NY: Cambridge
University Press.
Miller, R. K. (1986). The
informed argument. A
multidisciplinary reader and guide. San Diego: Harcourt Brace
Jovanovich.
Miller, S., & Knowles, K.
(1997). New ways of writing. A
handbook for writing with computers. Upper Saddle River, NJ: Prentice
Hall.
Miller, S. M., & Legge, S.
(1999). Supporting Possible
Worlds: Transforming Literature Teaching and Learning Through
Conversations in
the Narrative Mode. Research in the Teaching of English, 34(1), 10-64.
Milligan, J. A. (2000). Mapping
the Road Toward Bethlehem:
Parameters for Discourse on the Relationship Between Religion and
Public-Education. Educational Policy, 14(5), 685-702.
Mills, C. A., & Withers, C.
W. J. (1992). Teaching
Qualitative Geography as Interpretative Discourse. Journal of Geography
in
Higher Education, 16(2), 159-165.
Milne, D., James, I., Keegan,
D., & Dudley, M. (2002).
Teachers Pets: A New Observational Measure of Experiential Training
Interactions. Clinical Psychology & Psychotherapy, 9(3), 187-199.
Minami, M. (1996). Japanese
Preschool Childrens and Adults
Narrative Discourse Competence and Narrative Structure. Journal of
Narrative
and Life History, 6(4), 349-373.
Mindt, D. (1978). Probleme des
pragmalinguistischen Ansatzes
in der Fremdsprachendidaktik. (Problems of the Pragmalinguistic
Approach in
Foreign-Language Didactics). Neueren Sprachen, 77, 3-4, 340-356.
Minick, N. (1993). Teacher's
directives: The social
construction of "literal meanings" and "real worlds" in
classroom discourse. In: Chaiklin, Seth, & Lave, Jean. (Eds.),
Understanding practice:Perspectives on activity and context. Learning
in
doing:Social, cognitive, and computational perspectives. (pp. 343-374).
New
York, NY, US: Cambridge University Press. x, 414 pp
Minish, P. A. (1989). Informal
Parent-Staff Communication in
Day Care Centers. Dissertation Abstracts International, A: The
Humanities and
Social Sciences, 49(9), 2532-C.
Mintz, J. (1995). Self in
relation to other: Preschoolers'
verbal social comparisons within narrative discourse. In Linda L.
Sperry, &
Patricia A. Smiley (Eds.), Exploring young children's concepts of self
and
other through conversation. New directions for child development, No.
69. (pp.
61-73). San Francisco, CA: Jossey-Bass Inc.
Miraftab, F. (2003). The Perils
of Participatory Discourse:
Housing Policy in Postapartheid South-Africa. Journal of Planning
Education and
Research, 22(3), 226-239.
Mischo, C. (2003). Cognitive,
emotional, and verbal
responses in unfair everyday discourse.
Journal of Language and Social Psychology, 22(1), 119-131.
Mitchell, C. (1993).
Multiculturalism: The Coded Reinscription
of Race in Contemporary Educational Discourse. Black Scholar, 23(3-4),
71-74.
Mitchell, C. (Ed.). (1991).
Rewriting literacy: Culture and
the discourse of the other. New York: Bergin & Garvey.
Mitchell, C., & Weiler, K.
(Eds.). (1991). Rewriting literacy.
Culture and the discourse of the other. Westport, CT: Bergin &
Garvey/Greenwood.
Moffett, J. (1968). Teaching the
universe of discourse.
Boston: Houghton Mifflin.
Mohan, B. A. (1989). Knowledge
Structures and Academic
Discourse. Word, 40, 1-2, 99-115.
Mohr, K. A. J. (1998). Teacher
talk: A summary analaysis of
effective teachers' discourse during primary literacy lessons. Journal of Classroom Interaction, 33(2),
16-23.
Moirand, S. (1986). Decrire les
discours d'une revue sur
l'enseignement des langues. (Describing the Discourse of a Journal of
Language
Teaching). Etudes de Linguistique Appliquee, 61, 27-37.
Moirand, S. (1990). Une
Linguistique de discours au service
de l'histoire recente?. (Discourse Linguistics at the Service of Recent
History?).
Etudes de Linguistique Appliquee, 78, 53-64.
Moirand, S. (1994). La
Construction de l'exposition
discursive. In J. A. Coleman, & R. Crawshaw (Eds.), Discourse
Variety in
Contemporary French: Descriptive and Pedagogical Approaches. (pp.
161-84). London:
Assn. for Fr. Lang. Studies with Centre for Information on Lang.
Teaching &
Research.
Moirand, S., &
Brasquet-Loubeyre, M. (1994). Signs of
Pedagogy in Discourse in the Media; Des traces de didacticite dans les
discours
des medias. Francais dans le Monde, special number, 20-33.
Moje, E. B. (1997). Exploring
discourse, subjectivity, and
knowledge in chemistry class. Journal of
Classroom Interaction, 32(2), 35-44.
Mok, I. (1990). Anti-racisme en
schoolboeken (Anti-racism
and textbooks). Amsterdam: University of Amsterdam, Program of
Discourse
Studies.
Mondschein Leist, S. R. (1997).
A guidebook for using
writing to teach across the curriculum. Needham Heights, MA: Simon
&
Schuster Custom Pub.
Monroe, J. (Ed.). (2002).
Writing and revising the
disciplines. Ithaca: Cornell University Press.
Monroe, J. (Ed.). (2003). Local
knowledges, local practices.
Writing in the disciplines at Cornell. Pittsburgh, Pa.: University of
Pittsburgh Press.
Montano-Harmon, M. R. (1989).
Discourse Features in the
Compositions of Mexican, English-as-a-Second-Language,
Mexican-American/Chicano, and Anglo High School Students:
Considerations for
the Formulation of Educational Policies. Dissertation Abstracts
International,
A: The Humanities and Social Sciences, 50(5), 1235-C.
Monteil, J. M., Brunot, S.,
& Huguet, P. (1996).
Cognitive Performance and Attention in the Classroom: An Interaction
Between
Past and Present Academic Experiences. Journal of Educational
Psychology,
88(2), 242-248.
Monteiro, M., & Rosler, D.
(1993). Eine Vorlesung ist
nicht nur eine Vor-Lesung: Uberlegungen zur Beschreibung eines
kommunikativen
Ereignisses in der Lehre an Hochschulen. (A Lecture Is Not Just a
Reading:
Reflections on the Description of a Communicative Event in University
Instruction).
Special Language Fachsprache, 15, 1-2, 54-67.
Monzo, L. D., & Rueda, R. S.
(2001). Professional Roles,
Caring, and Scaffolds: Latino Teachers and Paraeducators Interactions
with
Latino Students. American Journal of Education, 109(4), 438-471.
Moore, K. A., & Mellor, D.
J. (2003). The Nature of
Childrens Social Interactions at School. School Psychology
International,
24(3), 329-339.
Moore, K. Z. (1987). Composition
handbook. Outlining the
requirements for basic competence in reading and writing within the
college
curriculum. Dubuque, Iowa: Kendall/Hunt Pub. Co.
Moore, P. J., & Scevak, J.
J. (1995). The Effects of
Strategy Training on High-School-Students Learning from Science Texts.
European
Journal of Psychology of Education, 10(4), 401-409.
Moore, R., & Muller, J.
(1999). The Discourse of Voice
and the Problem of Knowledge and Identify in the Sociology of
Education.
British Journal of Sociology of Education, 20(2), 189-206.
Morais, A. M., & Antunes, H.
(1994). Students
Differential Text Production in the Regulative Context of the
Classroom.
British Journal of Sociology of Education, 15(2), 243-263.
Morduchowicz, R. (1994).
Newspapers as Texts for Students
Political-Education: The Case of Argentina. PS-Political Science &
Politics, 27(2), 316-320.
Moreno, A. I. (2003). Matching
Theoretical Descriptions of
Discourse and Practical Applications to Teaching: The Case of Causal
Metatext.
English for Specific Purposes, 22(3), 265-295.
Moreno, R., Mayer, R. E.,
Spires, H. A., & Lester, J. C.
(2001). The Case for Social Agency in Computer-Based Teaching: Do
Students
Learn More Deeply When They Interact with Animated Pedagogical Agents.
Cognition and Instruction, 19(2), 177-213.
Morgan, C., Tsatsaroni, A.,
& Lerman, S. (2002).
Mathematics Teachers Positions and Practices in Discourses of
Assessment.
British Journal of Sociology of Education, 23(3), 445-461.
Morgan, J. (2003). Imagined
Country: National Environmental
Ideologies in School Geography Textbooks. Antipode, 35(3), 444-462.
Morgan, W. (1997). Critical
literacy in the classroom: The
art of the possible. London New York: Routledge.
Mori, J. (2002). Task Design,
Plan, and Development of
Talk-in-Interaction: An Analysis of a Small-Group Activity in a
Japanese-Language Classroom. Applied Linguistics, 23(3), 323-347.
Morita, N. (2000). Discourse
Socialization Through Oral
Classroom Activities in a Tesl Graduate Program. Tesol Quarterly,
34(2),
279-310.
Morocco, C. C., & Hindin, A.
(2002). The role of
conversation in a thematic understanding of literature.
Learning Disabilities Research and Practice,
17(3), 144-159.
Morrill, C., Yalda, C., Adelman,
M., Musheno, M., &
Bejarano, C. (2000). Telling tales in school: Youth culture and
conflict
narratives. Law and Society Review,
34(3), 521-565.
Morris, M. J. F. (1986).
Language Analyses of Oral and
Written Reports by Learning Disabled and Normal High Schoolers.
Dissertation
Abstracts International, A: The Humanities and Social Sciences, 47(4),
1283-3.
Morris, P., & Chan, K. K.
(1997). Cross-Curricular
Themes and Curriculum Reform in Hong-Kong: Policy as Discourse. British
Journal
of Educational Studies, 45(3), 248-262.
Morrish, E. (2002). The case of
the indefinite pronoun:
Discourse and the concealment of lesbian identity in class. In: Litosseliti, Lia, & Sunderland, Jane.
(Eds.), Gender identity and discourse analysis. Discourse approaches to
politics, society and culture. (pp. 177-192). Amsterdam: John
Benjamins.
Morrison, E. F., Rimmkauffman,
S., & Pianta, R. C.
(2003). A Longitudinal-Study of Mother-Child Interactions at School
Entry and
Social and Academic Outcomes in Middle School. Journal of School
Psychology,
41(3), 185-200.
Morrongiello, B. A., Miron, J.,
& Reutz, R. (1998).
Prevention of Pediatric Acquired Brain Injury: An Interactive,
Elementary-School Program. Canadian Journal of Public Health-Revue
Canadienne
de Sante Publique, 89(6), 391-396.
Morroy, R. (1987). Teaching
Strategies: Linguistic Devices
for Sustaining Interaction in Dialogue Journal Writing. Dissertation
Abstracts
International, A: The Humanities and Social Sciences, 47, 10, 3750-9.
Mortimer, E. F. (1998).
Multivoicedness and Univocality in
Classroom Discourse: An Example from Theory of Matter. International
Journal of
Science Education, 20(1), 67-82.
Mortimer, E. F., & Machado,
A. H. (2000). Anomalies and
Conflicts in Classroom Discourse. Science Education, 84(4), 429-444.
Mortimer, E. F., & Machado,
A. H. (2000). Anomalies and
conflicts in classroom discourse.
Science Education, 84(4), 429-444.
Mortimer, E. F., & Wertsch,
J. V. (2003). The
architecture and dynamics of intersubjectivity in science classrooms. Mind, Culture, and Activity, 10 (3), 230-244.
Moseley, M. J. (1990).
Mother-Child Interaction with
Preschool Language-Delayed Children: Structuring Conversations. Journal
of
Communication Disorders, 23(3), 187-203.
Moss, A., & Holder, C.
(1988). Improving student
writing. A guidebook for faculty in all disciplines. Dubuque, Iowa:
Kendall/Hunt Pub. Co.
Moss, E., Rousseau, D., Parent,
S., Stlaurent, D., &
Saintonge, J. (1998). Correlates of Attachment at School-Age: Maternal
Reported
Stress, Mother-Child Interaction, and Behavior Problems. Child
Development,
69(5), 1390-1405.
Mottet, T. P. (2000).
Interactive Television Instructors
Perceptions of Students Nonverbal Responsiveness and Their Influence on
Distance Teaching. Communication Education, 49(2), 146-164.
Mouchon, J. (1986). Aspects
proxemiques de la communication
didactique. (Proxemic Aspects of Didactic Communication). Etudes de
Linguistique Appliquee, 61, 91-102.
Mougeon, R., & Rehner, K.
(2001). Acquisition of
sociolinguistic variants by French immersion students: The case of
restrictive
expressions, and more. Modern Language
Journal, 85(3), 398-415.
Moughrabi, F. (2001). Unfounded
Attacks on School Textbooks
Have Had Disastrous Consequences: Battle of the Books in Palestine.
Nation,
273(9), 22-24.
Mourlhon-Dallies, F. (1996).
From Discourse Description to
Expository Writing; De la description des discours a la construction de
l'exposition discursive. Francais dans le Monde, 36, J150-155.
Moxley, J. M. (1992). Publish,
don't perish. The scholar's
guide to academic writing and publishing. Westport, Conn.: Greenwood
Press.
Moxley, J. M., & Lenker, L.
T. (Eds.). (1995). The
politics and processes of scholarship. Westport, Conn.: Greenwood
Press.
Mu, K., Siegel, E. B., &
Allinder, R. M. (2000). Peer
Interactions and Sociometric Status of High-School-Students with
Moderate or
Severe Disabilities in General-Education Classrooms. Journal of the
Association
for Persons With Severe Handicaps, 25(3), 142-152.
Mudgettdecaro, P., &
Hurwitz, T. A. (1997). Classroom
Dialogues and Deaf Identities. American Annals of the Deaf, 142(2),
96-99.
Muller, A. (1986). Zur
sprachlichen Realisierung der Kommunikationsverfahren
(Kv) Berichten und Beschreiben in ausgewahlten Textsorten. (On the
Linguistic
Realization of the Communication Processes "Report" and
"Describe" in Selected Text Types). Wissenschaftliche Zeitschrift der
Padagogischen Hochschule Karl Liebknecht Potsdam, 30(2), 319-321.
Muller, G. H. (1994). The
McGraw-Hill reader. Themes in the
disciplines. New York: McGraw-Hill.
Muller, G. H. (1997). The
McGraw-Hill reader. Issues across
the disciplines. New York: McGraw-Hill.
Muller, J. (1989). `Out of their
minds': An analysis of
discourse in two South African science classrooms. In Derek Roger,
& Peter
Bull (Eds.), Conversation: An interdisciplinary perspective.
Intercommunication
series, 3. (pp. 313-337). Clevedon: Multilingual Matters.
Muller, S. (1984). Versuch der
Zuordnung elementarer
sprachlicher Mittel und Strukturen zu Kommunikationsverfahren. (Attempt
at an
Assignment of Elementary Linguistic Means and Structures to
Communication
Procedures). Deutsch als Fremdsprache, 21(2), 114-116.
Munby, H. (1987). Metaphor and
Teachers' Knowledge. Research
in the Teaching of English, 21(4), 377-397.
Munoz-Hernandez, S. (1986).
Towards a Cultural Understanding
of Teacher Talk: The Teacher Disapproval Category Reexamined. NABE
Journal,
10(3), 183-197.
Munro, A. B., & Van Houten,
L. (1988). Lessons taught
and lessons learned: A story of differential teacher adaptations of
lessons for
high- and low-ranked hearing impaired students. Discourse Processes,
11(2),
117-138.
Murfin, P. K. (1990). An
Analysis of the Effects of Three
Discourse Structures on Recall. Dissertation Abstracts International,
A: The
Humanities and Social Sciences, 50(8), 2442-J.
Murphy, S. (1991). Authorship
and Discourse Types in
Canadian Basal Reading Programs. Reflections on Canadian Literacy, 9,
3-4,
133-138.
Murphy-Lejeune, E., Cain, A.,
& Kramsch, C. (1996).
Analysing Representations of Otherness Using Different Text-Types.
Language
Culture and Curriculum, 9(1), 51-65.
Musayeva, G. (1998). Corrective
Discourse in Turkish EFL
Classrooms. Iral-International Review of Applied Linguistics in
Language
Teaching, 36(2), 137-160.
Muthurayan, K. L. (1992).
Hermeneutic analysis of discourse.
Thiruvananthapuram: International School of Drividian Linguistics.
Myers, D. G. (1995). Teaching,
Texts, and Values. Journal of
Psychology and Theology, 23(4), 244-247.
Myhill, D. (2002). Bad Boys and
Good Girls: Patterns of
Interaction and Response in Whole Class Teaching. British Educational
Research
Journal, 28(3), 339-352.
Nagda, B. A., Spearmon, M. L.,
Holley, L. C., Harding, S.,
Balassone, M. L., Moiseswanson, D., & Demello, S. (1999).
Intergroup
Dialogues: An Innovative Approach to Teaching About Diversity and
Justice in
Social-Work Programs. Journal of Social Work Education, 35(3), 433-449.
Nagel, D. E., Putnam, F. W.,
Noll, J. G., & Trickett, P.
K. (1997). Disclosure patterns of sexual abuse and psychological
functioning at
a 1-year follow-up. Child Abuse & Neglect, 21(2), 137-147.
Nakamura, W. M., Stewart, K. B.,
& Tatarka, M. E.
(2000). Assessing Father-Infant Interactions Using the Ncast Teaching
Scale: A
Pilot-Study. American Journal of Occupational Therapy, 54(1), 44-51.
Napholz, L., & McCanse, R.
(1994). Interactive Video
Instruction Increases Efficiency in Cognitive-Learning in a
Baccalaureate
Nursing-Education Program. Computers in Nursing, 12(3), 149-153.
Narvaez, D. (1999). Using
Discourse Processing Methods to
Study Moral Thinking. Educational Psychology Review, 11(4), 377-393.
Narvaez, D. (2001). Moral Text
Comprehension: Implications
for Education and Research. Journal of Moral Education, 30(1), 43-54.
Nassaji, H. (1999). Towards
Integrating Form-Focused
Instruction and Communicative Interaction in the 2nd Language
Classroom: Some
Pedagogical Possibilities. Canadian Modern Language Review-Revue
Canadienne des
Langues Vivantes, 55(3), 385-402.
Nassaji, H. (2000). A Response
to Nassajis Towards
Integrating Forum-Focused Instruction and Communicative Interaction in
the 2nd
Language Classroom in Light of Issues Related to Focus on Form: A Reply
to
Sheen. Canadian Modern Language Review-Revue Canadienne des Langues
Vivantes,
56(3), 507-513.
Nassaji, H., & Wells, G.
(2000). Whats the Use of
Triadic Dialogue: An Investigation of Teacher-Student Interaction.
Applied
Linguistics, 21(3), 376-406.
Nathan, M. J., & Knuth, E.
J. (2003). A Study of Whole
Classroom Mathematical Discourse and Teacher Change. Cognition and
Instruction,
21(2), 175-207.
Nation, I. S. P. (1984).
Understanding Paragraphs. Language
Learning and Communication / Zhongying Yuwen Jiaoxue, 3(1), 61-68.
Nattinger, J. R., &
DeCarrico, J. S. (1992). Lexical
phrases and language teaching. Oxford (England) New York: Oxford
University
Press.
Naylor, P. B. (1975). Topic,
Focus, and Emphasis in the
Tagalog Verbal Clause. Oceanic Linguistics, 14(1), 12-79.
Neafsey, P. J., Strickler, Z.,
Shellman, J., & Chartier,
V. (2002). An Interactive Technology Approach to Educate Older Adults
About
Drug-Interactions Arising from over-the-Counter Self-Medication
Practices. Public
Health Nursing, 19(4), 255-262.
Nebel, I. T., Bluher, M.,
Starcke, U., Muller, U. A., Haak,
T., & Paschke, R. (2002). Evaluation of a Computer-Based
Interactive
Diabetes Education-Program Designed to Train the Estimation of the
Energy or
Carbohydrate Contents of Foods. Patient Education and Counseling,
46(1), 55-59.
Needels, M. C. (1988). A New
Design for Process-Product
Research on the Quality of Discourse in Teaching. American Educational
Research
Journal, 25(4), 503-526.
Needels, M. C. (1988). A new
design for process^product
research on the quality of discourse in teaching. American
Educational Research Journal, 25(4),
503-526.
Neff, J. M. (1998). From a
Distance: Teaching Writing on
Interactive Television. Research in the Teaching of English, 33(2),
136-157.
Nelson, J. K. (2002). Tempest in
a Textbook: A Report on the
New Middle-School History Textbook in Japan. Critical Asian Studies,
34(1),
129-148.
Nelson, J. R., & Roberts, M.
L. (2000). Ongoing
Reciprocal Teacher-Student Interactions Involving Disruptive Behaviors
in
General-Education Classrooms. Journal of Emotional and Behavioral
Disorders,
8(1), 27+.
Nespor, J., & Barylske, J.
(1991). Narrative discourse
and teacher knowledge. American
Educational Research Journal, 28(4), 805-823.
Neuner, J. L. (1985). Text
Studies and Teaching: Lessons
from Cohesion Analysis. English Record, 36(4), 8-12.
Neuner, J. L. (1987). Cohesive
Ties and Chains in Good and
Poor Freshman Essays. Research in the Teaching of English, 21(1),
92-105.
Neuwirth, S. E. (1976). A Look
at Intersentence Grammar.
Reading Teacher, 30(1), 28-32.
Neves, I. P., & Morais, A.
M. (2001). Knowledges and
values in science syllabuses: A sociological study of educational
reforms. British Journal of Sociology of
Education, 22(4),
531-556.
Neville, A. (1990).
Unestablished Referent in Children's
Conversations: An Assessment Procedure. Child Language Teaching and
Therapy,
6(2), 192-207.
Newby, M. J. (1997). Educational
Action Research: The Death
of Meaning: Or, the Practitioners Response to Utopian Discourse.
Educational
Research, 39(1), 77-86.
Newkirk, T. (1987). The
Non-Narrative Writing of Young
Children. Research in the Teaching of English, 21(2), 121-144.
Newkirk, T. (1989). Critical
thinking and writing.
Reclaiming the essay. Bloomington, Ind. Urbana, Ill.: ERIC
Clearinghouse on
Reading and Communication Skills National Council of Teachers of
English.
Newkirk, T. (1995). The Writing
Conference as Performance.
Research in the Teaching of English, 29(2), 193-215.
Newman, D., & Bruce, B. C.
(1986). Interpretation and
manipulation in human plans. Discourse Processes, 9(2), 167-195.
Newton, D. P. (1994). Pictorial
support for discourse
comprehension. British Journal of Educational Psychology, 64(2),
221-229.
Newton, D. P., & Newton, L.
D. (2000). Do Teachers
Support Causal Understanding Through Their Discourse When Teaching
Primary
Science. British Educational Research Journal, 26(5), 599-613.
Nichols, P. C. (1989).
Storytelling in Carolina:
Continuities and Contrasts. Anthropology and Education Quarterly,
20(3),
232-245.
Nicol, D. J., & Boyle, J. T.
(2003). Peer Instruction
Versus Class-Wide Discussion in Large Classes: A Comparison of 2
Interaction
Methods in the Wired Classroom. Studies in Higher Education, 28(4),
457-473.
Nienhuys, T. G., Horsborough, K.
M., & Cross, T. G.
(1985). A Dialogic Analysis of Interaction between Mothers and Their
Deaf or
Hearing Preschoolers. Applied Psycholinguistics, 6(2), 121-139.
Nikendei, C., Zipfel, S., Roth,
C., Lowe, B., Herzog, W.,
& Junger, J. (2003). Communication and Interaction in Psychosomatic
Education: Use of Standardized Patients. Psychotherapie Psychosomatik
Medizinische Psychologie, 53(11), 440-445.
Nikitina, S. (2003). Stories
that stayed "under the
skin". International Journal of
Qualitative Studies In Education, 16 (2), 251-265.
Nilan, P. (1995). Negotiating
Gendered Identity in Classroom
Disputes and Collaboration. Discourse & Society, 6(1), 27-47.
Nilges, L. M. (2000). A
nonverbal discourse analysis of gender
in undergraduate educational gymnastics sequences using Laban effort
analysis. Journal of Teaching in
Physical Education, 19(3), 287-310 .
Nilges, L. M. (2000). A
Nonverbal Discourse Analysis of
Gender in Undergraduate Educational Gymnastics Sequences Using Laban
Effort
Analysis. Journal of Teaching in Physical Education, 19(3), 287-310.
Nilges, L. M. (2000). A
nonverbal discourse analysis of
gender in undergraduate educational gymnastics sequences using Laban
effort
analysis. Journal of Teaching in
Physical Education, 19(3), 287-310.
Ninnes, P. (2000).
Representations of Indigenous Knowledges
in Secondary-School Science Textbooks in Australia and Canada.
International
Journal of Science Education, 22(6), 603-617.
Ninnes, P., & Burnett, G.
(2001). Postcolonial Theory
and Science-Education: Textbooks, Curriculum and Cultural-Diversity in
Aotearoa
New-Zealand. New Zealand Journal of Educational Studies, 36(1), 25-39.
Nishiwaki, Y. (1995). The
Contribution of Textbooks in the
Teaching of Geography at Undergraduate Level in Japan. Journal of
Geography in
Higher Education, 19(3), 343-345.
Nissen, R. (1982). Phasen und
Formen des textverarbeitenden
Lerngesprachs im Englischunterricht. (Phases and Forms of
Text-Processing
Didactic Conversations in English Classes). Neusprachliche Mitteilungen
aus
Wissenschaft und Praxis, 35(2), 114-125.
Nist, S. L., & Hogrebe, M.
C. (1985). The effect of
passage access and time restrictions on the comprehension and retention
of
connected discourse. Forum for Reading, 17(1), 10-16.
Nivela, M. L. H. (2000). Use of
the Technic of Polar
Coordinates in the Study of the Children Interaction in the Schoolroom.
Psicothema, 12(S2), 292-297.
Noack, P. (1998).
School-Achievement and Adolescents
Interactions with Their Fathers, Mothers, and Friends. European Journal
of
Psychology of Education, 13(4), 503-513.
Noddings, N. (1994).
Conversation as Moral Education.
Journal of Moral Education, 23(2), 107-118.
Noland, R. L. (1970). Research
and report writing in the
behavioral sciences. Psychiatry, psychology, sociology, educational
psychology,
cultural anthropology, managerial psychology. Springfield, Ill.:
Thomas.
Nold, G. (1979). Beobachtungen
zum Sprachverhalten des
Lehrers im Englischunterricht. (Observations on the Teacher's
Linguistic
Behavior in English Classes). Neusprachliche Mitteilungen aus
Wissenschaft und
Praxis, 32(4), 242-248.
Nomura, M. (1982). O uso
instrumental de linguas. (Languages
for Special Purposes). Alfa, 26, 79-83.
Norman, K. L. (1994).
Hypercourseware for Interactive
Instruction in the Electronic Classroom. Behavior Research Methods
Instruments
& Computers, 26(2), 255-259.
Norman, O. (1998). Marginalized
Discourses and Scientific
Literacy. Journal of Research in Science Teaching, 35(4), 365-374.
Northcott, J. (2001). Towards an
Ethnography of the Mba
Classroom: A Consideration of the Role of Interactive Lecturing Styles
Within
the Context of One Mba Program. English for Specific Purposes, 20(1),
15-37.
Northedge, A. (2003). Enabling
Participation in Academic
Discourse. Teaching in Higher Education,
8 (2), 169-180.
Northrop, A. (1997).
Public-Administration: Computing
Education in Public-Administration Journals and Textbooks. Social
Science
Computer Review, 15(1), 40-47.
Northup, J., Fusilier, I.,
Swanson, V., Huete, J., Bruce,
T., Freeland, J., Gulley, V., & Edwards, S. (1999). Further
Analysis of the
Separate and Interactive Effects of Methylphenidate and Common
Classroom
Contingencies. Journal of Applied Behavior Analysis, 32(1), 35-50.
Northup, J., Jones, K.,
Broussard, C., Digiovanni, G.,
Herring, M., Fusilier, I., & Hanchey, A. (1997). A
Preliminary-Analysis of
Interactive Effects Between Common Classroom Contingencies and
Methylphenidate.
Journal of Applied Behavior Analysis, 30(1), 121-125.
Nunes, G. L. (1977).
Pressuposicao, subordinacao, discurso.
(Presupposition, Subordination and Discourse). Revista Brasileira de
Linguistica, 4(1), 49-59.
Nussbaumer, M. (1991). Was Texte
sind und wie sie sein
sollen. Ansätze zu einer sprachwissenschaftlichen Begründung eines
Kriterienrasters zur Beurteilung von schriftlichen Schülertexten.
Tübingen:
Niemeyer.
Nystrand, M. (1990). CLASS 2.0
and CLASS 2.0 user's manual:
Software for the in-class analysis of classroom discourse. Madison:
National
Center on Effective Secondary Schools.
Nystrand, M., & Gamoran, A.
(1988). A study of
instruction as discourse. Paper presented at the 1988 Convention of the
American Educational Research Association. Madison: The National Center
on
Effective Secondary Schools.
Nystrand, M., Gamoran, A.
(1991). Instructional discourse,
student engagement, and literature achievement. Research in the
Teaching of
English, 25, 261-290.
Nystrand, M., & Gamoran, A.
(1992). From discourse
communities to interpretive communities: A study of ninth-grade
literature
instruction. In G. Newell & R. Durst (Eds.), Exploring texts: The
role of
discussion and writing in the teaching and learning of literature. (pp.
91-111). Norwood, MA: Christopher-Gordon Publishers, Inc.
Nystrand, M., Wu, L. L.,
Gamoran, A., Zeiser, S., &
Long, D. A. (2003). Questions in Time: Investigating the Structure and
Dynamics
of Unfolding Classroom Discourse. Discourse Processes, 35(2), 135-198.
Nystrand, M., Wu, L. L.,
Gamoran, A., Zeiser, S., &
Long, D. A. (2003). Questions in time: Investigating the structure and
dynamics
of unfolding classroom discourse.
Discourse Processes, 35(2), 135-198.
O'Banion, J. D. (1982). A Theory
of Discourse: A
Retrospective. College Composition and Communication, 33(2), 196-201.
O'Connor, M. C., Godfrey, L.,
& Moses, R. P. (1998). The
missing data point: Negotiating purposes in classroom mathematics and
science.
In: Greeno, James G., & Goldman, Shelley V. (Eds.), Thinking
practices in
mathematics and science learning. (pp. 89-125). Mahwah, NJ: Lawrence
Erlbaum
Associates, Publishers.
O'Connor, M. C., & Michaels,
S. (1993). Aligning
academic task and participation status through revoicing: Analysis of a
classroom discourse strategy.
Anthropology and Education Quarterly, 24(4), 318-335.
O'Conor, A. (2002). Teaching
Cultural Studies "At a
Time Like This": Reflections on Critical Pedagogy in the Wake of
September
11. Educational Studies: A Journal of
the American Educational Studies Association, 33(3), 343-354.
O'Riley, P. A. (2003).
Technology, culture, and
socioeconomics. A rhizoanalysis of educational discourses. New York: P.
Lang.
Oates, S. F. (2001). Literacy as
an everyday practice. In:
Moje, Elizabeth B., & O'Brien, David G. (Eds.), Constructions of
literacy:Studies of teaching and learning in and out of secondary
schools. (pp.
213-237). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Obrecht, F., & Ferris, B.
(1998). How to prepare for the
California State University writing proficiency exams (or the
GWAR-Graduation
Writing Assessment Requirement). Hauppauge, N.Y.: Barron's Educational
Series.
Ochberg, R. (2003). Teaching
interpretation. In: Josselson, Ruthellen,
& Lieblich,
Amia. (Eds.), Up close and personal: The teaching and learning of
narrative
research. The narrative study of lives. (pp. 113-133). Washington, DC:
American
Psychological Association.
Ochs, E., Taylor, C., Rudolph,
D., & Smith, R. (1992).
Storytelling as a theory-building activity. Discourse Processes, 15(1),
37-72.
Oconnor, M. C., & Michaels,
S. (1993). Aligning Academic
Task and Participation Status Through Revoicing: Analysis of a
Classroom
Discourse Strategy. Anthropology & Education Quarterly, 24(4),
318-335.
Oconnor, R. E., Bell, K. M.,
Harty, K. R., Larkin, L. K.,
Sackor, S. M., & Zigmond, N. (2002). Teaching-Reading to Poor
Readers in
the Intermediate Grades: A Comparison of Text Difficulty. Journal of
Educational Psychology, 94(3), 474-485.
Odom, S. L., McConnell, S. R.,
& Chandler, L. K. (1994).
Acceptability and Feasibility of Classroom-Based Social-Interaction
Interventions for Young-Children with Disabilities. Exceptional
Children,
60(3), 226-236.
Odonnell, A. M., &
Dansereau, D. F. (2000). Interactive
Effects of Prior Knowledge and Material Format on Cooperative Teaching.
Journal
of Experimental Education, 68(2), 101-118.
Officer, L. H., Saks, D. H.,
& Saks, J. A. (1980). So
you have to write an economics term paper ... East Lansing: Division of
Research, Graduate School of Business Administration, Michigan State
University.
Ohmann, R. (1975). Language,
Power, and the Teaching of
English. Public Doublespeak Newsletter, 2(3), 1-4.
Oliver, R., & Reeves, T. C.
(1996). Dimensions of
Effective Interactive Learning with Telematics for Distance Education.
Etr&D-Educational Technology Research and Development, 44(4), 45-56.
Olsen, L. A., & Huckin, T.
N. (1990). Point-Driven
Understanding in Engineering Lecture Comprehension. English for
Specific
Purposes, 9(1), 33-47.
Olshtain, E. (1980). Reading
Strategies and Discourse Analysis
of Texts. Alon Lemorim Leanglit / English Teachers' Journal (Israel),
23,
45-49.
Olson, D. R., & Babu, N.
(1991). Critical thinking as
critical discourse. In S. P. Norris (Ed.), The generalizability of
critical
thinking: Multiple perspectives on an educational ideal. (pp. 191-197).
New
York: Teachers College Press.
Olson, J., Murphy, C. L., &
Olson, P. D. (1998).
Building Effective Successful Teams: An Interactive Teaming Model for
Inservice
Education. Journal of Early Intervention, 21(4), 339-349.
Olson, M. (1993). Abstracts of
CISW grants. Completed
projects and works in progress, 1989-93. Minneapolis: Center for
Interdisciplinary Studies of Writing, University of Minnesota.
Olszewski, P., & Fuson, K.
C. (1986). Preschoolers'
Dyadic Speech about Nonpresent Entities during Joint Play. Discourse
Processes,
9(2), 221-233.
Onaka, N. (1985). Sviluppo della
capacita
creativo-organizzative di un paragrafo a livello universitario.
(Development of
the Creative-Organizational Capacity of the Paragraph at the University
Level).
Ricerche interdisciplinari di glottodidattica, 3(8), 41-69.
Oneil, J. (1995). On Schools as
Learning Organizations: A
Conversation with Peter Senge. Educational Leadership, 52(7), 20-23.
Oneil, J. (1995). On Technology
and Schools: A Conversation
with Chris Dede. Educational Leadership, 53(2), 6-12.
Oostdam, R. (1985). Een
bruikbaar instrumentarium voor het
analyseren van argumentatie. (A Useful Instrument for the Analysis of
Argumentation). Levende Talen, 403, 406-410.
Oostdam, R., & Emmelot, Y.
(1988). Argumentatieleer in
opmars. Een analyse van enkele veelgebruikte methoden Nederlands voor
het
voortgezet onderwijs. (Argumentation Teaching on the March. An Analysis
of Some
Much Used Methods in Dutch as a Native Language Instruction at the
Secondary
Level). Levende Talen, 435, 588-593.
Orams, M. B. (1996). A
Conceptual-Model of Tourist-Wildlife
Interaction: The Case for Education as a Management Strategy.
Australian
Geographer, 27(1), 39-51.
Orlandi, E. P. (1983). A
linguagem e seu funcionamento: As
formas do discurso. São Paulo, Brasil: Brasiliense.
Orlandi, E. P. (1983). Algumas
consideracoes discursivas
sobre a educacao indigena. (Some Discursive Considerations Regarding
Indigenous
Education). Cadernos de Estudos Linguisticos, 4, 122-136.
Orlandi, E. P. (1987). A
linguagem e seu funcionamento: As
formas do discurso. Campinas, SP (Brazil: Pontes Editores.
Orodho, J. A. (1997). Research
and publications in private
and public universities in Kenya. An agenda for the 21st century.
Nairobi,
Kenya:
Orsolini, M. (1988). Information
exchange in classroom
conversation: Negociation and extension of the focus.
European Journal of Psychology of Education,
3(3), 341-355.
Orsolini, M. (1993). Because
in children's discourse. Applied Psycholinguistics, 14(1),
89-120.
Orsolini, M., Pontecorvo, C.,
& Amoni, M. (1989).
Discutere a scuola: interazione sociale e attitiva cognitiva.
(Discourse in
School: Social Interaction and Cognitive Activity). Giornale Italiano
di
Psicologia, 16(3), 479-511.
Orsolini, M., Pontecorvo, C.,
& Lumbelli, L. (1992).
When the Teacher Tries to Make Children Discuss and Compare Their
Points of
View. Verbum, 15, 1-2, 33-61.
Orth, L. C., & Martin, R. P.
(1994). Interactive Effects
of Student Temperament and Instruction Method on Classroom-Behavior and
Achievement. Journal of School Psychology, 32(2), 149-166.
Oser, F. K. (1991). Professional
morality: A discourse
approach (the case of the teaching profession).
In: Kurtines, William M., & Gewirtz, Jacob L. (Eds.),
Handbook of
moral behavior and development, Vol. 1:
Theory; Vol. 2: Research; Vol.
3: Application. (pp. 191-228).
Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Ossipov, H. (1994). French
Variation and the Teaching of
Quebec Literature: A Linguistic Guide to la litterature joualisante.
French
Review, 67(6), 944-953.
Ostman, L. (1996). Discourses,
Discursive Meanings and
Socialization in Chemistry Education. Journal of Curriculum Studies,
28(1),
37-55.
Oteiza, T. (2003). How
Contemporary-History Is Presented in
Chilean Middle School Textbooks. Discourse & Society, 14(5),
639-660.
Ottensmann, J. R. (2000).
Applications of Spreadsheet
Optimization Capabilities in Teaching Planning Methods: Facility
Location and
Spatial Interaction. Journal of Planning Education and Research, 20(2),
247-258.
Ovadia, R., & Fine, J.
(1995). A functional analysis of
information in Asperger's syndrome. In Jurg Siegfried (Ed.),
Therapeutic and
everyday discourse as behavior change: Towards a micro-analysis in
psychotherapy
process research. (pp. 491-510). Norwood, NJ: Ablex Publishing Corp.
Overbaugh, R. C. (1995). The
Efficacy of Interactive Video
for Teaching Basic Classroom Management-Skills to Preservice Teachers.
Computers in Human Behavior, 11(3-4), 511-527.
Packer, M., & Greco Brooks,
D. (1999). School as a site
for the production of persons. Journal
of Constructivist Psychology, 12(2), 133-151.
Packer, M., & Greco-Brooks,
D. (1999). School as a site
for the production of persons. Journal of Constructivist Psychology,
12(2),
133-151.
Packer, M. J., & Winne, P.
H. (1995). The Place of
Cognition in Explanations of Teaching: A Dialog of Interpretive and
Cognitive
Approaches. Teaching and Teacher Education, 11(1), 1-21.
Page, J. L., & Stewart, S.
R. (1985). Story Grammar
Skills in School-Age Children. Topics in Language Disorders, 5(2),
16-30.
Paintermorland, M., Fontrodona,
J., Hoffman, W. M., &
Rowe, M. (2003). Conversations Across Continents: Teaching Business
Ethics
Online. Journal of Business Ethics, 48(1), 75-88.
Pajares, F., & Graham, L.
(1998). Formalist Thinking and
Language Arts Instruction: Teachers and Students Beliefs About Truth
and Caring
in the Teaching Conversation. Teaching and Teacher Education, 14(8),
855-870.
Palincsar, A. S. (1999).
Applying a sociocultural lens to
the work of a transition community.
Discourse Processes, 27(2), 161-171.
Palmer, J. D. (1980). Discourse,
Register, and the Teaching
of Writing: An Orientation. Canadian Modern Language Review / Revue
canadienne
des langues vivantes, 36(4), 683-692.
Palmer, J. D. (1983). Getting
into Texts (Part Two):
Coherence in English. Cross Currents, 10(2), 71-81.
Palmer, W. S. (1976). Teaching
Reading for Power:
Cognitively, Creatively, and Analytically. English Journal, 65(6),
39-43.
Paltridge, B. (1995). Analyzing
Genre: A Relational
Perspective. System, 23(4), 503-511.
Paltridge, B. (2002). Genre,
text type, and the English for
Academic Purposes (EAP) classroom. In:
Johns, Ann M. (Ed.), Genre in the classroom:
Multiple perspectives. (pp. 73-90). Mahwah, NJ: Lawrence
Erlbaum.
Paltridge, B. (2002). Genre,
text type, and the English for
Academic Purposes (EAP) classroom. In: Johns, Ann M. (Ed.), Genre in
the
classroom:Multiple perspectives. (pp. 73-90). Mahwah, NJ: Lawrence
Erlbaum
Associates, Publishers.
Panagos, J. M. (1996). Speech
Therapy Discourse: The Input
to Learning. In Smith, Michael D., & Damico, Jack S. (Eds.),
Childhood
Language Disorders. (pp. 41-63). New York, NY: Thieme Medical
Publishers, Inc.
Panagos, J. M., Bobkoff, K.,
& Scott, C. M. (1986).
Discourse Analysis of Language Intervention. Child Language Teaching
and
Therapy, 2(2), 211-229.
Panagos, J. M., & Griffith,
P. L. (1982). Helping
children talk by using discourse.
Academic Therapy, 18(1), 37-42.
Panagos, J. M., Griffith, P. L.,
& Ripich, D. N. (1985).
Teacher-pupil discourse in classrooms for hearing-impaired children. Exceptional Child, 32(1), 21-29.
Panevova, J., & Sgall, P.
(1996). Although Her Life with
Us Has Not Been Easy... In Partee, Barbara H., & Sgall, Petr
(Eds.),
Discourse and Meaning: Papers in Honor of Eva Hajicova. (pp. 3-13).
Amsterdam,
The Netherlands: John Benjamins Publishing Co.
Panofsky, C. P., John Steiner,
V., & Blackwell, P. J.
(1992). The development of scientific concepts and discourse. In: Moll,
Luis C.
(Ed.), Vygotsky and education:Instructional implications and
applications of
sociohistorical psychology. (pp. 251-267). New York, NY: Cambridge
University
Press.
Papa, M. J., Singhal, A., Law,
S., Pant, S., Sood, S.,
Rogers, E. M., & Shefnerrogers, C. L. (2000).
Entertainment-Education and
Social-Change: An Analysis of Parasocial Interaction, Social-Learning,
Collective Efficacy, and Paradoxical Communication. Journal of
Communication,
50(4), 31-55.
Papanikolaou, K. A.,
Grigoriadou, M., Kornilakis, H., &
Magoulas, G. D. (2003). Personalizing the Interaction in a Web-Based
Educational Hypermedia System: The Case of Inspire. User Modeling and
User-Adapted Interaction, 13(3), 213-267.
Papastephanou, M. (1999).
Discourse Theory and Its
Implications for Philosophy of Education. Journal of Philosophy of
Education,
33(3), 419-434.
Pappas, J. S. (1989). Qualifiers
in Patient-Physician
Discourse: An Analysis of Interviews from Radio Call-In Programs.
Working
Papers in Educational Linguistics, 5(2), 94-111.
Paratore, J. R., Hindin, A.,
Krolsinclair, B., & Duran,
P. (1999). Discourse Between Teachers and Latino Parents During
Conferences
Based on Home Literacy Portfolios. Education and Urban Society, 32(1),
58-82.
Park, C. (1995). Reflections on
the Role of Textbooks in the
Undergraduate Teaching of Physical-Geography in the British University
Tradition. Journal of Geography in Higher Education, 19(3), 345-348.
Parker, J. (2003). The Patchwork
Text in Teaching Greek Tragedy.
Innovations in Education and Teaching International, 40(2), 180-193.
Parker, L. L. (1991). Teacher
Influences on Second Language
Development: A Study of Teachers' Explanations of Vocabulary Meanings
during
Reading Instruction. Dissertation Abstracts International, A: The
Humanities
and Social Sciences, 52(4), 1241-1.
Parker, W. C. (1995). Assessing
Civic Discourse. Educational
Leadership, 52(8), 84-85.
Parkinson, M. G. (1981). Verbal
Behavior and Courtroom
Success. Communication Education, 30(1), 22-32.
Parks, S. (2000). Class
politics. The movement for the
students' right to their own language. Urbana, Ill.: National Council
of
Teachers of English.
Parry, S. (1998). Disciplinary
Discourse in Doctoral Theses.
Higher Education, 36(3), 273-299.
Partee, B. H. (1996). Eva
Hajicova-An Appreciation. In
Partee, Barbara H., & Sgall, Petr (Eds.), Discourse and Meaning:
Papers in
Honor of Eva Hajicova. (pp. 407-413). Amsterdam, The Netherlands: John
Benjamins Publishing Co.
Partee, B. H., & Sgall, P.
(Eds.). (1996). Discourse and
Meaning: Papers in Honor of Eva Hajicova. Amsterdam, The Netherlands:
John
Benjamins Publishing Co.
Patterson, B. R., Neupauer, N.
C., Burant, P. A., &
Koehn, S. C. (1996). A preliminary examination of conversation analytic
techniques:
Rates of inter-transcriber reliability.
Western Journal of Communication, 60(1), 76-91.
Patton, C. (1993). 'With
champagne and roses': Women at risk
from/in AIDS discourse. In: Squire, Corinne. (Ed.), Women and
AIDS:Psychological perspectives. Gender & psychology series. (pp.
165-187).
Thousand Oaks, CA: Sage Publications, Inc.
Paulson, J. (1980). The Child as
Storyteller. Language Arts,
57(3), 315-316.
Paulston, R. G. (1998). Mapping
the postmodernity debate in
comparative education discourse.
Pavlenko, A. (2003). "I never
knew I was a
bilingual": Reimagining teacher identities in TESOL.
Journal of Language, Identity, and Education,
2 (4), 251-268.
Payer, M. O. (1993). Educação
popular e linguagem:
Reprodução, confrontos e deslocamentos de sentidos. Campinas, SP,
Brasil:
Editora da Unicamp.
Payne, J. (2000). The Unbearable
Lightness of Skill: The
Changing Meaning of Skill in UK Policy Discourses and Some Implications
for
Education and Training. Journal of Education Policy, 15(3), 353-369.
Peacock, A. (2001). The
Potential Impact of the
Literacy-Hour on the Teaching of Science from Text Material. Journal of
Curriculum Studies, 33(1), 25-42.
Pearce, J., Thornton, G., &
Mackay, D. (1989). The
Programme in Linguistics and English Teaching, University College
London,
1964-1971. In Ruqaiya Hasan, J. R. Martin, & Eds. (Eds.), Language
development: Learning language, learning culture: Meaning and choice in
language: Studies for Michael Halliday. Advances in discourse
processes, Vol. 27;
Meaning and choice in language: Studies for Michael Halliday, Vol. 1.
(pp.
329-368). Norwood, NJ: Ablex Publishing Corp.
Pearce, K. A., & Pearce, W.
B. (2001). The Public
Dialogue Consortiums School-Wide Dialogue Process: A Communication
Approach to
Develop Citizenship Skills and Enhance School Climate. Communication
Theory,
11(1), 105-123.
Pearson, E. (1986).
Agreement/Disagreement. An Example of
Results of Discourse Analysis Applied to the Oral English Classroom.
ITL,
Review of Applied Linguistics, 74, 47-61.
Pecheur, J., Moirand, S., &
Peytard, J. (1992).
Enseignement et analyse de discours. Un Rendez-vous prometteur.
Entretien avec
Sophie Moirand et Jean Peytard. (Teaching and Discourse Analysis. A
Promising
Meeting. Interview with Sophie Moirand and Jean Peytard). Francais dans
le
Monde, 32, 251, 45-47.
Peck, S. (1986). Signs of
Teaching and Learning: A
Descriptive Study of Children's Language in Native Speaker-Nonnative
Speaker
Tutoring Sessions. Dissertation Abstracts International, A: The
Humanities and
Social Sciences, 46(7), 1924-8.
Pedretti, E., Mayersmith, J.,
& Woodrow, J. (1998).
Technology, Text, and Talk: Students Perspectives on Teaching and
Learning in a
Technology-Enhanced Secondary Science Classroom. Science Education,
82(5),
569-589.
Pedro, E. R. (1981). Social
stratification and classroom
discourse: A sociolinguistic analysis of classroom practice. Stockholm:
CWK
Gleerup.
Pedro, M. E. R. (1992).
Discourse in Efl Classroom, a
Metaphor for Evaluative Discourse. Revue de Phonetique Appliquee,
103-104,
231-244.
Pelias, M. H., & Pelias, R.
J. (1988). Communication
Apprehension in the Basic Course in Performance of Literature.
Communication
Education, 37(2), 118-126.
Pellegrini, A. D. (1982). The
Construction of Cohesive Text
by Preschoolers in Two Play Contexts. Discourse Processes, 5(1),
101-108.
Pellegrini, A. D. (1984). A
Speech Analysis of Preschoolers'
Dyadic Interaction. Communication and Cognition, 17(4), 425-436.
Pellegrini, A. D., & Cramer,
S. E. (1983). Effects of
Play Contexts on Children's Production of Text. Perceptual and Motor
Skills,
57(3), 1093-1094.
Pellegrini, A. D., Galda, L.,
Jones, I., & Perlmutter,
J. (1995). Joint reading between mothers and their Head Start children:
Vocabulary development in two text formats. Discourse Processes, 19(3),
441-463.
Pelz, K. L., & Meyer, C. F.
(1985). A student's guide to
writing across the curriculum. Dubuque, Iowa: Kendall/Hunt Pub. Co.
Pember, A. P. (1988). "Why You
Always Be Sweatin'
Me?"-Cultural Mapping: Eighth Grade, Black Adolescent Females and
Teachers' Use of Language in the Classroom. Dissertation Abstracts
International, A: The Humanities and Social Sciences, 48(8), 2037-3.
Peninou, G. (1981). Narration et
argumentation en publicite.
(Narration and Argumentation in Advertising). Francais dans le Monde,
21, 163,
28-38.
Pennycook, A. (1996). Language
Policy as Cultural Politics:
The Double-Edged Sword of Language Education in Colonial Malaya and
Hong Kong.
Discourse, 17(2), 133-152.
Pepinsky, H. B., &
DeStefano, J. S. (1983). Interactive
discourse in the classroom as organizational behavior.
Advances in Reading/Language Research, 2,
107-137.
Peregrin, J. (1996). Topic and
Focus in a Formal Framework.
In Partee, Barbara H., & Sgall, Petr (Eds.), Discourse and Meaning:
Papers
in Honor of Eva Hajicova. (pp. 235-254). Amsterdam, The Netherlands:
John
Benjamins Publishing Co.
Pereira, V. W. (1986). Leitura e
analise do discurso-um
projeto de educacao, comunicacao e linguistica. (Reading and Discourse
Analysis:
An Educational, Communicative, and Linguistic Project). Letras de Hoje,
19(1),
57-61.
Peressini, D. D., & Knuth,
E. J. (1998). Why Are You
Talking When You Could Be Listening: The Role of Discourse and
Reflection in
the Professional-Development of a Secondary Mathematics Teacher.
Teaching and
Teacher Education, 14(1), 107-125.
Perl, S. (1994). Teaching and
Practice: Composing Texts,
Composing Lives. Harvard Educational Review, 64(4), 427-449.
Perrett, G. (1987). Discourse
Analysis Models for Second Language
Teaching. Australian Review of Applied Linguistics, 10(1), 56-75.
Perriton, L. (2000). Verandah
Discourses: Critical
Management Education in Organizations. British Journal of Management,
11(3),
227-237.
Perry, N. E., Vandekamp, K. O.,
Mercer, L. K., & Nordby,
C. J. (2002). Investigating Teacher-Student Interactions That Foster
Self-Regulated Learning. Educational Psychologist, 37(1), 5-15.
Person, N. K., & Graesser,
A. G. (1999). Evolution of
discourse during cross-age tutoring. In: O'Donnell, Angela M., &
King,
Alison. (Eds.), Cognitive perspectives on peer learning. The Rutgers
Invitational Symposium On Education Series. (pp. 69-86). Mahwah, NJ:
Lawrence
Erlbaum Associates, Publishers.
Person, N. K., Kreuz, R. J.,
Zwaan, R. A., & Graesser,
A. C. (1995). Pragmatics and Pedagogy: Conversational Rules and
Politeness
Strategies May Inhibit Effective Tutoring. Cognition and Instruction,
13(2),
161-188.
Pesco, D., & Crago, M.
(1996). "We went home, told
the whole story to our friends": Narratives by children in an Algonquin
community. Journal of Narrative & Life History, 6(4), 293-321.
Peters, L. I. (1985). Zu
moglichen Realisierungsebenen eines
Kommunikationsverfahrens (dargestellt mit Hilfe einer Textanalyse am
Beispiel
des Kommunikationsverfahrens Vergleichen). (On the Possible Levels of
the
Realization of a Communication Process (Text Analysis of the
Communicative
Procedure of Comparison)). Wissenschaftliche Zeitschrift der
Padagogischen
Hochschule Karl Liebknecht Potsdam, 29(2), 314-332.
Peters, M., Ono, Y., Shimizu,
K., & Hesse, M. (1997).
Selected Bioethical Issues in Japanese and German Textbooks of Biology
for
Lower Secondary-Schools. Journal of Moral Education, 26(4), 473-489.
Peterson, C. (1986). Sex
Differences in Conversational
Interruptions by Preschoolers. Journal of the Atlantic Provinces
Linguistic
Association / Revue de l'Association de Linguistique des Provinces
Atlantique,
8, 23-28.
Petracchi, H. E., &
Patchner, M. A. (2000). Social-Work
Students and Their Learning-Environment: A Comparison of Interactive
Television, Face-to-Face Instruction, and the Traditional Classroom.
Journal of
Social Work Education, 36(2), 335-346.
Petracchi, H. E., &
Patchner, M. E. (2001). A Comparison
of Live Instruction and Interactive Televised Teaching: A 2-Year
Assessment of
Teaching an MSW Research Methods Course. Research on Social Work
Practice,
11(1), 108-117.
Petronio, S., Flores, L. A.,
& Hecht, M. L. (1997).
Locating the voice of logic: Disclosure discourse of sexual abuse.
Western
Journal of Communication, 61(1), 101-113.
Petrovic, I. (1987). Zum
Sprachgebrauch in der Schule. (On
Language Use in School). Linguistische Studien, Reihe A:
Arbeitsberichte, 170,
229-241.
Pettersen, N. L. (1995). The
Language of Empowerment: An
Ethnographic/Linguistic Study of a School Intervention Project.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 55, 10, Apr, 3056-A.
Pfutze, M. (1985). Zu einigen
Aspekten der Textlinguistik
als Teil einer theoretischen Grundlage fur den
Fremdsprachenunterricht-Eine
Standortbestimmung. (On Several Aspects of Textual Linguistics as Part
of a
Theoretical Basis for Foreign-Language Instruction-One Viewpoint).
Deutsch als
Fremdsprache, 22(1), 14-19.
Phelan, A. M., & McLaughlin,
H. J. (1995). Educational
Discourses, the Nature of the Child, and the Practice of New Teachers.
Journal
of Teacher Education, 46(3), 165-174.
Phillips, T. J. (1988). The
Analysis of Style in the
Discourse of Middle School Children (10-12 Yrs) Working in Small
Teacherless
Groups. Dissertation Abstracts International, A: The Humanities and
Social
Sciences, 49(1), 12-3.
Piantanida, M., McMahon, P. L.,
& Garman, N. B. (2003).
Sculpting the Contours of Arts-Based Educational-Research Within a
Discourse
Community. Qualitative Inquiry, 9(2), 182-191.
Piazza, R. (1987).
Conversational Analysis: A Review of the
Literature from the Perspective of Sequencing. IRAL, International
Review of
Applied Linguistics in Language Teaching, 25(4), 317-335.
Pica, T. (1991). Do Second
Language Learners Need
Negotiation?. Working Papers in Educational Linguistics, 7(2), 1-35.
Pica, T. (2002). Subject-Matter
Content: How Does It Assist
the Interactional and Linguistic Needs of Classroom Language Learners.
Modern
Language Journal, 86(1), 1-19.
Pickering, J., & Attridge,
S. (1990). Viewpoints:
Metaphor and Monsters-Children's Storytelling. Research in the Teaching
of
English, 24(4), 415-440.
Pierce, D. E. (2003). How can
the occupation base of
occupational therapy be strengthened? Australian
Occupational Therapy Journal, 50 (1), 1-2.
Pigiaki, P. (1999). The Crippled
Pedagogue: Discourses in
Education and the Greek Case. Educational Review, 51(1), 55-65.
Pihl, J. (2002). Sakkyndig
vurdering av minoritetselever. /
Discourse analysis of a standarised educational and psychological
assessment of
an ethnic minority pupil. Tidsskrift for
Norsk Psykologforening, 39(7), 604-612.
Pike, K. L., & Bailey, R. W.
(1981). Tagmemics,
discourse, and verbal art. Ann Arbor: Michigan Studies in the
Humanities,
Horace H. Rackham School of Graduate Studies.
Pike, M. A. (2003). The Canon in
the Classroom: Students
Experiences of Texts from Other Times. Journal of Curriculum Studies,
35(3),
355-370.
Pilnick, A. (2001). The
interactional organization of
pharmacist consultations in a hospital setting: A putative structure. Journal of Pragmatics, 33(12), 1927-1945.
Pinar, W. (1995). Understanding
curriculum. An introduction
to the study of historical and contemporary curriculum discourses.
Bern: Lang.
Pinderhughes, E. B. (1997). The
Interaction of Difference
and Power as a Basic Framework for Understanding Work with
African-Americans:
Family Theory, Empowerment and Educational Approaches. Smith College
Studies in
Social Work, 67(3), 323-347.
Pinilla Hurtado, G., &
Villegas Durán, L. A. (1994). El
discurso evaluativo en la renovación curricular y la comunicación
escrita en
educación básica primaria. Manizales (Colombia): Universidad de Caldas,
Facultad de Educación.
Pintassilgo, J. (2002). Being a
High-School Teacher During
the Portuguese New State: Teachers Discourse in the Pedagogical Press.
Educational Review, 54(2), 153-164.
Pirie, S. (1991). Mathematical
Discussion: Incoherent
Exchanges or Shared Understandings?. Language and Education, 5(4),
273-286.
Pita, E. P. (1995). An Analysis
of Perceived Communication
Usage between English-Speaking Principals and Bilingual/ESL Teachers.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 56, 1, July, 52-A.
Pittman, G. (2000). Dilemmatic
constructions of career in
the career counseling interview. Career
Development Quarterly, 48(3), 226-236.
Pitts, S. K. (1986). Read aloud
to adult learners? Of
coursep. Reading Psychology, 7(1),
35-42.
Pituch, K. A. (1999). Describing
School Effects with
Residual Terms: Modeling the Interaction Between School Practice and
Student
Background. Evaluation Review, 23(2), 190-211.
Place, K. S., & Becker, J.
A. (1991). The Influence of
Pragmatic Competence on the Likeability of Grade-School Children.
Discourse
Processes, 14(2), 227-241.
Plough, I., & Gass, S. M.
(1990). Participant
Relationship to Task: Effects on Interactional Structure. PALM, 5,
1-12.
Plowman, L., & Chambers, P.
(1994). Working with the
New-Generation of Interactive Media Technologies in Schools: Cd-I and
Cdtv.
British Journal of Educational Technology, 25(2), 125-134.
Pointner, H. (1990). Schulische
Textarbeit und visuelle
Systeme. Studie zu einem fächerübergreifenden, semiotisch orientierten
Text-
und Literaturunterricht. Frankfurt am Main: Lang.
Pollin, D. (1996). The
Involvement of a Videotaped News
Sequence in the Formulation of a Learning Strategy: The Anatomy of a
Debate in
Class. Cahiers de l'Apliut, 16(1), 15-24.
Pollock, C. F. (1990). An
Analysis of Contextual Elements
Affecting Language Functions in Students' Written Texts. Dissertation
Abstracts
International, A: The Humanities and Social Sciences, 50(9), 2775-1.
Pontecorvo, C., & Orsolini,
M. (1992). Analizando los
discursos de las praticas alfabetizadoras desde la perspectiva de la
teoria de
la actividad. / Analyzing a literacy discourse practice from an
activity-theory
perspective. Infancia y
Aprendizaje,ancia y Aprendizaje. 1992; No 58, 125-141.
Pontecorvo, C., & Sterponi,
L. (2002). Learning to argue
and reason through discourse in educational settings.
In: Wells, Gordon, & Claxton, Guy.
(Eds.), Learning for life in the 21st century:
Sociocultural perspectives on the future of education. (pp.
127-140).
Malden, MA: Blackwell.
Poole, D. (1990).
Contextualizing Ire in an Eighth-Grade
Quiz Review. Linguistics and Education, 2(3), 185-211.
Poole, D. (2003). Linguistic
Connections Between Cooccurring
Speech and Writing in a Classroom Literacy Event. Discourse Processes,
35(2),
103-134.
Poole, D., & Patthey-Chavez,
G. G. (1994). Locating
Assisted Performance: A Study of Instructional Activity Settings and
Their
Effects on the Discourse of Teaching. Issues in Applied Linguistics,
5(1),
3-35.
Poole, R. (1987). Talk and the
Teacher: The Role of Story.
Language and Speech, 30(1), 93-97.
Popen, S. (2002). Democratic
Pedagogy and the Discourse of
Containment. Anthropology & Education Quarterly, 33(3), 383-394.
Popkewitz, T. S. (1975). Reform
as Political Discourse: A
Case Study. Univ of Chicago School Review, 84(1), 43-69.
Popkewitz, T. S. (Ed.). (1998).
Foucault's challenge
discourse, knowledge, and power in education. New York: Teachers
College Press.
Popkewitz, T. S., & Brennan,
M. (Eds.). (1998).
Foucault's challenge: Discourse, knowledge, and power in education. New
York:
Teachers College Press.
Porter, F. L. (1991). An
Examination of Consultant-Student
Discourse in a Writing Center Conference. Working Papers in Educational
Linguistics, 7(2), 93-108.
Portine, H. (1984).
L'Enonciation. (The Utterance). Francais
dans le Monde, 23, 184, 100-102.
Potechin, G. C. (1987). The
Relationship between the
Cohesive Structure of Spoken and Written Language in School Age
Children.
Dissertation Abstracts International, A: The Humanities and Social
Sciences,
47, 12, 4334-9.
Pothier, M. (1994). Greatness
and Servitude in the Use of
the Political Cartoon in the Language Class; Grandeur et servitude de
l'utilisation du dessin de presse en classe de langue. Etudes de
Linguistique
Appliquee, 94, 87-98.
Potter, J., & Wetherell, M.
(1989). Fragmentated
ideologies: Accounts of educational failure and positive
discrimination. Text,
9, 175-190.
Pouliot, M. (1993). Discours
explicatif ecrit en milieu
universitaire. Une Experience d'enseignement-apprentissage. (Written
Explanatory Discourse in a University Environment. A Teaching-Learning
Experience). Francais dans le Monde, 32, F120-128.
Poveda, D., Sebasti+ín, E.,
& Moreno, A. (2003). 'La
ronda' as an event to socially constitute the group in a kindergarden
classroom
/ 'La ronda' como evento para la constituci+¦n social del grupo en una
clase de
educaci+¦n infantil. Infancia y
Aprendizaje, 26 (2), 131-146.
Poveda, D., SebastiAn, E., &
Moreno, A. (2003). 'La
ronda' as an event to socially constitute the group in a kindergarden
classroom
/ 'La ronda' como evento para la constituciAn social del grupo en una
clase de
educaciAn infantil. Infancia y
Aprendizaje, 26 (2), 131-146.
Power, B. M. (1992). Rules Made
to Be Broken: Literacy and
Play in a Fourth-Grade Setting. Journal of Education, 174(1), 70-86.
Power, R. J. D., &
Dal-Martello, M. F. (1986). The Use
of the Definite and Indefinite Articles by Italian Preschool Children.
Journal
of Child Language, 13(1), 145-154.
Pozzer, L. L., & Roth, W. M.
(2003). Prevalence,
Function, and Structure of Photographs in High-School Biology
Textbooks.
Journal of Research in Science Teaching, 40(10), 1089-1114.
Prain, V., & Hickey, C.
(1995). Using Discourse Analysis
to Change Physical-Education. Quest, 47(1), 76-90.
Prater, D., & Padia, W.
(1983). Effects of Mode of
Discourse on Writing Performance in Grades Four and Six. Research in
the
Teaching of English, 17(2), 127-134.
Preisler, B. (1987). Linguistic
Sex Roles In Conversation:
Social Variation In The Expression Of Tentativeness In English.
American
Educational Research Journal, 24(2), 185-197.
Prendeville, J. A. (1992). A
Study of Two Preschool
Children's Narrating Abilities in Spontaneous Conversation.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1992, 52, 12, June, 4296-A.
Prescott, H. L. (1966). Upgrade:
professional writing for
professional teachers.
Preteur, Y., Lescarret, O.,
& Deleonardis, M. (1998).
Family Education, Child-Parent Interactions and Child-Development.
European
Journal of Psychology of Education, 13(4), 461-474.
Price, B. (1996). Mixed-Mode
Education Learning and the Use
of Textual Resources. Nurse Education Today, 16(3), 163-169.
Price, K. (1992). Look Who's
Talking: A Computer-Assisted
System for Discourse Analysis. Cross Currents, 19(1), 73-79.
Price, S. L. (1990). Asking for
Information: An
Investigation into the Structure of Real-Life and Textbook Dialogues.
Dissertation Abstracts International, A: The Humanities and Social
Sciences,
50(9), 2815-1.
Prior, P. (1995). Tracing
Authoritative and Internally
Persuasive Discourses: A Case-Study of Response, Revision, and
Disciplinary
Enculturation. Research in the Teaching of English, 29(3), 288-325.
Prior, P. A. (1998).
Writing/disciplinarity. A sociohistoric
account of literate activity in the academy. Mahwah, NJ: L. Erlbaum
Associates.
Pronin Fromberg, D. (2001). The
intuitive mind and early
childhood education: Connections with chaos theory, script theory, and
theory
of mind. In: Torff, Bruce, &
Sternberg,
Robert J. (Eds.), Understanding and teaching the intuitive mind: Student and teacher learning. The educational
pscyhology series. (pp. 93-113). Mahwah, NJ: Lawrence Erlbaum.
Provaznik-Ebel, D. (1991).
Analysis of Teachers' and
Children's Verbal Behavior in Self-Directed Critical Thinking
Small-Group
Discussions. Dissertation Abstracts International, A: The Humanities
and Social
Sciences, 52(6), 2022-4.
Pugach, M. C., & Johnson, L.
J. (1995). Unlocking
Expertise Among Classroom Teachers Through Structured Dialogue:
Extending
Research on Peer Collaboration. Exceptional Children, 62(2), 101-110.
Purcell, S. L. (1990).
Linguistic Processing in Narrative
Production: Evidence from the Errors and Self-Initiated Repairs
Produced by
Normal and Language-Disordered School-Age Children. Dissertation
Abstracts
International, B: Sciences and Engineering, 51(4), 1771-3.
Purohit, K. D., & Walsh, C.
(2003). Interrupting
discourses around gender through collective memory work and
collaborative
curriculum research in middle school.
Sex Education, 3(2), 171-183.
Purpel, D. E., & Shapiro, H.
S. (1995). Beyond
liberation and excellence. Reconstructing the public discourse on
education.
Westport, CT: Bergin & Garvey/Greenwood.
Purves, A., & Hawisher, G.
(1990). Writers, judges, and
text models. In Richard Beach, & Susan Hynds (Eds.), Developing
discourse
practices in adolescence and adulthood. Advances in discourse
processes, Vol.
39. (pp. 183-199). Norwood, NJ: Ablex Publishing Corp.
Purves, A. C., & Rippere, V.
(1968). Elements of writing
about a literary work. A study of response to literature. Champaign,
Ill.:
National Council of Teachers of English.
Putt, I., Henderson, L., &
Patching, W. (1996). Teachers
Thinking Elicited from Interactive Multimedia Professional-Development
Courseware. Etr&D-Educational Technology Research and Development,
44(4),
7-22.
Pytlik, B. P., & Liggett, S.
(Eds.). (2002). Preparing
college teachers of writing. Histories, theories, programs, practices.
New
York: Oxford University Press.
Qian, G. Y., & Alvermann, D.
(1995). Role of
Epistemological Beliefs and Learned Helplessness in Secondary-School
Students
Learning Science Concepts from Text. Journal of Educational Psychology,
87(2),
282-292.
Quashigah, A. Y., & Wilson,
A. H. (2001). A
Cross-National Conversation About Teaching from a Global Perspective:
Issues of
Culture and Power. Theory Into Practice, 40(1), 55-64.
Quasthoff, U. M. (1986).
Nichtsprachliches und
"semisprachliches" Wissen in interkultureller Kommunikation und
Fremdsprachendidaktik. (Nonlinguistic and "Semilinguistic" Knowledge
in Intercultural Communication and Foreign-Language Teaching). Neueren
Sprachen, 85(3), 230-253.
Quentinbaxter, M., &
Dewhurst, D. (1995). An Interactive
Laser Video Disc to Teach the Functional-Anatomy of the Rat. Journal of
Biological Education, 29(1), 34-39.
Quicke, J. (1995). Positive
bullying or pragmatic realism?
Ways of seeing the self in pupil discourse.
Educational and Child Psychology, 12(3), 57-64.
Quinn, J. (2003). Patchwork
Text: Example One: Becoming a
Science Specialist Teacher. Innovations in Education and Teaching
International, 40(2), 144-151.
Quinn, J. M. (1988). Knowledge
of Narrative Discourse
Structure in Good and Poor Writers. Dissertation Abstracts
International, A:
The Humanities and Social Sciences, 49(4), 770-A.
Quinn, M. J., Rail, D. W., &
Ryan, J. (1996). Writing
inside and out. A content-centered approach to writing. Ft. Washington,
Pa.:
Harper Collins College.
Quiocho, A. (1997). The Quest to
Comprehend Expository Text:
Applied Classroom Research. Journal of Adolescent & Adult Literacy,
40(6),
450-455.
Racine, S. J., & Dilworth,
D. (2000). Using Interactive
Television to Teach Professional Communicators Overcoming Perceptions
and
Negotiating First-Impressions. Journal of Business and Technical
Communication,
14(3), 348-371.
Raddon, A. (2002). Mothers in
the Academy: Positioned and
Positioning Within Discourses of the Successful Academic and the Good
Mother.
Studies in Higher Education, 27(4), 387-403.
Rado, M. (1984). Some Aspects of
Cohesion, Notably Ellipsis,
in the Teaching of Discourse. Australian Review of Applied Linguistics,
7(1),
193-202.
Ragan, P. H. (1989). Applying
Functional Grammar to Teaching
the Writing of Esl. Word, 40, 1-2, 117-127.
Rall, M. (1996). On Friendliness
in the World: Concerning
the Phatic Function of Language in Intercultural Dialogue; Von der
Freundlichkeit in der Welt: Uber die phatische Funktion der Sprache im
interkulturellen Dialog. Unterrichtspraxis / Teaching German, 29(1),
12-20.
Ramirez, E. (1994).
Reelaboraci_on de esquemas logicos en la
produccion de un discurso. /Reelaborating logic schema in discourse
production.
Infancia y Aprendizaje, 67-68, 35-49.
Ramirez, J. D., & Wertsch,
J. V. (1997). Rhetoric and
literacy: The functions of debate in adult education.
In: Coll, Cesar, & Edwards, Derek.
(Eds.), Teaching, learning and classroom discourse:
Approaches to the study of educational
discourse. Culture & consciousness series./Coleccion cultura y
conciencia.
(pp. 125-136)..
Rampton, B., Roberts, C., Leung,
C., & Harris, R.
(2002). Methodology in the analysis of classroom discourse. Applied Linguistics, 23(3), 373-392.
Ramsey, G. P. (2000). African
Discourse in Black Music
Pedagogy and Analysis. Black Scholar, 30(3-4), 60-65.
Randhawa, B. S. (1983). Verbal
Interaction of Students and
Their Teachers in Junior High Classrooms. American Educational Research
Journal, 20(4), 671-686.
Rank, B. (1977). Der
Sprachunterricht und die Theorie der
Sprechtatigkeit-Thesen aur "Aufhebung" des Grammatikunterrichts.
(Language Teaching and the Theory of Speech Activity: Propositions for
the
Elevation of Teaching Grammar). Linguistik und Didaktik, 8, 3(31),
171-181.
Rankin, E. (2001). The work of
writing. Insights and strategies
for academics and professionals. San Francisco: Jossey-Bass.
Raphael, T. E. (1998). Balanced
instruction and the role of
classroom discourse. In: Osborn, Jean,
& Lehr, Fran. (Eds.), Literacy for all:
Issues in teaching and learning. (pp. 134-169). New York:
Guilford
Press.
Raskuputtonen, H., Etelapelto,
A., Arvaja, M., &
Hakkinen, P. (2003). Is Successful Scaffolding an Illusion: Shifting
Patterns
of Responsibility and Control in Teacher-Student Interaction During a
Long-Term
Learning Project. Instructional Science, 31(6), 377-393.
Raven, M. (2001). Developing
skills in critical analysis of
literature in the drug field. Drugs:
Education, Prevention and Policy, 8(2), 191-202.
Ray, R. (2000). Child Labor,
Child Schooling, and Their
Interaction with Adult Labor: Empirical-Evidence for Peru and Pakistan.
World
Bank Economic Review, 14(2), 347-367.
Read, B. K., & Cherry, L. J.
(1978). Preschool
Children's Production of Directive Forms. Discourse Processes, 1(3),
233-245.
Reay, D. (1999). Linguistic
Capital and Home-School
Relationships: Mothers Interactions with Their Childrens Primary-School
Teachers. Acta Sociologica, 42(2), 159-168.
Reay, D. (2001). Spice Girls,
Nice Girls, Girlies, and
Tomboys: Gender Discourses, Girls Cultures and Femininities in the
Primary
Classroom. Gender and Education, 13(2), 153-166.
Reay, D. (2002). Shauns Story:
Troubling Discourses of White
Working-Class Masculinities. Gender and Education, 14(3), 221-234.
Redard, F. (1986). Pedagogie:
Communication, en avant
toute!. (Pedagogy: Communication, Above All!). Francais dans le Monde,
26, 202,
29-30.
Reed, J. A., & Afjeh, A. A.
(1998). Developing
Interactive Educational Engineering Software for the World-Wide-Web
with Java.
Computers & Education, 30(3-4), 183-194.
Reed, J. L. H., & Schallert,
D. L. (1993). The nature of
involvement in academic discourse tasks. Journal of Educational
Psychology,
85(2), 253-266.
Reed, V. A., & Spicer, L.
(2003). The Relative
Importance of Selected Communication-Skills for Adolescents
Interactions with
Their Teachers: High-School Teachers Opinions. Language Speech and
Hearing
Services in Schools, 34(4), 343-357.
Reed, W. M. (1990). The effects
of computer-based writing
instruction and mode of discourse on writing performance and writer
anxieties. Computers in Human Behavior,
6(3), 211-221.
Reem, M. (2001). Young Minds in
Motion: Interactive Pedagogy
in Nonformal Settings. Teaching and Teacher Education, 17(3), 291-305.
Rees, E. F., Cervero, R. M.,
Moshi, L., & Wilson, A. L.
(1997). Language, power, and the construction of adult education
programs. Adult Education Quarterly,
47(2), 63-77.
Reese, R. (1995). The effects of
unfamiliar words on the
processing of propositions in connected discourse. In Wayne M. Linek,
Elizabeth
G. Sturtevant, & Lois Botha (Eds.), Generations of literacy: The
seventeenth yearbook of the College Reading Association 1995. (pp.
35-44).
Harrisonburg, VA: College Reading Association.
Regent, O. (1980). Approche
comparative des discours de
specialite pour l'entrainement a l'anglais ecrit. (A Comparative
Approach to
Specialized Discourse in Teaching Written English). Melanges Centre de Recherches et d'Applications
pedagogiques en Langues, 117-135.1
Rehbein, J. (1984). Remarks on
the Empirical Analysis of
Action and Speech: The Case of Question Sequences in Classroom
Discourse.
Journal of Pragmatics, 8(1), 49-63.
Reid, I. (Ed.). (1987). The
Place of genre in learning:
Current debates. Geelong, Vic.: Centre for Studies in Literary
Education,
Deakin University.
Reigeluth, C. M. (1995). A
Conversation Ore Guidelines for
the Process of Facilitating Systemic Change in Education. Systems
Practice,
8(3), 315-328.
Reiman, A. J. (2000). Promoting
reflective practice within a
cognitive-structural framework: Theory, research, and practice. In: Comunian, Anna L., & Gielen, Uwe P.
(Eds.), International perspectives on human development. (pp. 507-529).
Lengerich, Germany: Pabst Science.
Reis, J., Riley, W., & Baer,
J. (2000). Interactive
Multimedia Preventive Alcohol Education: An Evaluation of Effectiveness
with
College-Students. Journal of Educational Computing Research, 23(1),
41-65.
Reis, J., Riley, W., Lokman, L.,
& Baer, J. (2000).
Interactive Multimedia Preventive Alcohol Education: A Technology
Application
in Higher-Education. Journal of Drug Education, 30(4), 399-421.
Reiss, D., Selfe, D., &
Young, A. (Eds.). (1998).
Electronic communication across the curriculum. Urbana, Ill.: National
Council
of Teachers of English.
Reitzug, U. C., & Reeves, J.
E. (1992). Lincoln Doesnt
Teach Here: A Descriptive Narrative and Conceptual Analysis of a
Principals
Symbolic Leadership-Behavior. Educational Administration Quarterly,
28(2),
185-219.
Remillard, J. T. (2000). Can
Curriculum Materials Support
Teachers Learning: 2 4th-Grade Teachers Use of a New Mathematics Text.
Elementary School Journal, 100(4), 331-350.
Renkema, J. (1993). Discourse
Studies: An Introductory
Textbook. Amsterdam: Benjamins.
Repetti, R. L. (1996). The
Effects of Perceived Daily Social
and Academic-Failure Experiences on School-Age Childrens Subsequent
Interactions with Parents. Child Development, 67(4), 1467-1482.
Revilla, A. T. (2001). Latcrit
and CRT in the Field of
Education a Theoretical Dialogue Between 2 Colleagues. Denver
University Law
Review, 78(4), 623-632.
Rex, E. J., & Richesin, C.
(1996). Report on a Review of
Textbooks to Teach Braille to Blind Adults. Journal of Visual
Impairment &
Blindness, 90(3), 266-268.
Rex, L. A. (2003). Loss of the
Creature: The Obscuring of
Inclusivity in Classroom Discourse.
Communication Education, 52 (1), 30-46.
Reyer, J. (1999). Community as
Regulative Concept of Social
Pedagogics: Motivational Patterns of the Social Pedagogical Discourse
of the
Late-19th-Century. Zeitschrift fur Padagogik, 45(6), 903-921.
Rhaib, D. (1996). Code-Switching
in the Discourse of
Moroccan Instructors of French, Outside of Class; Le Melange de langues
dans le
discours d'enseignants marocains de francais au Maroc, en dehors de la
classe.
Revue quebecoise de linguistique, 24(2), 151-163.
Rhoades, G., & Rhoads, R. A.
(2003). The Public
Discourse of Us Graduate Employee Unions: Social-Movement Identities,
Ideologies, and Strategies. Review of Higher Education, 26(2), 163+.
Rhodes, C. (1998). Structures of
the Jazz Age: Mass culture,
progressive education, and racial discourse in American modernist
fiction. New
York: Verso.
Ribak, R. (1997). Socialization
as and Through Conversation:
Political Discourse in Israeli Families. Comparative Education Review,
41(1),
71-96.
Ribe, E., & Olivera, M.
(1979). Les Presuppositions du
discours: Un Dilemme pour le traducteur. (Presuppositions of Discourse:
A
Dilemma for the Translator). Meta, 24(1), 130-140.
Ricard, R. J. (1993).
Conversational Coordination:
Collaboration for Effective Communication. Applied Psycholinguistics,
14(3),
387-412.
Rice, M. L., Sell, M. A., &
Hadley, P. A. (1990). The
Social Interactive Coding System (Sics): An On-Line, Clinically
Relevant
Descriptive Tool. Language, Speech, and Hearing Services in Schools,
21(1),
2-14.
Rice, W. C. (1996). Public
discourse and academic inquiry.
New York: Garland Pub.
Rich, R., & Shepherd, M. J.
(1993). Teaching Text
Comprehension Strategies to Adult Poor Readers. Reading and Writing,
5(4),
387-402.
Richards, J. C. (1983).
Communicative Needs in Foreign
Language Learning. English Language Teaching Journal, 37(2), 111-120.
Richardson, I. M. (1989).
Discourse Structure and
Comprehension. System, 17(3), 339-345.
Richardson, J. G. (2002).
Historical Context, Professional
Authority, and Discourses of Risk: Child-Guidance and
Special-Education.
Teachers College Record, 104(3), 563-585.
Richardson, P. K. (2002). The
School as Social-Context:
Social-Interaction Patterns of Children with Physical-Disabilities.
American
Journal of Occupational Therapy, 56(3), 296-304.
Richardson, W. K., & Segal,
D. M. (1998). Teaching
Analysis of Interaction in the 2X2 Factorial Design. Teaching of
Psychology,
25(4), 297-299.
Richmond, G., & Striley, J.
(1996). Making meaning in
classrooms: Social processes in small-group discourse and scientific
knowledge
building. Journal of Research in Science Teaching, 33(8), 839-858.
Richter, H. (1991). Discourse on
Education: Essay on the
Philosophy of Education. Zeitschrift fur Padagogik (S26), 141-153.
Rickards, J. P. (1975).
Processing Effects of Advance
Organizers Interspersed in Text. Reading Research Quarterly, 11(4),
599-622.
Rickheit, G., Musseler, J.,
Nattkemper, D., & Strohner,
H. (1987). Recalling Oral and Written Discourse. Journal of Educational
Psychology, 79, 438-444.
Rickheit, G., Strohner, H.,
Musseler, J., & Nattkemper,
D. (1987). Recalling oral and written discourse. Journal of Educational
Psychology, 79(4), 438-444.
Riddell, C. (1992). Are You
Still There? Telephone Skills for
Low-Level Adult Students. TESOL Journal, 1(4), 7-11.
Riddle, E. (1986). The Meaning
and Discourse Function of the
Past Tense in English. TESOL Quarterly, 20(2), 267-286.
Riehl, C. (1998). We Gather
Together: Work, Discourse, and
Constitutive Social-Action in Elementary-School Faculty Meetings.
Educational
Administration Quarterly, 34(1), 91-125.
Rigden, D. W., & Waugh, S.
S. (1990). The Shape of this
century. Readings from the disciplines. San Diego: Harcourt Brace
Jovanovich.
Riggenbach, H. (1990). Discourse
Analysis and Spoken
Language Instruction. Annual Review of Applied Linguistics, 11,
152-163.
Riggenbach, H. (1999). Discourse
analysis in the language
classroom. Ann Arbor: University of Michigan Press.
Rijlaarsdam, G., Bergh, H.,
& Couzijn, M. (Eds.).
(1996). Effective teaching and learning of writing. Current trends in
research.
Amsterdam: Amsterdam University Press.
Rijlaarsdam, G., Van den Bergh,
H., & Couzijn, M.
(1996). Effective teaching and learning of writing: Current trends in
research.
Amsterdam: Amsterdam University Press.
Riley, P. (1974). From fact to
function: Aspects of the work
of the C.R.A.P.E.L.. Melanges Centre
de
Recherches et d'Applications pedagogiques en Langues, 1-11.-
Riley, P. (1982). Topics in
Communicative Methodology:
Including a Preliminary and Selective Bibliography on the Communicative
Approach. Melanges Centre de
Recherches
et d'Applications pedagogiques en Langues, 93-122.1
Rinehart, J. A. (1998). Feminist
Theorizing as a
Conversation: The Connections Between Thinking, Teaching, and
Political-Action.
Women & Politics, 19(1), 59-89.
Rings, L. (1986). Authentic
Language and Authentic
Conversational Texts. Foreign Language Annals, 19(3), 203-208.
Rings, L. (1986). Exophoric
Reference in Beginning Textbooks.
Unterrichtspraxis, 19(2), 193-199.
Rings, L. (2000). Modifying
First-Year Textbook Dialogues
Along a Hymesian Model of Meaning: A Theory of in-Depth Language
Processing for
the L2 Classroom. Foreign Language Annals, 33(2), 181-188.
Rings, L. M. (1986). On the
Linguistic Authenticity of
Spoken German in Beginning Textbooks. Dissertation Abstracts
International, A:
The Humanities and Social Sciences, 46(9), 2683-8.
Ripich, D. N. (Ed.). (1985).
School discourse problems. San
Diego, Calif.: College-Hill Press.
Ripich, D. N., & Creaghead,
N. A. (1994). School
discourse problems /edited by Danielle Newberry Ripich, Nancy A.
Craighead..
San Diego, Calif.: Singular Group.
Ripich, D. N., & Creaghead,
N. A. (Eds.). (1994). School
discourse problems. Singular Pub. Group.
Ripich, D. N., & Spinelli,
F. M. (Eds.). (1985). School
discourse problems. San Diego, Calif.: College-Hill Press.
Rismark, M. (1996). The
likelihood of success during
classroom discourse. Scandinavian
Journal of Educational Research, 40(1), 57-68.
Ritchie, S. M. (1999). The Craft
of Intervention: A Personal
Practical Theory for a Teachers Within-Group Interactions. Science
Education,
83(2), 213-231.
Ritchie, S. M., Rigano, D. L.,
& Cook, J. (2002).
Discourses About a Teachers Self-Initiated Change in Praxis: Storylines
of Care
and Support. International Journal of Science Education, 24(10),
1079-1094.
Ritchie, S. M., & Tobin, K.
(2001). Actions and
Discourses for Transformative Understanding in a Middle School Science
Class. International
Journal of Science Education, 23(3), 283-299.
Ritley, R. B. (1979).
Doublespeak Teaching Materials. Public
Doublespeak Newsletter, 4(5), 6.
Rix, C., & McSorley, J.
(1999). An Investigation into
the Role That School-Based Interactive Science Centers May Play in the
Education of Primary-Aged Children. International Journal of Science
Education,
21(6), 577-593.
Roberts, C., & Sarangi, S.
(1995). 'But Are They One of
Us?': Managing and Evaluating Identities in Work-Related Contexts.
Multilingua,
14(4), 363-390.
Roberts, C., Wass, V., Jones,
R., Sarangi, S., &
Gillett, A. (2003). A discourse analysis study of 'good' and 'poor'
communication in an OSCE: A proposed new framework for teaching
students. Medical Education, 37 (3),
192-201.
Roberts, J. M. (2003). The
aesthetics of free speech.
Rethinking the public sphere. Houndmills, Basingstoke, Hampshire New
York:
Palgrave Macmillian.
Roberts, P. (1994). Education,
Dialog and Intervention:
Revisiting the Freirean Project. Educational Studies, 20(3), 307-327.
Robertson, A., & Smith, B.
(Eds.). (1999). Teaching in
the 21st century. Adapting writing pedagogies to the college
curriculum. New
York: Falmer Press.
Robertson, H. (1991). Bridge to
college success. Intensive
academic preparation for advanced students. New York, NY: Newbury
House.
Robertson, I., & Kahney, H.
(1996). The Use of Examples
in Expository Texts: Outline of an Interpretation Theory for Text
Analysis.
Instructional Science, 24(2), 93-123.
Robertson, L. R. (1988).
Discovery. Reading, writing, and
thinking in the academic disciplines. New York: Holt, Rinehart, and
Winston.
Robinson, D. N. (Ed.). (1992).
Social discourse and moral
judgment. San Diego, CA: Academic Press,
Inc.
Robinson, P., Katon, W.,
Vonkorff, M., Bush, T., Simon, G.,
Lin, E., & Walker, E. (1997). The Education of Depressed
Primary-Care
Patients: What Do Patients Think of Interactive Booklets and a Video.
Journal
of Family Practice, 44(6), 562-571.
Robson, A. E. (1997). Thinking
globally. Writing and reading
across the curriculum. New York: McGraw-Hill.
Rockwell, E. (1991). Palabra
escrita, interpretacion oral:
Los libros de texto en la clase. / The written word and its oral
interpretation: Textbooks in the classroom.
Infancia y Aprendizaje,ancia y Aprendizaje. 1991; No 55, 29-43.
Rodriguez, A. J. (1997). The
Dangerous Discourse of
Invisibility: A Critique of the National Research Councils National
Science-Education Standards. Journal of Research in Science Teaching,
34(1),
19-37.
Rogers, R. (2002). Between
contexts: A critical discourse
analysis of family literacy, discursive practices, and literate
subjectivities. Reading Research
Quarterly, 37(3), 248-277.
Rogers, R. (2002). Through the
Eyes of the Institution: A
Critical Discourse Analysis of Decision-Making in 2 Special-Education
Meetings.
Anthropology & Education Quarterly, 33(2), 213-237.
Rogers, R. (2003). A critical
discourse analysis of family
literacy practices: Power in and out of
print. Mahwah, NJ: Lawrence Erlbaum.
Rogers, R. (2004). Storied
selves: A Critical Discourse
Analysis of adult learners' literate lives.
Reading Research Quarterly, 39 (3), 272-305.
Rogers, R. (Ed.). (2003). An
introduction to critical
discourse analysis in education. Mahwah, N.J.: L. Erlbaum Associates.
Rogers, T., Tyson, C., &
Marshall, E. (2000). Living
Dialogues in One Neighborhood: Moving Toward Understanding Across
Discourses
and Practices of Literacy and Schooling. Journal of Literacy Research,
32(1),
1-24.
Rojas Drummond, S. (2000).
Guided participation, discourse
and the construction of knowledge in Mexican classrooms. In: Cowie,
Helen,
& van der Aalsvoort, Geerdina. (Eds.), Social interaction in
learning and
instruction:The meaning of discourse for the construction of knowledge.
Advances in learning and instruction series. (pp. 193-213). Amsterdam,
Netherlands: Pergamon/Elsevier Science Inc.
Rojo, R. H. R. (2001). Family
interactions as a source of
being in society: Language-games and everyday family discourse genres
in
language construction. In: Chaiklin, Seth. (Ed.), The theory and
practice of
cultural-historical psychology. (pp. 56-83). Aarhus N, Denmark: Aarhus
University Press.
Roller, C. M. (1994).
Teacher-Student Interaction During
Oral Reading and Rereading. Journal of Reading Behavior, 26(2), 191-209.
Rosaen, C. L. (2002). Designing
and using hypermedia
materials to investigate language use in a culturally diverse classroom. Journal of Educational Multimedia and
Hypermedia, 11(2), 155-175.
Rosales, J., Sanchez, E., &
Canedo, I. (1998). El
discurso expositivo en el aula.
Realmente comprenden los alumnos lo que sus profesores creen? /
Expository discourse in the classroom: Do students really understand as
much as
their teachers think? Infancia y
Aprendizaje,ancia y Aprendizaje. 1998; No 81, 65-81.
Roschelle, J. (1999).
Transitioning to professional
practice: A Deweyan view of five analyses of problem-based learning. Discourse Processes, 27(2), 231-240.
Rosebery, A. S., Warren, B.,
& Conant, F. R. (1992).
Appropriating scientific discourse: Findings from language minority
classrooms.
Journal of the Learning Sciences, 2(1), 61-94.
Rosen, H. (1984). Stories and
meanings. Sheffield (England):
National Association for the Teaching of English.
Rosenwasser, D., & Stephen,
J. (1997). Writing
analytically. Fort Worth: Harcourt Brace College Publishers.
Rosie, A., Bufton, S., &
Hirst, J. (2001). Sociology as
a moral discourse: A case study of social theory teaching.
British Journal of Sociology of Education,
22(2), 217-226.
Roskos, K., Boehlen, S., &
Walker, B. J. (2000).
Learning the Art of Instructional Conversation: The Influence of
Self-Assessment on Teachers Instructional Discourse in a Reading
Clinic.
Elementary School Journal, 100(3), 229-252.
Ross, C. (1979). Inferences of
Opposition: The Role of
Syntactic Structure in Semantic Interpretation in Modern Chinese Texts.
Journal
of the Chinese Language Teachers Association, 14(3), 1-26.
Rossi, L. D., & Gasser, M.
(1983). Academic English.
Englewood Cliffs, N.J.: Prentice-Hall.
Rossignol, M. (1997).
Relationship Between Selected
Discourse Strategies and Student Critical Thinking. Journal of Nursing
Education, 36(10), 467-475.
Rossler, M. (1991). Another
Discourse on Space and History:
Interconnections Between the Early German Social Geography and the
French
Annales School, 1920 to 1950. Geographische Zeitschrift, 79(3), 153-167.
Roth, W. M. (1994). Science
Discourse Through Collaborative
Concept Mapping: New Perspectives for the Teacher. International
Journal of
Science Education, 16(4), 437-455.
Roth, W. M. (1995). Affordances
of Computers in Teacher
Student Interactions: The Case of Interactive Physics(TM). Journal of
Research
in Science Teaching, 32(4), 329-347.
Roth, W. M. (1996). Teacher
Questioning in an Open-Inquiry
Learning-Environment: Interactions of Context, Content, and Student
Responses.
Journal of Research in Science Teaching, 33(7), 709-736.
Roth, W. M. (1999). Discourse
and Agency in School Science
Laboratories. Discourse Processes, 28(1), 27-60.
Roth, W. M., & Alexander, T.
(1997). The Interaction of
Students Scientific and Religious Discourses: 2 Case-Studies.
International
Journal of Science Education, 19(2), 125-146.
Roth, W. M., Bowen, G. M., &
Mcginn, M. K. (1999).
Differences in Graph-Related Practices Between High-School Biology
Textbooks
and Scientific Ecology Journals. Journal of Research in Science
Teaching,
36(9), 977-1019.
Roth, W. M., & Lucas, K. B.
(1997). From Truth to
Invented Reality: A Discourse Analysis of High-School Physics Students
Talk
About Scientific Knowledge. Journal of Research in Science Teaching,
34(2),
145-179.
Rotich, D. C. (2000). Textbook
Publishing in Kenya Under a
New Policy on School Textbook Procurement. Publishing Research
Quarterly,
16(2), 60-72.
Roulet, E. (1991).
L'Enseignement-apprentissage de la
competence discursive et l'analyse du discours. (The Teaching/Learning
of
Discursive Competence and Discourse Analysis). Revue de l'ACLA /
Journal of the
CAAL, 13(2), 7-22.
Roulet, E., Richterich, R.,
Kahn, G., & Holec, H.
(1981). Tableronde sur les preoccupations actuelles de chercheurs
europeens en
didactique des langues. (Roundtable on the Current Concerns of European
Language Didactics Researchers). Bulletin de l'ACLA / Bulletin of the
CAAL,
3(2), 195-207.
Rounds, P. L. (1986). Talking
the Mathematics Through:
Disciplinary Transaction and Socio-Educational Interaction.
Dissertation
Abstracts International, A: The Humanities and Social Sciences, 46, 11,
3338-3.
Rounds, P. L. (1987).
Characterizing Successful Classroom
Discourse for Nns Teaching Assistant Training. Tesol Quarterly, 21(4),
643-671.
Rounds, P. L. (1987).
Multifunctional Personal Pronoun Use
in an Educational Setting. English for Specific Purposes, 6(1), 13-29.
Rouzel, J. (2000). La pratique
des écrits professionnels en
éducation spécialisée. Méthode et cas concrets. Paris: Dunod.
Rowland, R. C. (1993). Argument
Fields. Applied
Psycholinguistics, 14(1), 89-120.
Ruberg, L. F., Moore, D. M.,
& Taylor, C. D. (1996).
Student participation, interaction, and regulation in a
computer-mediated
communication environment: A qualitative study. Journal of Educational
Computing Research, 14(3), 243-268.
Rubi, S. (1986). "Baby Talk"
dans un jardin
d'enfants. ("Baby Talk" in a Preschool). Travaux neuchatelois de
linguistique (TRANEL), 10, 13-58.
Rubin, D. L. (2002). Binocular
vision for communication
education. Communication Education,
51(4), 412-419.
Rubin, K. H., & Dyck, L.
(1980). Preschoolers' Private
Speech in a Play Setting. Merrill Palmer Quarterly, 26(3), 219-229.
Rudolph, D. E. (1994).
Constructing an apprenticeship with
discourse strategies: Professor-graduate student interactions. Language
in
Society, 23(2), 199-230.
Rueda, R. S. (1992).
Characteristics of teacher-student
discourse in computer-based dialogue journals: A descriptive study. Learning Disability Quarterly, 15(3),
187-206.
Ruiz, I. L., Garcia, G. C.,
& Gomeznieto, M. A. (2003).
Computer-Assisted-Learning Using a Dialogue System for Virtual
Teacher-Student
Communication. Journal of Chemical Information and Computer Sciences,
43(5),
1378-1389.
Ruprecht, A. (1982). L'Article
de presse: pour une lecture
en profondeur. (The Newspaper Article: Toward an In-Depth Reading).
Canadian
Modern Language Review / Revue canadienne des langues vivantes, 39(1),
70-82.
Russell, D. R. (1991). Writing
in the academic disciplines,
1870-1990. A curricular history. Carbondale: Southern Illinois
University
Press.
Russell, R. L., Bryant, F. B.,
& Estrada, A. U. (1996).
Confirmatory P-technique analyses of therapist discourse: High- versus
low-quality child therapy sessions. Journal of Consulting &
Clinical
Psychology, 64(6), 1366-1376.
Russell, T. L. (1983). Analyzing
arguments in science
classroom discourse: Can teachers' questions distort scientific
authority? Journal of Research in Science
Teaching,
20(1), 27-45.
Russell, W. J. (1978). Topics in
Discourse: Report of the
Second Annual Meeting of the Discourse Linguistics Special Interest
Group of
the American Educational Research Association, April 4-8, 1977.
Southwest
Regional Laboratory Professional Papers, 40, i-.
Russell, W. J., & Snow, D.
(1978). Discourse Processes
in Elementary School Children. Southwest Regional Laboratory
Professional
Papers, 40, 65-74.
Russo, P., Persegani, C.,
Carucci, C., Vallini, I.,
Papeschi, L. L., & Trimarchi, M. (2001). Interaction Between
Cognitive-Style and School Environment: Consequences on Self-Evaluated
Anxiety
and Depression. International Journal of Neuroscience, 110(1-2), 79-90.
Rust, F. O. (1999). Professional
Conversations: New Teachers
Explore Teaching Through Conversation, Story, and Narrative. Teaching
and
Teacher Education, 15(4), 367-380.
Ruud, R. (1990). Rapid-Fire
Questions for Better
Communication. Cross Currents, 17(2), 185-187.
Ryan, J. (1998). Understanding
Racial/Ethnic Stereotyping in
Schools: From Image to Discourse. Alberta Journal of Educational
Research,
44(3), 284-301.
Ryan, J. (1998). Understanding
racial/ethnic stereotyping in
schools: From image to discourse.
Alberta Journal of Educational Research, 44(3), 284-301.
Ryder, R. J., & Hughes, M.
(1985). The Effect on Text
Comprehension of Word Frequency. Journal of Educational Research,
78(5),
286-291.
Rymes, B. (1995). The
Construction of Moral Agency in the
Narratives of High-School Drop-Outs. Discourse & Society, 6(4),
495-516.
Rymes, B. (2001). Conversational
borderlands: Language and identity in an
alternative urban
high school. New York: Teachers College
Press.
Sachs, J. (2001). Teacher
Professional Identity: Competing
Discourses, Competing Outcomes. Journal of Education Policy, 16(2),
149-161.
Sachs, J., Donnelly, J., Smith,
C., & Bookbinder, J. D.
(1991). Preschool Childrens Conversation Intrusions: Behavior and
Metapragmatic
Knowledge. Discourse Processes, 14(3), 357-372.
Safstrom, C. A. (1996).
Education as a Science Within a
Scientific-Rational Discourse. Journal of Curriculum Studies, 28(1),
57-71.
Sage, R. (2002). Start talking
and stop misbehaving:
Teaching pupils to communicate, think and act appropriately. Emotional and Behavioural Difficulties, 7(2),
85-96.
Saigol, R. (1995). Knowledge and
identity. Articulation of
gender in educational discourse in Pakistan. Lahore, Pakistan: ASR
Publications.
Sailor, W., & Paul, J. L.
(2004). Framing positive behavior
support in the ongoing discourse concerning the politics of knowledge. Journal of Positive Behavior Interventions,
6(1), 37-49 .
Sajavaara, K. (1978).
Linguistics in Finland. Linguistic
Reporter, 20(5), 3, 5.
Salah, G. (1990). Discourse
analysis and embedding depth of
utterances: Clause analysis technique as a measure of complexity. In:
Arena,
Louis A. (Ed.), Language proficiency:Defining, teaching, and testing.
Topics in
language and linguistics. (pp. 121-128). New York, NY: Plenum Press.
Salins, G. D. (1987). Signaux
prosodiques et marqueurs
discursifs dans les operations d'alignement d'une conversation
dominante:
exemple du discours de l'enseignant. (Prosodic Signs and Discourse
Markers in
the Operations of Alignment in a Dominant Conversation: Example of a
Teacher's
Discourse). Etudes de Linguistique Appliquee, 66, 118-133.
Salter, M. (1991). Lawyers
Watching Their Language: A
Discussion between a Teacher, a Research Student and a Lay Person.
International Journal for the Semiotics of Law / Revue Internationale
de
Semiotique Juridique, 4, 10, 61-76.
Salyer, D. M. (1992). A
Description of the Narrative Talk in
the Composing of One Group of First-Grade Children. Dissertation
Abstracts
International, A: The Humanities and Social Sciences, 52, 12, 4250-3.
Samson, E. (1985). Discourse and
the Teaching of Intonation.
Working Papers in Linguistics and Language Teaching, 8, 45-60.
Samson, E. (1986). Review
Article: Linguistic Prediction in
Economics Text. Working Papers in Linguistics and Language Teaching, 9,
81-88.
Sanahuja, J. (1987). El discurso
de la ciencia y el estatuto
de su objeto: Razones para una polemica. /Scientific discourse and the
status
of its objects: Reasons for controversy. Revista de Psicologia, 9(2),
185-192.
Sanchez, E., Rosales, J., &
Canedo, I. (1996). La
formacion del profesorado en habilidades discursivas:
?Es posible ensenar a explicar manteniendo
una conversacion encubierta? / Teacher training in discourse skills: Is
it
possible to teach how to explain through covert conversation? Infancia y Aprendizaje,ancia y Aprendizaje.
1996; No 74, 119-137.
Sanchez, E., Rosales, J., &
Canedo, I. (1999).
Understanding and Communication in Expositive Discourse: An Analysis of
the
Strategies Used by Expert and Preservice Teachers. Teaching and Teacher
Education, 15(1), 37-58.
Sanchez, E., Rosales, J.,
Canedo, I., & Conde, P.
(1994). El discurso expositivo: Una comparacion entre profesores
expertos y
principiantes. / The classroom discourse: A comparison between expert
and novice
teachers. Infancia y Aprendizaje,ancia y
Aprendizaje. 1994; No 67-68, 51-74.
Sanchez, E., Rosales, J., &
Caneedo, I. (1999).
Understanding and communication in expositive discourse: An analysis of
the
strategies used by expert and preservice teachers.
Teaching and Teacher Education, 15(1), 37-58.
Sanchez, T. R. (1997). The
Social-Studies Teachers Lament:
How Powerful Is the Textbook in Dealing with Knowledge of Ethnic
Diversity and
Attitude-Change. Urban Education, 32(1), 63-80.
Sanderlin, D. (1975). Writing
the history paper. How to
select, collect, interpret, organize, and write your term paper..
Woodbury,
N.Y.: Barron's Education Series, inc.
Sanders, C. (1994). Register and
Genre in French and
English: Notes towards Contrastive Research. In J. A. Coleman, & R.
Crawshaw (Eds.), Discourse Variety in Contemporary French: Descriptive
and
Pedagogical Approaches. (pp. 87-105). London: Assn. for Fr. Lang.
Studies with
Centre for Information on Lang. Teaching & Research.
Sanford, R. C. (2000). Caring
Through Relation and Dialogue:
A Nursing Perspective for Patient Education. Advances in Nursing
Science,
22(3), 1-15.
Santamaria, A., & Delamata,
M. L. (2002). Referential
Perspective and Instruction: A Study on Teacher-Student Interaction and
Text
Remembering. Instructional Science, 30(2), 129-152.
Santos, M. C., & Teixeira,
M. L. (1989). A analise do
discurso na escola de segundo grau. (Discourse Analysis in Secondary
School).
Letras de Hoje, 24, 4(78), 111-136.
Sapon-Shevin, M. (1993). Gifted
education and the protection
of privilege: Breaking the silence, opening the discourse. In Lois
Weis, &
Michelle Fine (Eds.), Beyond silenced voices: Class, race, and gender
in United
States schools. SUNY series, frontiers in education. (pp. 25-44).
Albany, NY:
State University of New York Press.
Sapon Shevin, M. (1993). Gifted
education and the protection
of privilege: Breaking the silence, opening the discourse.
In: Weis, Lois, & Fine, Michelle. (Eds.),
Beyond silenced voices: Class, race, and
gender in United States schools. SUNY series, frontiers in education.
(pp.
25-44). Albany, NY: State University of New York Press.
Sarangapani, P. M. (1999). The
child's construction of
knowledge. In: Saraswathi, T.S. (Ed.),
Culture, socialization and human development: Theory, research and
applications
in India. (pp. 85-122). Thousand Oaks, CA: Sage Publications, Inc.
Saravanamuttu, R., & Pyke,
J. (2003). Interaction: Case
Managers and Social-Skills Teaching. Psychiatric Rehabilitation
Journal, 27(1),
79-82.
Sargent, P. (2002). Under the
Glass: Conversations with Men
in Early-Childhood Education. Young Children, 57(6), 22+.
Sariscsany, M. J., &
Pettigrew, F. (1997). Effectiveness
of Interactive Video Instruction on Teachers Classroom Management
Declarative
Knowledge. Journal of Teaching in Physical Education, 16(2), 229-240.
Sarokoff, R. A., Taylor, B. A.,
& Poulson, C. L. (2001).
Teaching-Children with Autism to Engage in Conversational Exchanges:
Script
Fading with Embedded Textual Stimuli. Journal of Applied Behavior
Analysis,
34(1), 81-84.
Savage, G. J. (1995). Inventing
Disciplinary Knowledge and
Ethos: Conversational Argument as Heuristic Inquiry in Collaborative
Groups of
Chemical Engineering Students.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 56, 4, Oct, 1185-A.
Savage, G. J. (1995).
Sociolinguistic Construction of Power
in Two Classroom Peer Groups. Studies in the Linguistic Sciences,
25(2),
131-146.
Savic, J. M. (1995).
Serbian/English and Spanish/English Code-Switching:
Toward a More Comprehensive Model.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 55, 12, June, 3830-A-3831-A.
Saville-Troike, M., &
Kleifgen, J. A. (1986). Scripts
for School: Cross-Cultural Communication in Elementary Classrooms.
Text, 6(2),
207-221.
Sawanobori, H. (1975). Eibun no
Rikai to Imiron. (Semantics
and Understanding of English Sentences). Eigo Kyoiku / English
Teachers'
Magazine, 24(9), 8-11.
Sawyer, R. K. (1996). Role
voicing, gender, and age in
preschool play discourse. Discourse Processes, 22(3), 289-307.
Sawyer, R. K. (1997). Pretend
play as improvisation: Conversation in the
preschool classroom. Hillsdale, NJ:
Lawrence Erlbaum Associates,
Inc.
Sayed, Y., & Soudien, C.
(2003). (Re)Framing Education
Exclusion and Inclusion Discourses: Limits and Possibilities. ids
Bulletin-Institute of Development Studies, 34(1), 9+.
Sayre, J. L. (1979). A practical
guide to typing high school
term papers. Enid, Okla.: Seminary Press.
Scanlan, P. A. (1989). Student
Talk in Cooperative Learning
Groups. Dissertation Abstracts International, A: The Humanities and
Social
Sciences, 50(4), 868-C.
Scardamalia, M., & Bereiter,
C. (1996). Computer support
for knowledge-building communities. In:
Koschmann, Timothy. (Ed.), CSCL: Theory
and practice of an emerging paradigm. Computers, cognition, and work.
(pp.
249-268). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Schairer, K. S., & Nelson,
N. W. (1996). Communicative
Possibilities of Written Conversations with Adolescents Who Have
Autism. Child
Language Teaching and Therapy, 12(2), 164-180.
Schall, V. T. (1998). An
Interactive Perspective of
Health-Education for the Tropical Disease-Control: The Schistosomiasis
Case.
Memorias do Instituto Oswaldo Cruz, 93(S1), 51-58.
Schecter, S. R. (1986). Language
as Medium, Language as
Object: An Ethnographic Study of Two Primary-Level Anglais Langue
Seconde
Classrooms. Dissertation Abstracts International, A: The Humanities and
Social
Sciences, 47(6), 2063-3.
Schellenberg, W. (1987).
Linguistische Untersuchungen zur
sprachlich-kommunikativen Tatigkeit des Lehrers im
Kommunikationsereignis
Unterrichtsstunde (Ke/U). (Linguistic Studies of the
Linguistic-Communicative
Activities of the Teacher in the Communicational Event Lesson).
Wissenschaftliche Zeitschrift der Padagogischen Hochschule "Karl
Liebknecht" Potsdam, 31(5), 897-902.
Schellings, G. L. M., &
Vanhoutwolters, B. H. A. M.
(1995). Main Points in an Instructional Text, as Identified by Students
and by
Their Teachers. Reading Research Quarterly, 30(4), 742-756.
Schepis, M. M., Reid, D. H.,
Behrmann, M. M., & Sutton,
K. A. (1998). Increasing Communicative Interactions of Young-Children
with
Autism Using a Voice Output Communication Aid and Naturalistic
Teaching.
Journal of Applied Behavior Analysis, 31(4), 561-578.
Scherer, M. (1994). On Schools
Where Students Want to Be: A
Conversation with Deborah Meier. Educational Leadership, 52(1), 4-8.
Scherer, M., & Kushner, H.
(1998). Is School the Place
for Spirituality: A Conversation with Rabbi Harold Kushner. Educational
Leadership, 56(4), 18-22.
Scherner, M. (1986). "Nutzt die
Grammatik der
Textinterpretation?" Zum Aufbau einer Verstehensgrammatik fur den
Deutschunterricht. ("Does Grammar Instruction Utilize Text
Interpretation?" On the Formation of a Comprehensive Grammar for German
Instruction). Deutschunterricht, 38(2), 86-103.
Schetz, K. F. (1994). An
examination of software used with
enhancement for preschool discourse skill improvement. Journal of
Educational
Computing Research, 11(1), 51-71.
Schlagal, B., Trathen, W., &
Blanton, W. (1996).
Structuring Telecommunications to Create Instructional Conversations
About
Student Teaching. Journal of Teacher Education, 47(3), 175-183.
Schleppegrell, M. J. (1996).
Strategies for Discourse
Cohesion: Because in ESL Writing. Functions of Language, 3(2), 235-254.
Schleppegrell, M. J. (1997).
Teacher Research Through
Dialogic Inquiry. Canadian Modern Language Review-Revue Canadienne des
Langues
Vivantes, 54(1), 68-83.
Schmidt, G. D., & Vande
Kopple, W. J. (Eds.). (1993).
Communities of discourse. The rhetoric of disciplines. Englewood
Cliffs, N.J.:
Prentice Hall.
Schmidt, H. H. (1981). Using
Authentic Discourse in Teaching
the Conditional. Cross Currents, 8(1), 1-13.
Schmidt, J. Z. (1998).
Women/writing/teaching. Albany, N.Y.:
State University of New York Press.
Schober-Peterson, D., &
Johnson, C. J. (1991).
Non-Dialogue Speech during Preschool Interactions. Journal of Child
Language,
18(1), 153-170.
Schober-Peterson, D. L. (1989).
The Conversational
Performance of Low-Achieving and Normally Achieving Third Grade
Children.
Dissertation Abstracts International, B: Sciences and Engineering,
50(2),
519-C.
Schoenfeld, A. H. (1994). A
Discourse on Methods. Journal
for Research in Mathematics Education, 25(6), 697-710.
Scholmerich, A., Lamb, M. E.,
Leyendecker, B., &
Fracasso, M. P. (1997). Mother-Infant Teaching Interactions and
Attachment
Security in Euro-American and Central-American Immigrant Families.
Infant
Behavior & Development, 20(2), 165-174.
Schooler, T. Y. E., Kennet, J.,
Wiley, J., & Voss, J. F.
(1996). On the processing of political editorials. In Roger J. Kreuz,
&
Mary Sue MacNealy (Eds.), Empirical approaches to literature and
aesthetics.
Advances in discourse processes, Vol. 52. (pp. 445-459). Norwood, NJ:
Ablex
Publishing Corp.
Schroder, H. (1985). Anmerkungen
zur Planung
textorientierter Lehrwerke fur Lesekurse im Bereich der
Sozialwissenschaften-Erfahrungen aus Finnland. (Observations on
Planning
Textbooks for Special Purposes for a Reading Course in Research on
Social
Sciences-Finnish Experiences). Special Language Fachsprache, 7, 1-2,
37-53.
Schroeder, C. L., Fox, H., &
Bizzell, P. (Eds.). (2002).
ALT DIS. Alternative discourses and the academy. Portsmouth, NH:
Boynton/Cook--Heinemann.
Schryer, C. F., & Steven, L.
(Eds.). (1994). Contextual
literacy. Writing across the curriculum. Winnipeg, Man.: Inkshed
Publications.
Schubiner, H., & Eggly, S.
(1995). Strategies for health
education for adolescent patients: A preliminary investigation. Journal of Adolescent Health, 17(1), 37-41.
Schuck, S. (1998). Conversations
with the 3 Selves of the
Prospective Primary Mathematics Teacher. Teaching and Teacher
Education, 14(7),
703-714.
Schultz, K. (2001). Constructing
failure, narrating success:
Rethinking the "problem" of teen pregnancy. Teachers
College Record, 103(4), 582-607.
Schultz, K., Buck, P., &
Niesz, T. (2000). Democratizing
Conversations: Racialized Talk in a Post-Desegregated Middle School.
American
Educational Research Journal, 37(1), 33-65.
Schulze, R. (1984).
Pragmalinguistische Forschungsergebnisse
der Gegenwart. Probleme und Tendenzen. (Results of Pragmatic and
Linguistic
Research-Work in the Present Time: Problems and Tendencies).
Neusprachliche
Mitteilungen aus Wissenschaft und Praxis, 37(3), 143-150.
Schwartz, I. S. (1999).
Controversy or lack of consensus?
Another way to examine treatment alternatives.
Topics in Early Childhood Special Education, 19(3), 189-193.
Schwartz, R. (1994).
Restructuring Philadelphia Neighborhood
High-Schools: A Conversation with Constance Clayton and Michelle Fine.
Journal
of Negro Education, 63(1), 111-125.
Schwarze, C. (1973). Zu
Forschungsstand und Perspektiven der
linguistischen Textanalyse. (On the research status and perspectives of
linguistic text analysis). Linguistik und Didaktik, 4 (3), 218-231.
Schwarzer, M. (1994). Myths of
Permanence and Transience in
the Discourse on Historic Preservation in the United-States. Journal of
Architectural
Education, 48(1), 2-11.
Scott, C. M. (1995). Syntax for
school-age children: A
discourse perspective. In: Fey, Marc E.,
& Windsor, Jennifer. (Eds.), Language intervention:
Preschool through the elementary years.
Communication and language intervention series, Vol. 5. (pp. 107-143).
Baltimore, MD: Paul H. Brookes Publishing Co.
Scott, C. M., & Rush, D.
(1985). Teaching Adverbial
Connectivity: Implications from Current Research. Child Language
Teaching and
Therapy, 1(3), 264-280.
Scott, C. M., & Windsor, J.
(2000). General Language
Performance-Measures in Spoken and Written Narrative and Expository
Discourse
of School-Age-Children with Language-Learning Disabilities. Journal of
Speech
Language and Hearing Research, 43(2), 324-339.
Scott, W. J., & McIlvain, H.
(2000). Interactive
Software: An Educational/Behavioural Approach to Smelting Cessation for
Pregnant-Women and Their Families. Tobacco Control, 9(S3), 56-57.
Scotton, C. M., & Bernsten,
J. (1988). Natural
Conversations as a Model for Textbook Dialogue. Applied Linguistics,
9(4),
372-384.
Sebranek, P., Meyer, V., &
Kemper, D. (1997). Writers
INC. Write for college : a student handbook. Wilmington, Mass.: Write
Source,
Great Source Education Group.
Sedbrook, T. A. (1998).
Visual-Interactive Business Games:
Design and Pedagogical Effects. Journal of Computer Information
Systems, 38(4),
33-40.
See, P., & Taylor, B.
(Eds.). (2001). Higher learning.
Reading and writing about college. Upper Saddle River, N.J.:
Prentice-Hall.
Seedhouse, P. (1994). Linking
Pedagogical Purposes to
Linguistics Patterns of Interaction: The Analysis of Communication in
the
Language Classroom. Iral-International Review of Applied Linguistics in
Language Teaching, 32(4), 303-320.
Seedhouse, P. (1996). Classroom
Interaction: Possibilities
and Impossibilities. English Language Teaching Journal, 50(1), 16-24.
Seedhouse, P. (2001). The Case
of the Missing No: The
Relationship Between Pedagogy and Interaction. Language Learning,
51(S1),
347-385.
Seedhouse, P. (2004). The
interactional architecture of the
language classroom. A conversation analysis perspective. Malden, MA:
Blackwell
Pub.
Segal, A. (2000). Masculinity,
school, and self in Sweden
and the Netherlands. Journal of Men's
Studies, 8(2), 171-193.
Seidlhofer, B. (1995).
Approaches to summarization.
Discourse analysis and language education. Tübingen: Narr.
Seilman, U., & Larsen, S. F.
(1996). Parental influence
on children's reading patterns. In Roger J. Kreuz, & Mary Sue
MacNealy
(Eds.), Empirical approaches to literature and aesthetics. Advances in
discourse processes, Vol. 52. (pp. 601-613). Norwood, NJ: Ablex
Publishing
Corp.
Seliger, H. W. (1971). The
discourse organizer concept as a
framework for continued discourse practice in the language classroom. IRAL: International Review of Applied
Linguistics in Language Teaching,L, International Review of Applied
Linguistics
in Language Teaching. 1971 Aug; Vol. 9(3), 195-207.
Selinker, L. (1979). On the Use
of Informants in Discourse
Analysis and 'Language for Specialized Purposes'. IRAL, International
Review of
Applied Linguistics in Language Teaching, 17(3), 189-215.
Selinker, L., Trimble, R. M. T.,
& Trimble, L. (1976).
Presuppositional Rhetorical Information in EST Discourse. TESOL
Quarterly, 10(3),
281-290.
Sell, M. A., Cohen, R.,
Graesser, A. C., & Duncan, M.
K., et al. (1994). The form and function of speech act exchanges in
children's
dyadic interactions. Discourse Processes, 18(1), 119-139.
Sell, M. A., Kreuz, R. J., &
Coppenrath, L. (1997).
Parents Use of Nonliteral Language with Preschool-Children. Discourse
Processes, 23(2), 99-118.
Serrani, S. M. (1983). Uma
analise pre-pedagógica de textos
baseada na concepção discursiva de linguagem. (A Pre-Pedagogic Analysis
of
Texts Based on the Discursive Conception of Language). Trabalhos em
Linguistica
Aplicada, 2, 51-88.
Seyler, D. U. (1988). The
writer's stance. Reading and
writing in the disciplines. New York: Random House.
Sfard, A. (2000). Symbolizing
mathematical reality into
being--or how mathematical discourse and mathematical objects create
each
other. In: Cobb, Paul, & Yackel, Erna. (Eds.), Symbolizing and
communicating in mathematics classrooms:Perspectives on discourse,
tools, and
instructional design. (pp. 37-98). Mahwah, NJ, US: Lawrence Erlbaum
Associates,
Publishers. x, 411 pp.S
Sfard, A. (2002). The interplay
of intimations and
implementations: Generating new discourse with new symbolic tools. Journal of the Learning Sciences, 11(2-3),
319-357.
Sfard, A., & McClain, K.
(2002). Analyzing tools:
Perspectives on the role of designed artifacts in mathematics learning. Journal of the Learning Sciences, 11(2-3),
153-161.
Sgall, P. (1994). Meaning,
Reference and Discourse Patterns.
In P. A. Luelsdorff (Ed.), The Prague School of Structural and
Functional
Linguistics: A Short Introduction. (pp. 277-309). Amsterdam: Benjamins.
Shadden, B. B. (1995). The Use
of Discourse Analyses and
Procedures for Communication Programming in Long-Term Care Facilities.
Topics
in Language Disorders, 15(2), 75-86.
Shapiro, S. (1987).
Educational-Theory and Recent Political
Discourse: A New Agenda for the Left. Teachers College Record, 89(2),
171-200.
Shardakova, M., & Pavlenko,
A. (2004). Identity Options
in Russian Textbooks. Journal of Language,
Identity, and Education, 3 (1), 25-46.
Shatz, M. (1984). A Song without
Music and Other Stories:
How Cognitive Process Constraints Influence Children's Oral and Written
Narratives. Georgetown University Round Table on Languages and
Linguistics,
313-324.3
Shaw, J., & Jamieson, J.
(1997). Patterns of Classroom
Discourse in an Integrated, Interpreted Elementary-School Setting.
American
Annals of the Deaf, 142(1), 40-47.
Shaw, M. J., Beebe, T. J.,
Tomshine, P. A., Adlis, S. A.,
& Cass, O. W. (2001). A Randomized, Controlled Trial of
Interactive,
Multimedia Software for Patient Colonoscopy Education. Journal of
Clinical
Gastroenterology, 32(2), 142-147.
She, H. C. (2000). The Interplay
of a Biology Teachers
Beliefs, Teaching Practices and Gender-Based Student-Teacher Classroom
Interaction. Educational Research, 42(1), 100-111.
Sheehy, M. (2002). Illuminating
Constructivism: Structure,
Discourse, and Subjectivity in a Middle School Classroom. Reading
Research
Quarterly, 37(3), 278-308.
Sheen, R. (2000). A Response to
Nassajis Towards Integrating
Forum-Focused Instruction and Communicative Interaction in the 2nd
Language
Classroom in Light of Issues Related to Focus on Form. Canadian Modern
Language
Review-Revue Canadienne des Langues Vivantes, 56(3), 496-506.
Sheldon, A. (1990). Pickle
Fights: Gendered Talk in
Preschool Disputes. Discourse Processes, 13(1), 5-31.
Shen, X. S. (1988). Identifying
Topic in Chinese through
Prosodic Features. Journal of the Chinese Language Teachers
Association, 23(2),
17-32.
Sheridan, J. (Ed.). (1995).
Writing-across-the-curriculum
and the academic library. A guide for librarians, instructors, and
writing
program directors. Westport, Conn.: Greenwood Press.
Sherin, M. G. (2002). A
balancing act: Developing a
discourse community in a mathematics classroom.
Journal of Mathematics Teacher Education, 5(3), 205-233.
Sherman, J. L., & Kulhavy,
R. W. (1980). Processing
flexibility in connected discourse. Contemporary Educational
Psychology, 5(1),
41-64.
Sherrard, C. (1989). Teaching
Students to Summarize:
Applying Textlinguistics. System, 17(1), 1-11.
Shih, S. S., & Alexander, J.
M. (2000). Interacting
Effects of Goal-Setting and Self-Referenced or Other-Referenced
Feedback on
Childrens Development of Self-Efficacy and Cognitive Skill Within the
Taiwanese
Classroom. Journal of Educational Psychology, 92(3), 536-543.
Shiland, T. W. (1997).
Quantum-Mechanics and Conceptual
Change in High-School Chemistry Textbooks. Journal of Research in
Science
Teaching, 34(5), 535-545.
Shimizu, Y., & Uchida, N.
(2001). How do children adapt
to classroom discourse? Quantitative and qualitative analyses of first
grade
homeroom activities. Japanese Journal of
Educational Psychology, 49(3), 314-325.
Shiro, M. (1996). Venezuelan
Children's Preliterate
Narrative Development: A Multidimensional Approach. Proceedings of the
Annual
Boston University Conference on Language Development, 20(2), 706-717.
Shkedi, A. (1997). The Tension
Between Ought and Is:
Teachers Conceptions of the Encounter Between Students and Culturally
Valued
Texts. Educational Research, 39(1), 65-76.
Shkedi, A. (2001). Studying
Culturally Valued Texts:
Teachers Conception vs. Students Conceptions. Teaching and Teacher
Education,
17(3), 333-347.
Shkedi, A., & Horenczyk, G.
(1995). The Role of Teacher
Ideology in the Teaching of Culturally Valued Texts. Teaching and
Teacher
Education, 11(2), 107-117.
Short, G. (1991). Perceptions of
Inequality: Primary-School
Childrens Discourse on Social-Class. Educational Studies, 17(1), 89-106.
Short, M. (1990). Discourse
Analysis in Stylistics and
Literature Instruction. Annual Review of Applied Linguistics, 11,
181-195.
Shostak, J. (1964). How to
prepare for college board
achievement tests: English. English composition, The writing sample..
Great
Neck, N.Y.: Barron's Educational Series.
Shuart-Faris, N., & Bloome,
D. (Eds.). (2004). Uses of
intertextuality in classroom and educational research. Greenwich:
Information
Age Pub.
Shugar, G. W. (1981). Early
child discourse analyzed in the
dyadic interaction unit. International Journal of Psycholinguistics,
8(2,, 22)
55-78.
Shugar, G. W. (1996). The social
construction of enacted
stories. Adult-child collaboration on transformation of a story schema.
Polish
Psychological Bulletin, 27(3), 201-216.
Shuy, R. W. (1983). Three types
of interference to an
effective exchange of information in the medical interview. In S.
Fisher &
A. D. Todd (Eds.), Discourse and institutional authority: medicine,
education,
and law. (pp. 189-202). Norwood, NJ: Ablex.
Shuy, R. W. (1986). Some
linguistic contributions to a
criminal court case. In S. Fisher, & A. D. Todd (Eds.), Discourse
and
institutional authority: Medicine, education and law (pp. 234--249).
Norwood,
NJ: Ablex.
Shuy, R. W. (1995). How a
Judge's Voir Dire Can Teach a Jury
What to Say. Discourse & Society, 6(2), 207-222.
Sibaya, P. T., & Sibaya, D.
C. (1997). Pupils
Performance on a Teacher-Made Mathematics Test: The Interaction Effects
of Sex,
Class and Stream with Age as a Covariate. South African Journal of
Psychology-Suid-Afrikaanse Tydskrif vir Sielkunde, 27(1), 9-15.
Sidney, M. S. (2002). The Role
of Ideas in Education
Politics: Using Discourse Analysis to Understand Barriers to Reform in
Multiethnic Cities. Urban Affairs Review, 38(2), 253-279.
Siegel, M. E. A., & Olson,
T. (Eds.). (1983). Writing
talks. Views on teaching writing from across the professions. Upper
Montclair,
N.J.: Boynton/Cook.
Sierra Ayala, L., & Morra de
la Peña, A. M. (Eds.).
(2002). Research in academic English. Communicative skills and
strategies in
the university context. Alcalá de Henares: Universidad de Alcalá.
Sierra Illán, R. (2001).
Materiales para la educación
intercultural: una reflexión sobre el lenguaje y sus interpretaciones
simbólicas a través de los discursos oficiales en la construcción
social del
“moro”. Zaragoza: Gazol Torres.
Sigmon, S. B. (1990). Toward a
radical methodology for
rational discourse on special education.
In: Sigmon, Scott B. (Ed.), Critical voices on special education: Problems and progress concerning the mildly
handicapped. (pp. 71-81). Albany, NY: State University of New York
Press.
Signorini, I., & Kleiman, A.
B. (1994). When explaining
is saying: Teacher talk in adult literacy classes.
In: Alvarez, Amelia, & del Rio, Pablo.
(Eds.), Education as cultural construction. Exploration in
socio-cultural
studies, Vol. 4. (pp. 217-226). Madrid, Spain: Fundacion Infancia y
Aprendizaje.
Silliman, E. R., & Lamanna,
M. L. (1986). Interactional
dynamics of turn disruption: Group and individual effects.
Topics in Language Disorders, 6(2), 28-43.
Silva, T. (1983). Teacher-Made
Videotape Materials for the
Second-Language Classroom. Studies in Language Learning, 4(2), 131-146.
Silveira, E. S. (1992).
Relevancia discursiva: A narrativa
do professor vs a narrativa do aluno. (Discursive Relevance: The
Teacher's
Story vs the Student's Story). Letras de Hoje, 27, 2(88), 49-64.
Silverman, F. H. (1999).
Publishing for tenure and beyond.
Westport, Conn.: Praeger.
Simkins-Bullock, J. A., &
Wildman, B. G. (1991). An
Investigation into the Relationships between Gender and Language. Sex
Roles,
24, 3-4, 149-160.
Simola, H. (1998). Constructing
a School-Free Pedagogy:
Decontextualization of Finnish State Educational Discourse. Journal of
Curriculum
Studies, 30(3), 339-356.
Simon, L. (1988). Good writing.
A guide and sourcebook for
writing across the curriculum. New York: St. Martin's Press.
Sinclair, J., & Coulthard,
R. M. (1975). Towards an
analysis of discourse: The English used by teacher and pupils. London:
Oxford
University Press.
Sinclair, J. M. (1987).
Classroom Discourse: Progress and
Prospects. RELC Journal, 18(2), 1-14.
Sinclair, J. M. H., &
Coulthard, R. M. (1975). Towards
an analysis of discourse: The English used by teachers and pupils.
London:
Oxford University Press.
Singh, P. (1993). Institutional
Discourse and Practice: A
Case-Study of the Social Construction of Technological Competence in
the
Primary Classroom. British Journal of Sociology of Education, 14(1),
39-58.
Singh, R. (1995). We, They, and
Us: A Note on Code-Switching
and Stratification in North India. In Singh, Rajendra, Dasgupta,
Probal, &
Lele, Jayant K. (Eds.), Explorations in Indian Sociolinguistics. (pp
131-134).
New Delhi, India: Sage Publications.
Sinha, S., & Janisch, C.
(1996). A view of reading
practices in the intermediate grades: Treatment of discourse types. In:
Kreuz,
Roger J., & MacNealy, Mary Sue. (Eds.), Empirical approaches to
literature
and aesthetics. Advances in discourse processes, Vol. 52. (pp.
495-512).
Westport, CT: Ablex Publishing.
Sjogren, D., & Timpson, W.
(1979). Frameworks for
comprehending discourse: A replication study. American Educational
Research
Journal, 16(4), 341-346.
Skalkin, V. L. (1974).
Kommunikativno-informatsionnaya
struktura ustnoyazychnogo teksta i nekotorye voprosy obucheniya rechi.
(The
Communication-Information Structure of Verbal Texts and Some Questions
on
Speech Teaching). Inostrannye yazyki v shkole, 6, 41-48.
Skidmore, D. (1999). Discourses
of Learning-Difficulty and
the Conditions of School Development. Educational Review, 51(1), 17-28.
Skilton Sylvester, E. (2003).
Legal Discourse and Decisions,
Teacher Policymaking and the Multilingual Classroom: Constraining and
Supporting Khmer/English Biliteracy in the United States.
International Journal of Bilingual Education
and Bilingualism, 6 (3-4), 168-184.
Skokut, N. (1993). An Analysis
of Televised Telephone
Conversations. Issues and Developments in English and Applied
Linguistics
(IDEAL), 6, 65-85.
Skrtic, T. M., & Sailor, W.
(1996). School-linked
services integration: Crisis and opportunity in the transition to
postmodern
society.. Remedial and Special
Education, 17(5), 271-283.
Skutnabb-Kangas, T. (1988).
Resource power and autonomy
through discourse in conflict - a Finnish migrant school strike in
Sweden. In
I.M. Zavala, M. Diaz-Diocaretz & T. Van Dijk (Eds.), Approaches to
discourse, poetics and psychiatry. Critical theory 4. (pp. 25-38).
Amsterdam/Philadelphia: John Benjamins. Also in T. Skutnabb-Kangas
& J.
Cummins (Eds.). (1988). Minority education: from shame to struggle.
(pp.
251-277). Clevedon: Multilingual Matters.
Slack, J. A. (1997). Sketch Map
Transcription of Standard
Texts as a Means to Teaching Regional-Geography. Geography, 82(355),
127-138.
Slade, D. M., & Gardner, R.
J. (1985). Interactional
Skills in Casual Conversation: Discourse Analysis and the Teaching of
Conversational Skills to Adult E.S.L. Learners. Australian Review of
Applied
Linguistics, 8(1), 105-120.
Slater, M. D., Buller, D. B.,
Waters, E., Archibeque, M.,
& Leblanc, M. (2003). A Test of Conversational and Testimonial
Messages
Versus Didactic Presentations of Nutrition Information. Journal of
Nutrition
Education and Behavior, 35(5), 255-259.
Slater, W. H., Graves, M. F.,
Scott, S. B., & Redd-Boyd,
T. M. (1988). Discourse Structure and College Freshmen's Recall and
Production
of Expository Text. Research in the Teaching of English, 22(1), 45-61.
Slater, W. H., Reddboyd, T. M.,
Scott, S. B., & Graves,
M. F. (1988). Discourse Structure and College Freshmens Recall and
Production
of Expository Text. Research in the Teaching of English, 22(1), 45-61.
Slattery, C. E. (1994). Faculty
Status: Another 100 Years of
Dialog: Lessons from the Library School Closings. Journal of Academic
Librarianship, 20(4), 193-199.
Slayden, D. (Ed.). (1999).
Soundbite culture the death of
discourse in a wired world. Thousand Oaks, Calif.: Sage Publications.
Slayden, D., & Whillock, R.
K. (Eds.). (1999). Soundbite
culture. The death of discourse in a wired world. Thousand Oaks,
Calif.: Sage
Publications.
Slike, S. B., Thornton, N. E.,
Hobbis, D. H., Kokoska, S.
M., & Job, K. A. (1995). The Development and Analysis of
Interactive
Videodisc Technology to Teach Speechreading. American Annals of the
Deaf,
140(4), 346-351.
Smagorinsky, P., & Fly, P.
K. (1993). The social
environment of the classroom: A Vygotskian perspective on small group
process. Communication Education, 42(2),
159-171.
Smart, G., & Donaldson, A.
(1981). Acquiring Receptive
Competence through Recordings of Authentic Spoken Language. Bulletin de
l'ACLA
/ Bulletin of the CAAL, 3(2), 165-173.
Smith, C. E., Curtas, S.,
Kleinbeck, S. V. M., Werkowitch,
M., Mosier, M., Seidner, D. L., & Steiger, E. (2003).
Clinical-Trial of
Interactive and Videotaped Educational Interventions Reduce Infection,
Reactive
Depression, and Rehospitalizations for Sepsis in Patients on Home
Parenteral-Nutrition. Journal of Parenteral and Enteral Nutrition,
27(2),
137-145.
Smith, C. R., & Prince, P.
(1990). Language Choice,
Expectation, and the Roman Notion of Style. Communication Education,
39(1),
63-74.
Smith, D. C., & Anderson, C.
W. (1999). Appropriating
Scientific Practices and Discourses with Future Elementary Teachers.
Journal of
Research in Science Teaching, 36(7), 755-776.
Smith, D. H. (1996). Developing
a More Interactive
Classroom: A Continuing Odyssey. Teaching Sociology, 24(1), 64-75.
Smith, F. (1993). Whose
language? what power? A universal conflict
in a South African
setting. Teachers College Press.
Smith, F., & Hardman, F.
(2003). Using Computerized
Observation as a Tool for Capturing Classroom Interaction. Educational
Studies,
29(1), 39-47.
Smith, M. W. (1999). Teaching
the Third-World: Unsettling
Discourses of Difference in the School Curriculum. Oxford Review of
Education,
25(4), 485-499.
Smith, M. W., & Strickland,
D. S. (2001). Complements or
conflicts: Conceptions of discussion and multicultural literature in a
teachers-as-readers discussion group.
Journal of Literacy Research, 33(1), 137-167.
Smith, V. (2003). Lifting the
flaps on information: Purpose
and play in non-fiction texts. Reading:
Literacy and Language, 37 (3), 116-122.
Smitherman, G. (1985). What Go
Round Come Round: King in
Perspective, In C. Brooks et. al.(Eds.), Tapping Potential: English and
Language Arts for the Black Learner. (pp.41-62). Urbana: National
Council of
Teachers of English.
Smitherman, G. (1990). The
Miseducation of the Negro--and
You Too. In H. Daniels (Ed.), Not Only English: Affirming America's
Multilingual Heritage. (pp.109-120). Urbana: National Council of
Teachers of
English.
Smrekar, C. (1996). The
Influence of the Family Services
Coordinator on Family-School Interactions in School-Linked
Social-Service
Programs. Elementary School Journal, 96(4), 453-467.
Snow, C. E., & Blum Kulka,
S. (2002). From home to
school: School-age children talking with adults. In:
Blum-Kulka, Shoshana, & Snow,
Catherine E. (Eds.), Talking to adults: The contribution of multiparty
discourse
to language acquisition. (pp. 327-341). Mahwah, NJ: Lawrence Erlbaum.
Soal, J., & Kottler, A.
(1996). Damaged, deficient or
determined? Deconstructing narratives in family therapy. South African
Journal
of Psychology, 26(3), 123-134.
Sohet, P. (1994). Semiology and
Teaching of Advertising
Discourse; Semiologie et pedagogie du discours publicitaire. Degres,
22, 77,
g1-g23.
Solbes, J., & Vilches, A.
(1997). STS Interactions and
the Teaching of Physics and Chemistry. Science Education, 81(4),
377-386.
Soler, V. (2002). Analyzing
Adjectives in Scientific
Discourse: An Exploratory-Study with Educational Applications for
Spanish
Speakers at Advanced University-Level. English for Specific Purposes,
21(2),
145-165.
Solheim, I. (2002). Beyond
turn-taking: Reflections on
different theoretical approaches to the study of educational talk. Outlines: Critical Social Studies, 4(2),
19-37.
Sommers, E., & Lawrence, S.
(1992). Women's Ways of
Talking in Teacher-Directed and Student-Directed Peer Response Groups.
Linguistics and Education, 4(1), 1-35.
Sood, S., & Rogers, E. M.
(2000). Dimensions of
Parasocial Interaction by Letter-Writers to a Popular
Entertainment-Education
Soap-Opera in India. Journal of Broadcasting & Electronic Media,
44(3),
386-414.
Soter, A. O. (1986). Writing: A
Third Language for Second
Language Learners: A Cross-Cultural Discourse Analysis of the Writing
of School
Children in Australia. Dissertation Abstracts International, A: The
Humanities
and Social Sciences, 46, 11, 3274-.
Soven, M. (1996). Write to
learn. A guide to writing across
the curriculum. Cincinnati, Ohio: South-Western College Pub.
Soyibo, K. (1996). A Comparison
of Communication Strategies
Among 3 Caribbean High-School Biology Textbooks. Journal of Biological
Education, 30(3), 190-194.
Soysal, Y. N. (1998). Identity
and Transnationalization in
German School Textbooks. Bulletin of Concerned Asian Scholars, 30(2),
53-61.
Spear, M. M. (1994). Americans
Embrace Technology and Rush
to Verbify Language. Journalism Educator, 48(4), 71-75.
Speiser, B., & Walter, C.
(1997). Performing algebra:
Emergent discourse in a fifth-grade classroom.
Journal of Mathematical Behavior, 16(1), 39-49.
Spekman, N. J., & Roth, F.
P. (1985). Preschool
Children's Comprehension and Production of Directive Forms. Journal of
Psycholinguistic Research, 14(3), 331-349.
Spens, K. E. (1995). Evaluation
of Speech Tracking Results:
Some Numerical Considerations and Examples. In Plant, Geoff, &
Spens,
Karl-Erik (Eds.), Profound Deafness and Speech Communication. (pp
417-437). San
Diego, CA: Singular Publishing Group, Inc.
Spillane, J. P. (2000). A
5th-Grade Teachers Reconstruction
of Mathematics and Literacy Teaching: Exploring Interactions Among
Identity,
Learning, and Subject-Matter. Elementary School Journal, 100(4),
307-330.
Spivey, N. N. (1995). Written
discourse: A constructivist
perspective. In: Steffe, Leslie P., & Gale, Jerry Edward. (Eds.),
Constructivism in education. (pp. 313-329). Hillsdale, NJ: Lawrence
Erlbaum
Associates, Inc.
Stalter, W. (1978). A Sense of
Structure. College
Composition and Communication, 29(4), 341-345.
Stamou, A. G. (2001). The
Representation of Non-Protesters
in a Student and Teacher Protest: A Critical Discourse Analysis of News
Reporting in a Greek Newspaper. Discourse & Society, 12(5), 653-680.
Standwell, G. J. B. (1985).
Reported Speech: Backshifting
and the Markedness Principle. British Journal of Language Teaching,
23(3),
149-151.
Stanley, M. (1988). The Rhetoric
of the Commons: Forum
Discourse in Politics and Society. Teachers College Record, 90(1),
1-17.
Starke, G. (1984).
Aktantensatze-Erganzungssatze-Inhaltssatze. (Actant
Clauses-Supplement
Clauses-Content Clauses). Deutsch als Fremdsprache, 21(6), 334-339.
Staton, A. Q., & Peeples, J.
A. (2000). Educational Reform
Discourse: President George Bush on "American 2000".
Communication Education, 49(4), 303-319.
Staub, D., & Hunt, P.
(1993). The Effects of
Social-Interaction Training on High-School Peer Tutors of Schoolmates
with
Severe Disabilities. Exceptional Children, 60(1), 41-57.
Stein, N. L., & Glenn, C. G.
(1979). Ananalysis of story
comprehension in elementary school children. In R. O. Freedle (Ed.),
New
directions in discourse processing. Norwood, NJ: Ablex.
Stein, O. (1987). Wie Gesagtes
berichtet wird. Zur
indirekten Rede im Englischen. (How What Was Said Is Reported. On
Indirect
Speech in English). Praxis des neusprachlichen Unterrichts, 34(2),
159-167.
Stern, J., & Maoz, B.
(1987). Teaching Psychotherapeutic
Interventions to General Practitioners through Balint Groups. Journal
of
Pragmatics, 11(1), 39-47.
Stiegler, L. N. (1995).
Enhancing Discourse Fluency by
Increasing Work Selection Proficiency in School-Age Children with
Language
Learning Disorders.
Dissertation-Abstracts-International,-B:-Sciences-and-Engineering;
1995, 55, 9, Mar, 3845-B-3846-B.
Stieglitz, E. L., &
Oehlkers, W. J. (1989). Improving
Teacher Discourse in a Reading Lesson. Reading Teacher, 42(6), 374-379.
Stielow, F. J. (1993). The
Impact of Information Technology
on Archival Theory: A Discourse on an Automation Pedagogy. Journal of
Education
for Library and Information Science, 34(1), 48-65.
Stocks, J. T., & Freddolino,
P. P. (2000). Enhancing
Computer-Mediated Teaching Through Interactivity: The 2nd Iteration of
a
World-Wide Web-Based Graduate Social-Work Course. Research on Social
Work
Practice, 10(4), 505-518.
Stockton, S. (2002). The
Multiple Discourses of
Anthropology: Ethnographic Reportage, Theoretical Critiques, and
Classroom
Pedagogy. American Behavioral Scientist, 45(7), 1103-1124.
Stone, C. A. (2002). Engaging
students with learning
disabilities in instructional discourse: A commentary on the REACH
papers. Learning Disabilities Research and
Practice,
17(3), 201-203.
Stone, H. (1992). "The Proper
Way to Pray": Description
of a Korean-American Youth Service Prayer. Working Papers in
Educational
Linguistics, 8(2), 89-105.
Stormshak, E. A., &
Websterstratton, C. (1999). The
Qualitative Interactions of Children with Conduct Problems and Their
Peers:
Differential Correlates with Self-Report Measures, Home Behavior, and
School
Behavior Problems. Journal of Applied Developmental Psychology, 20(2),
295-317.
Strahan, D., Cooper, J., &
Ward, M. (2001). Middle
School-Reform Through Data and Dialogue: Collaborative Evaluation with
17
Leadership Teams. Evaluation Review, 25(1), 72-99.
Strain, P. S., Kohler, F. W.,
Storey, K., & Danko, C. D.
(1994). Teaching Preschoolers with Autism to Self-Monitor Their Social
Interactions: An Analysis of Results in-Home and School Settings.
Journal of
Emotional and Behavioral Disorders, 2(2), 78-88.
Strebel, A. (1996). Prevention
implications of AIDS
discourses among South African women. AIDS Education and Prevention,
8(4),
352-374.
Streeck, J. (1983). Social Order
in Child Communication: A
Study in Microethnography. Pragmatics and Beyond, 4(8), 1-130.
Stromberg, A., Ahlen, H.,
Fridlund, B., & Dahlstrom, U.
(2002). Interactive Education on Cd-ROM: A New Tool in the Education of
Heart-Failure Patients. Patient Education and Counseling, 46(1), 75-81.
Stromnes, F. J., & Nyman, J.
(1974). Immediate and
long-term retention of connected concrete discourse as a function of
mnemonic
picture-type sequence and context.
Scandinavian Journal of Psychology, 15(3), 197-202.
Strong, C. J. (1990). Stability
of Oral Cohesion Skills of
Language-Impaired and Normally Developing School-Aged Children.
Dissertation
Abstracts International, B: Sciences and Engineering, 50(7), 2876-1.
Stunova, A. (1990). Review
Article: The Prague School as
Leitmotif in the Communicative Approach to Language. International
Journal of
the Sociology of Language, 86, 143-149.
Sturm, C. (1997). Creating
Parent-Teacher Dialogue:
Intercultural Communication in Child-Care. Young Children, 52(5), 34-38.
Sturm, J. M., & Nelson, N.
W. (1997). Formal Classroom
Lessons: New Perspectives on a Familiar Discourse Event. Language
Speech and
Hearing Services in Schools, 28(3), 255-273.
Sullivan, P., & Girginer, H.
(2002). The Use of
Discourse Analysis to Enhance ESP Teacher Knowledge: An Example Using
Aviation
English. English for Specific Purposes, 21(4), 397-404.
Sullivan, P. A., & Qualley,
D. J. (Eds.). (1994).
Pedagogy in the age of politics. Writing and reading (in) the academy.
Urbana,
Ill.: National Council of Teachers of English.
Summers, L. (2002). Dialogue
About Teaching as Prophecy.
Curriculum Inquiry, 32(3), 331-333.
Sunderman, P. W. (1985).
Connections. Writing across
disciplines. New York: Holt, Rinehart and Winston.
Suresh Kumar. (1988). Stylistics
and language teaching.
Delhi: Kalinga Publications.
Suzuki, M. (2003). Conversations
About the Moon with
Prospective Teachers in Japan. Science Education, 87(6), 892-910.
Swadener, B. B. (1995). Children
and families "at
promise": Deconstructing the discourse of risk. In Beth Blue Swadener,
& Sally Lubeck (Eds.), Children and families "at promise":
Deconstructing the discourse of risk. SUNY series, the social context
of
education. (pp. 17-49). Albany, NY: State University of New York Press.
Swales, J. (1985). Mini-Texts:
Resources for Advanced Esl
and Discourse Analysis Training. PALM, 1(1), 109-116.
Swales, J. (1998). Other floors,
other voices. A textography
of a small university building. Mahway, N.J.: Lawrence Erlbaum
Associates.
Swales, J. (2004). Research
genres. Explorations and
applications. New York: Cambridge University Press.
Swarts, F. A., Anderson, O. R.,
& Swetz, F. J. (1994).
Evolution in Secondary-School Biology Textbooks of the PRC, the USA,
and the
Latter Stages of the USSR. Journal of Research in Science Teaching,
31(5),
475-505.
Sweeting, A. (1997).
Education-Policy and the 1997-Factor:
The Art of the Possible Interacting with the Dismal Science.
Comparative
Education, 33(2), 171-185.
Tabbron, G., & Yang, J.
(1997). The Interaction Between
Technical and Vocational-Education and Training (Tvet) and
Economic-Development
in Advanced Countries. International Journal of Educational
Development, 17(3),
323-334.
Tai, J., & Hu, W. (1991).
Functional Motivations for the
So-Called 'Inverted Sentences' in Beijing Conversational Discourse.
Journal of
the Chinese Language Teachers Association, 26(3), 75-104.
Takahashi, N. (1996). /Reading
ability of elementary school
children: A componential analysis. Japanese Journal of Psychology,
67(3),
186-194.
Takahashi, N. (1996). Reading
ability of elementary school
children: A componential analysis.
Japanese Journal of Psychology, 67(3), 186-194.
Talbani, A. (1996). Pedagogy,
Power, and Discourse:
Transformation of Islamic Education. Comparative Education Review,
40(1),
66-82.
Tallman, J. (2002). Teaching
Across Cultures: Interaction of
Cultural Causes and Educational-Effects. International Information
&
Library Review, 34(4), 351-368.
Tan, B. (2002). A
Sociological-Analysis of Lebenwelt
(Lifeworld) Discourse in China Current Education Research. Chinese
Education
and Society, 35(2), 55-68.
Tan, S. K. S. (1996).
Differences Between Experienced and
Inexperienced Physical-Education Teachers Augmented Feedback and
Interactive
Teaching Decisions. Journal of Teaching in Physical Education, 15(2),
151-170.
Tannen, D. (1980). Oral and
Literate Strategies in
Discourse. Linguistic Reporter, 22(9), 1-3.
Tannen, D. (1990). Gender
differences in topical coherence:
Creating involvement in best friends' talk. Discourse Processes, 13(1),
73-90.
Tannen, D. (1996). Gender in
Research on Language:
Researching Gender-Related Patterns in Classroom Discourse. TESOL
Quarterly,
30(2), 341-344.
Tanner, M. W. (1991).
Nnsta-Student Interaction: An Analysis
of Tas' Questions and Students' Responses in a Laboratory Setting.
Dissertation
Abstracts International, A: The Humanities and Social Sciences, 52(3),
895-1.
Tao, H., & Thompson, S. A.
(1994). The Discourse and
Grammar Interface: Preferred Clause Structure in Mandarin Conversation.
Journal
of the Chinese Language Teachers Association, 29(3), 1-34.
Tapper, J. (1996). Exchange
patterns in the oral discourse
of international students in university classrooms.
Discourse Processes, 22(1), 25-56.
Tapsell, L. (2000). Using
Applied Conversation Analysis to
Teach Novice Dietitians History Taking Skills. Human Studies, 23(3),
281-307.
Tardif, C. (1994). Classroom
Teacher Talk in Early
Immersion. Canadian Modern Language Review / Revue canadienne des
langues
vivantes, 50(3), 466-481.
Taylor, A. R. (2003).
Transforming Pre-service Teachers'
Understandings of Mathematics: Dialogue, Bakhtin and open-mindedness. Teaching in Higher Education, 8 (3), 333-344.
Taylor, G. (2002). Teaching
Gambits: The Effect of
Instruction and Task Variation on the Use of Conversation Strategies by
Intermediate Spanish Students. Foreign Language Annals, 35(2), 171-189.
Taylor, M. (1981). Review of H.
G. Widdowson: Explorations
in Applied Linguistics. Glottodidactica, 14, 97-113.
Tchudi, S. (1986). Teaching
writing in the content areas.
College level. Washington, D.C.: National Education Association of the
United
States.
Tchudi, S., & Yates, J. M.
(1983). Teaching writing in
the content areas. Senior high school. Washington, D.C.: NEA
Professional
Library.
Teaster, P. B., & Blieszner,
R. (1999). Promises and
Pitfalls of the Interactive Television Approach to Teaching Adult
Development
and Aging. Educational Gerontology, 25(8), 741-753.
Teeni, D. (1996). Teaching
Human-Computer Interaction in
Context: An Illustrative Lesson on Windows. Behaviour & Information
Technology, 15(2), 101-112.
Tenenbaum, H. R., Callanan, M.
A., Albaspeyer, C., &
Sandoval, L. (2002). The Role of Educational-Background, Activity, and
Past
Experiences in Mexican-Descent Families Science Conversations. Hispanic
Journal
of Behavioral Sciences, 24(2), 225-248.
Tennessen, C. (1986). Talk to Me
of Disaster: Authoritative
Discourse in the Schools. Anthropology & Education Quarterly,
17(3),
131-144.
Tenopir, C. (2001). Why I Still
Teach Dialog. Library
Journal, 126(8), 35-36.
Terborg, R. (1996). Interest and
Motivation in
Second-Language Acquisition: A Preliminary Classification of
Situational
Contexts in Language Instruction; Interesse und Motivation im
Zweitspracherwerb: Eine vorlaufige Klassifizierung der situativen
Kontexte im
Sprachunterricht. Unterrichtspraxis / Teaching German, 29(1), 42-51.
Test, J. E. (1989).
Communicative Interactions between
Infants and Adults at Day Care and at Home: A Comparison of Sweden and
the
United States. Dissertation Abstracts International, A: The Humanities
and
Social Sciences, 49(9), 2533-C.
Thapan, M. (1986). Forms of
Discourse: A Typology of
Teachers and Commitment. British Journal of Sociology of Education,
7(4),
415-431.
Thiele, R. (1986). Sprache und
Alltag. Beobachtungen aus
kommunikationslinguistischer Sicht. (Language and the Working-Day.
Observations
from a Communicative-Linguistic Perspective). Linguistische Studien,
Reihe A:
Arbeitsberichte, 149, 297-307.
Thierry, M. P. (1996). What Is
Wrong with Chilean School
Childrens Understanding of Written Texts. Journal of Adolescent &
Adult
Literacy, 40(1), 14-21.
Thomas, D. (1993). Treasonable
or Trustworthy Text:
Reflections on Teacher Narrative Studies. Journal of Education for
Teaching, 19(4-5),
231-249.
Thomas, R. (1996). Reflective
Dialogue Parent Education
Design: Focus on Parent Development. Family Relations, 45(2), 189-200.
Thomas, R., & Neilson, I.
(1995). Harnessing Simulations
in the Service of Education: The Interact Simulation Environment.
Computers
& Education, 25(1-2), 21-29.
Thomson, C. K. (1998). Junior
Teacher Internship: Promoting
Cooperative Interaction and Learner Autonomy in Foreign-Language
Classrooms.
Foreign Language Annals, 31(4), 569-583.
Thormann, J. (2001). Higher
education's (mis)appropriations
of therapeutic discourse. Journal for
the Psychoanalysis of Culture and Society, 6(2), 310-313.
Thornborrow, J. (2002). Power
talk. Language ad interaction
in institutional discourse. London: Longman.
Thorne, S. E., Kirkham, S. R.,
& Henderson, A. (1999).
Ideological implications of paradigm discourse.
Nursing Inquiry, 6(2), 123-131.
Thorpe, S. (2003). Crisis
Discourse in Physical-Education
and the Laugh of Michel Foucault. Sport Education and Society, 8(2),
131-151.
Thyer, B. A., & Polk, G.
(1997). Social work and
psychology professors' scholarly productivity: A controlled comparison
of cited
journal articles. Journal of Applied Social Sciences, 21(2), 105-110.
Tibbetts, S. G., &
Whittimore, J. N. (2002). The Interactive
Effects of Low Self-Control and Commitment to School on Substance-Abuse
Among
College-Students. Psychological Reports, 90(1), 327-337.
Tillman, M. H., & Veal, L.
R. (1971). Systematic errors
in rating the quality of themes varying in mode of discourse and grade
level.
Psychological Reports. 1971 Feb Vol. 28(1) 131-136.
Tinberg, H. B. (2003). Writing
with consequence. What
writing does in the disciplines. New York: Longman.
Tinning, R. (1991).
Teacher-Education Pedagogy: Dominant
Discourses and the Process of Problem Setting. Journal of Teaching in
Physical
Education, 11(1), 1-20.
Tipton, R. A. (1982). Nembi
procedural and narrative
discourse. Canberra, A.C.T., Australia: Dept. of Linguistics, Research
School
of Pacific Studies, Australian National University.
Tjus, T., Heimann, M., &
Nelson, K. E. (2001).
Interaction Patterns Between Children and Their Teachers When Using a
Specific
Multimedia and Communication Strategy: Observations from Children with
Autism
and Mixed Intellectual Disabilities. Autism, 5(2), 175-187.
Tobin, K. (1984). Effects of
extended wait time on discourse
characteristics and achievement in middle school grades.
Journal of Research in Science Teaching,
21(8), 779-791.
Tobin, K. (1986). Effects of
teacher wait time on discourse
characteristics in mathematics and language arts classes.
American Educational Research Journal, 23(2),
191-200.
Todd, A. (1986). A diagnosis of
doctor-patient discourse in
the prescription of contraception. In S. Fisher & A. D. Todd
(Eds.), Discourse
and institutional authority: medicine, education, and law. (pp.
135-157).
Norwood, NJ: Ablex.
Tojar, J. C. (1996). Classroom
Interaction Evaluation
Through Sequential-Analysis of Observational Data. European Journal of
Psychological Assessment, 12(2), 132-140.
Toma, C., & Wertsch, J. V.
(1991). A sociocultural
approach to mediated action: An analysis of classroom discourse.
Research and
Clinical Center for Child Development Annual Report, 1989-1990. No. 13.
Hokaido
Center for Developmental Studies Series. pp. 69-82.
Tomasello, M., Brooks, P. J.,
& Stern, E. (1998).
Learning to produce passive utterances through discourse. First
Language,
18(53,, Pt 2) 223-237.
Tornow, J. (1997). Link/age.
Composing in the online
classroom. Logan, Utah: Utah State University Press.
Torode, B. (1985). Articulating
educational discourses. In
T. Hak, J. Hafkens, and G. Nijhof (Eds.) Working Papers on Discourse
and
Conversational Analysis. Konteksten nr. 6 (pp. 137-150). Rotterdam,
Nederland:
Instituut Preventieve en Sociale Psychiatrie, Erasmus Universiteit
Rotterdam.
(See response by P. ten Have in same issue.)
Torres, D., & Geldres, T.
(1977). Composants semantiques
et pragmatiques de l'acte communicatif. (Semantic and Pragmatic
Components of
the Communicative Process). Lenguaje y Ciencias, 17(4), 147-148,
153-154.
Torsheim, T., Aaroe, L. E.,
& Wold, B. (2001). Sense of
Coherence and School-Related Stress as Predictors of Subjective Health
Complaints in Early Adolescence: Interactive, Indirect or Direct
Relationships.
Social Science & Medicine, 53(5), 603-614.
Toth, P. D. (2004). When grammar
instruction undermines
cohesion in L2 Spanish classroom discourse.
Modern Language Journal, 88 (1), 14-30.
Townsend, J. S. (1991). A Study
of Wondering Discourse in Three
Literature Class Discussions. Dissertation Abstracts International, A:
The
Humanities and Social Sciences, 52(4), 1241-1.
Tracy, K. (1997). Colloquium:
Dilemmas of academic
discourse. Norwood, NJ: Ablex Publishing Corp..
Tracy, K., & Carjuzaa, J.
(1993). Identity Enactment in
Intellectual Discussion. Journal of Language and Social Psychology,
12(3),
171-194.
Tracy, K., & Muller, H.
(2001). Diagnosing a School
Boards Interactional Trouble: Theorizing Problem Formulating.
Communication
Theory, 11(1), 84-104.
Trathen, W., & Moorman, G.
(2001). Using E-Mail to
Create Pedagogical Dialogue in Teacher-Education. Reading Research and
Instruction, 40(3), 203-223.
Trautmannvillalba, P., Gerhold,
M., Polowczyk, M.,
Dinterjorg, M., Laucht, M., Esser, G., & Schmidt, M. H. (2001).
Mother-Child Interaction and Externalizing Disorders in
Elementary-School-Children. Zeitschrift fur Kinder-und
Jugendpsychiatrie und
Psychotherapie, 29(4), 263-273.
Tredway, L. (1995). Socratic
Seminars: Engaging Students in
Intellectual Discourse. Educational Leadership, 53(1), 26-29.
Trimbur, J. (1986). To Reclaim a
Legacy, Cultural Literacy,
and the Discourse of Crisis. Liberal Education, 72(2), 109-119.
Troiano, E. M., & Draus, J.
(1990). Write to know. A
cross-disciplinary approach to composition. Fort Worth: Holt, Rinehart
and
Winston.
Trowler, P. (2001). Captured by
the Discourse: The Socially
Constitutive Power of New Higher-Education Discourse in the UK.
Organization,
8(2), 183-201.
Troyna, B. (1994). The Everyday
World of Teachers:
Deracialised Discourses in the Sociology of Teachers and the Teaching
Profession. British Journal of Sociology of Education, 15(3), 325-339.
Trusty, J., Ng, K. M., &
Plata, M. (2000). Interaction
Effects of Gender, Ses, and Race-Ethnicity on Postsecondary Educational
Choices
of Us Students. Career Development Quarterly, 49(1), 45-59.
Tryssenaar, J. (1995).
Interactive Journals: An Educational
Strategy to Promote Reflection. American Journal of Occupational
Therapy,
49(7), 695-702.
Tsui, A. B. (1987). An Analysis
of Different Types of
Interaction in Esl Classroom Discourse. IRAL, International Review of
Applied
Linguistics in Language Teaching, 25(4), 336-353.
Tsui, A. B. M. (1993).
Interpreting Multi-Act Moves in
Spoken Discourse. In M. Baker, G. Francis, & B. E. Tognini (Eds.),
Text and
Technology: In Honour of John Sinclair. (pp. 75-94). Philadelphia:
Benjamins.
Tsui, A. B. M., & Ki, W. W.
(1996). An Analysis of
Conference Interactions on Telenex: A Computer Network for ESL
Teachers.
Etr&D-Educational Technology Research and Development, 44(4), 23-44.
Tuffin, A., Tuffin, K., &
Watson, S. (2001). Frontline
talk: Teachers' linguistic resources when talking about mental health
and
illness. Qualitative Health Research,
11(4), 477-490.
Tulananda, O., & Roopnarine,
J. L. (2001). Mothers and
Fathers Interactions with Preschoolers in the Home in Northern
Thailand:
Relationships to Teachers Assessments of Childrens Social Skills.
Journal of
Family Psychology, 15(4), 676-687.
Tumalev, V. V. (1997). The
Teaching Profession in a
Situation of Social and Political-Change.3. The Innovative Potential of
the
Teaching Profession Today.4. System-Forming Factors of the Professional
Activity of the Teaching Profession.5. The Interaction of Subjects o.
Russian
Education and Society, 39(4), 3-96.
Tunnicliffe, S. D. (1996). A
Comparison of Conversations of
Primary-School Groups at Animated, Preserved, and Live Animal
Specimens.
Journal of Biological Education, 30(3), 195-206.
Tunnicliffe, S. D. (1996).
Conversations Within
Primary-School Parties Visiting Animal Specimens in a Museum and Zoo.
Journal
of Biological Education, 30(2), 130-141.
Tunnicliffe, S. D. (2000).
Conversations of Family and
Primary-School Groups at Robotic Dinosaur Exhibits in a Museum: What Do
They
Talk About. International Journal of Science Education, 22(7), 739-754.
Tunstall, P. (2001). Assessment
Discourse and Constructions
of Social-Reality in Infant Classrooms. Journal of Education Policy,
16(3),
215-231.
Tunstall, P. (2003). Definitions
of the Subject: The
Relations Between the Discourses of Educational-Assessment and the
Psychology
of Motivation and Their Constructions of Personal Reality. British
Educational
Research Journal, 29(4), 505-520.
Turchin, A., & Lehmann, C.
U. (1999). Active
Learning-Center: Utilization Patterns of an Interactive Educational
World-Wide-Web Site. Journal of the American Medical Informatics
Association(s), 627-631.
Turchin, A., Lehmann, H. P.,
Flexner, C. W., Hendrix, C. W.,
Shatzer, J. H., & Merz, W. G. (2000). Active Learning-Center:
Potential
Uses and Efficacy of an Interactive Internet-Based Teaching Tool.
Medical
Teacher, 22(3), 271-275.
Turnbull, K. K., & Hughes,
D. L. (1987). A Pragmatic
Analysis of Speech and Language Iep Conferences. Language, Speech, and
Hearing
Services in Schools, 18(3), 275-286.
Turner, J. C., Meyer, D. K.,
Midgley, C., & Patrick, H.
(2003). Teacher Discourse and 6th-Graders Reported Affect and
Achievement
Behaviors in 2 High-Mastery/High-Performance Mathematics Classrooms.
Elementary
School Journal, 103(4), 357-382.
Turner, J. C., Meyer, D. K.,
Midgley, C., & Patrick, H.
(2003). Teacher Discourse and Sixth Graders' Reported Affect and
Achievement
Behaviors in Two High-Mastery/High- Performance Mathematics Classrooms. Elementary School Journal, 103 (4), 357-382.
Turner, K. J. (1986). The
Presidential Libraries As Research
Facilities: An Analysis of Resources for Rhetorical Scholarship.
Communication
Education, 35(3), 243-253.
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:
A
Multidisciplinary Journal, 19(1), 75-110.
Tyler, A. (1992). Discourse
Structure and the Perception of
Incoherence in International Teaching Assistants' Spoken Discourse.
TESOL
Quarterly, 26(4), 713-729.
Tyler, A., & Boxer, D.
(1996). Sexual harassment?
Cross-cultural/ cross-linguistic perspectives. Discourse & Society
7(1),
107-133.
Tzetzis, G., Amoutzas, K., &
Kourtessis, T. (2003). A
Multidimensional-Analysis of Teacher and Students Interactions and
Physical-Activity in Physical-Education Classes. Journal of Human
Movement
Studies, 44(4), 339-351.
Ulichny, P., & Watson Gegeo,
K. A. (1989). Interactions
and authority: The dominant interpretive framework in writing
conferences.
Discourse Processes, 12(3), 309-328.
Ullman, C. (1999). Between
Discourse and Practice: Immigrant
Rights, Curriculum-Development, and ESL Teacher-Education. Tesol
Quarterly,
33(3), 513-528.
Um, K. R. (1995). Sampling
Effects of Writing Topics and
Discourse Modes on Generalizability of Individual Student and School
Writing
Performance on a Standardized Fourth-Grade Writing Assessment.
Dissertation-Abstracts-International,-A:-The-Humanities-and-Social-Sciences;
1995, 56, 3, Sept, 901-A.
Underwood, G., Underwood, J.,
Pheasey, K., & Gilmore, D.
(1996). Collaboration and Discourse While Programming the Kidsim
Microworld
Simulation. Computers & Education, 26(1-3), 143-151.
Ungar, S. (1998). Recycling and
the dampening of concern:
Comparing the roles of large and small actors in shaping the
environmental
discourse. Canadian Review of Sociology
and Anthropology, 35(2), 253-276.
Unrau, N. J., & Ruddell, R.
B. (1995). Interpreting
Texts in Classroom Contexts. Journal of Adolescent & Adult
Literacy, 39(1),
16-27.
Unsworth, L. (1999). Developing
Critical Understanding of
the Specialized Language of School Science and History Texts: A
Functional
Grammatical Perspective. Journal of Adolescent & Adult Literacy,
42(7),
508-521.
Unsworth, L. (2001). Evaluating
the Language of Different
Types of Explanations in Junior-High-School Science Texts.
International
Journal of Science Education, 23(6), 585-609.
Unterhalter, E. (1998). Economic
rationality or social
justice? Gender, the National Qualifications Framework and educational
reform
in South Africa, 1989-1996. Cambridge
Journal of Education, 28(3), 351-368.
Usmanov, S., Sinagatullin, I.,
& Baianova, L. (2000).
Interaction Between School, Pedagogical College, and Higher
Educational-Institution: The Birsk Model. Russian Education and
Society, 42(1),
20-29.
Valeika, L. (1985). An
introduction to the linguistic
analysis and synthesis of the text: A teacher's guide = Teksto
lingvistines
analizes ir sintezes ivadas : mokomoji priemone. Vilnius:
Publizhing-Editing
(sic) Board of the Ministry of Higher and Specialized Secondary
Education.
Valimaa, J., &
Westerheijden, D. F. (1995). 2
Discourses: Researchers and Policy-Making in Higher-Education. Higher
Education, 29(4), 385-403.
Vallance, D. D., & Wintre,
M. G. (1997). Discourse
processes underlying social competence in children with language
learning
disabilities. Development & Psychopathology, 9(1), 95-108.
Valle, J. W., & Aponte, E.
(2002). IDEA and
collaboration: A Bakhtinian perspective on parent and professional
discourse. Journal of Learning
Disabilities, 35(5), 469-479.
Valsiner, J. (1997). Bounded
indeterminacy in discourse
processes. In: Coll, Cesar, &
Edwards, Derek. (Eds.), Teaching, learning and classroom discourse: Approaches to the study of educational
discourse. Culture & consciousness series./Coleccion cultura y
conciencia.
(pp. 23-32)..
Van Balkom, H. (1991). The
communication of language
impaired children: A study of discourse coherence in conversations of
specific
language impaired and normal language acquiring children with their
primary
caregivers. Amsterdam: Swets & Zeitlinger.
Van Boxtel, C., & Roelofs,
E. (20012 ). Investigating
the quality of student discourse: What constitutes a productive student
discourse? Journal of Classroom
Interaction, 36(2)-37(1), 55-62.
Van der Aalsvoort, G. M., &
Harinck, F. J. H. (20012 ).
Scaffolding: Classroom teaching behavior for use with young students
with
learning disabilities. Journal of
Classroom Interaction, 36(2)-37(1), 29-39.
Van der Meij, H., & Boersma,
K. (2002). Email use in
elementary school: An analysis of exchange patterns and content. British Journal of Educational Technology,
33(2), 189-200.
Van Dijk, T. A. (1980).
Discourse Studies and Education.
Australian Review of Applied Linguistics, 3(1), 1-28.
Van Lier, L. (1984). Analysing
Interaction in Second
Language Classrooms. English Language Teaching Journal, 38(3), 160-169.
Van Lier, L. A. W. (1984).
Discourse Analysis and Classroom
Research: A Methodological Perspective. International Journal of the
Sociology
of Language, 49, 111-133.
Van Oers, B. (2002). Fruits of
polyphony: A commentary on a
multiperspective analysis of mathematical discourse. Journal
of the Learning Sciences, 11(2-3),
359-363.
Van Zee, E. H., & Minstrell,
J. (1997). Reflective
Discourse: Developing Shared Understandings in a Physics Classroom.
International Journal of Science Education, 19(2), 209-228.
Vande Kopple, W. J. (1980).
Readability of a Rhetorically
Linked Expository Paragraph. Perceptual and Motor Skills, 51(1),
245-246.
Vanderford, M. L., Smith, D. H.,
& Harris, W. S. (1992).
Value identification in narrative discourse: Evaluation of an HIV
education
demonstration project. Journal of
Applied Communication Research, 20(2), 123-160.
Vanderstraeten, R. (2002). The
Autopoiesis of Educational
Organizations: The Impact Organizational Setting on Educational
Interaction.
Systems Research and Behavioral Science, 19(3), 243-253.
Vanderstraetten, R. (2001). The
School Class as an
Interaction Order. British Journal of Sociology of Education, 22(2),
267-277.
Vanleeuwen, T., & Selander,
S. (1995). Picturing Our
Heritage in the Pedagogic Text: Layout and Illustrations in an
Australian and a
Swedish History Textbook. Journal of Curriculum Studies, 27(5), 501-522.
Vansoest, D., Canon, R., &
Grant, D. (2000). Using an
Interactive Website to Educate About Cultural-Diversity and Societal
Oppression. Journal of Social Work Education, 36(3), 463-479.
Vanvoorhis, F. L. (2003).
Interactive Homework in Middle
School: Effects on Family Involvement and Science Achievement. Journal
of
Educational Research, 96(6), 323-338.
Vanzee, E. H., Iwasyk, M.,
Kurose, A., Simpson, D., &
Wild, J. (2001). Student and Teacher Questioning During Conversations
About
Science. Journal of Research in Science Teaching, 38(2), 159-190.
Vanzee, E. H., & Minstrell,
J. (1997). Reflective
Discourse: Developing Shared Understandings in a Physics Classroom.
International
Journal of Science Education, 19(2), 209-228.
Varghese, M., & Billmyer, K.
(1996). Investigating the
Structure of Discourse Completion Tests. Working Papers in Educational
Linguistics, 12(1), 39-58.
Vass, E. (2002). Friendship and
collaborative creative
writing in the primary classroom.
Journal of Computer Assisted Learning, 18(1), 102-110.
Vatnsdal, A. O. (1987). Register
Analysis: The Language of
Air-Traffic Control. Occasional Papers in Systemic Linguistics, 1,
43-83.
Vauras, M., Kinnunen, R., &
Kuusela, L. (1994).
Development of Text-Processing Skills in High-Achieving,
Average-Achieving, and
Low-Achieving Primary-School Children. Journal of Reading Behavior,
26(4),
361-389.
Vavrus, F., & Cole, K. M.
(2002). "I didn't do
nothin"': The discursive construction of school suspension. Urban Review, 34(2), 87-111.
Vazquez, I. (1985). La ensenanza
de la cohesion en ingles.
(The Teaching of Cohesion in English). Miscelanea, 6, 21-34.
Vehvilaeinen, S. (2001).
Evaluative advice in educational
counseling: The use of disagreement in the "stepwise entry" to
advice. Research on Language and Social
Interaction, 34(3), 371-398.
Veit, R., & Clifford, J.
(1985). Writing, reading, and
research. Indianapolis: Bobbs-Merrill Educational Pub.
Veliz, M. (1996). Reference
Maintenance and Change in
Narrative Discourse Produced by Students; Mantenimiento y cambio
referencial en
el discurso narrativo producido por escolares. Estudios Filologicos,
31,
163-176.
Vellom, R. P., & Anderson,
C. W. (1999). Reasoning about
data in middle school science. Journal
of Research in Science Teaching, 36(2), 179-199.
Ventola, E. (Ed.). (1991).
Functional and systemic
linguistics: Approaches and uses. Berlin New York: Mouton de Gruyter.
Ventola, E., & Mauranen, A.
(Eds.). (1996). Academic
writing. Intercultural and textual issues. Amsterdam Philadelphia: John
Benjamins Pub.
Verdi, M. P., Kulhavy, R. W.,
Stock, W. A., Rittschof, K.
A., & Johson, J. T. (1996). Text Learning Using Scientific
Diagrams:
Implications for Classroom Use. Contemporary Educational Psychology,
21(4),
487-499.
Vesterman, W. (1987). Essays for
the '80's. New York: Random
House.
Vetter, R. (1991). Discourses
across Literacies: Personal
Letter Writing in a Tuvaluan Context. Language and Education, 5(2),
125-145.
Vidalabarca, E., & Gilabert,
R. (1995). Teaching
Strategies to Create Visual Representations of Key Ideas in Content
Area Text
Materials: A Long-Term Intervention Inserted in School Curriculum.
European
Journal of Psychology of Education, 10(4), 433-447.
Vieiro, P., &
Garcia-Madruga, J. A. (1997). An analysis
of story comprehension through spoken and written summaries in
school-age
children. Reading & Writing, 9(1), 41-53.
Vignola, M. J., Kenny, R.,
Schilz, M. A., & Andrews, B.
W. (1999). Interactive Multimedia and Teacher Trainer for French as a
2nd
Language: Program-Evaluation. Canadian Modern Language Review-Revue
Canadienne
des Langues Vivantes, 56(1), 180-202.
Vignola, M. J., Kenny, R. F.,
Schilz, M. A., Andrews, B. W.,
& Covert, J. (1998). Interactive Multimedia and Training Teachers
of
French: A Tool for Reflective Teaching. Canadian Modern Language
Review-Revue
Canadienne des Langues Vivantes, 55(1), 166-171.
Vincent, D. (1986). Que fait la
sociolinguistique avec
l'analyse du discours et vice versa. Toronto: Centre de recherches en
éducation
franco-ontarienne, Institut d'études pédagogiques de l'Ontario.
Vincent, D., & Rains, C.
(1987). Linking markers in
narration. Toronto: Centre de recherches en éducation
franco-ontarienne,
Institut d'études pédagogiques de l'Ontario.
Vivier, J. (1992). Tutorat et
explication de consignes chez
des sujets en difficulte scolaire. (Tutoring and the Explanation of
Orders in
the Case of Subjects with Academic Difficulties). Sciences de
l'education pour
l'ere nouvelle, 5, 45-60.
Volk, D. (1990). Allocation and
Acknowledgment in Young
Bilingual Children's Conversations. Linguistics and Education, 2(1),
91-107.
Von Ziegesar, D., & Von
Ziegesar, M. (1979). How to
analyse and teach non-literary texts. Königstein/Ts.: Scriptor.
Vrhovac, Y. (1990). The Use of
Questions in Classroom
Language. Studia Romanica et Anglica Zagrabiensia, 35, 161-171.
W. U., A. (2003). Supporting
Electronic Discourse:
Principles of Design From a Social Constructivist Perspective. Journal of Interactive Learning Research, 14
(2), 167-184.
Waddell, D. L., Tronsgard, B.
A., Smith, A., & Smith, G.
(1999). An Evaluation of International Nursing-Education Using
Interactive
Desk-Top Video Conferencing. Computers in Nursing, 17(4), 186-192.
Wade, S. E., & Fauske, J. R.
(2004). Dialogue online:
Prospective teachers' discourse strategies in computer-mediated
discussions. Reading Research Quarterly,
39 (2), 134-160.
Waghid, Y. (2000).
Reconceptualizing Engineering-Education:
Creating Spaces for Outcomes and Dialogical Agape. Higher Education,
40(3),
259-276.
Wagner, J. (1997). Discourse
Innovations in a Restructuring
Elementary-School: Alternative Perspectives on Linking Research and
Practice.
Elementary School Journal, 97(3), 271-292.
Waite, D. (1993). Teachers in
Conference: A Qualitative
Study of Teacher-Supervisor Face-to-Face Interactions. American
Educational
Research Journal, 30(4), 675-702.
Wajnryb, R. (1987). When Silence
Isn't Golden-Teaching
Learners to Use Conversation Fillers. TESL Reporter, 20(3), 47-52.
Wajnryb, R. (1998). Telling it
like it isn't--Exploring an
instance of pragmatic ambivalence in supervisory discourse. Journal of Pragmatics, 29(5), 531-544.
Walbert, K. L. (1997). Teaching,
Collaboration, and the
Internet: Joining a Global Conversation. Journal of American History,
83(4),
1357-1360.
Walcott, W. (1991). Competence
and Conversation. Language
Learning Journal, 4, 79-83.
Waldby, C., Kippax, S., &
Crawford, J. (1995).
HIV-related discrimination in medical teaching texts.
In: Aggleton, Peter, & Davies, Peter.
(Eds.), AIDS: Safety, sexuality and
risk. Social aspects of AIDS. (pp. 20-34). Philadelphia, PA: Taylor
&
Francis.
Waldo, M. L. (2004).
Demythologizing language differences in
the academy. Establishing discipline-based writing programs. Mahwah,
N.J.:
Lawrence Erlbaum Associates.
Walker, A. G. (1986). The
verbatim record: The myth and the
reality. In S. Fisher, & A. D. Todd (Eds.), Discourse and
institutional
authority: Medicine, education and law (pp. 205-222). Norwood, NJ:
Erlbaum.
Wallat, C. (1991). Child-adult
interaction in home and
community: Contributions to understanding literacy. In: Silvern, Steven
B.
(Ed.), Advances in reading/language research:A research annual, Vol.
5:Literacy
through family, community, and school interaction. (pp. 1-36).
Stamford, CT:
JAI Press, Inc.
Walsh, A., Parker, E., &
Cushing, A. (1999). "How
am I gonna answer this one?": A discourse analysis of fathers' accounts
of
providing sexuality education for young sons.
Canadian Journal of Human Sexuality, 8(2), 103-114.
Walter, E. L., & Mitchell,
J. N. (1990). A Method for
Examining the Discourse of Reading Lessons. Linguistics and Education,
2(4),
281-302.
Walton, M. D. (2000). Say it's a
lie or I'll punch you:
Naive epistemology in classroom conflict episodes. Discourse Processes,
29(2),
113-136.
Walton, M. D., & Brewer, C.
L. (2001). The role of
personal narrative in bringing children into the moral discourse of
their
culture. Narrative Inquiry, 11(2),
307-334.
Walton, M. D., & Sedlak, A.
J. (1982). Making Amends: A
Grammar-Based Analysis of Children's Social Interaction. Merrill Palmer
Quarterly, 28(3), 389-412.
Walvoord, B. E. F. (1985).
Writing, strategies for all
disciplines. Englewood Cliffs, N.J.: Prentice-Hall.
Walvoord, B. E. F. (1986).
Helping students write well. A
guide for teachers in all disciplines. New York: Modern Language
Association of
America.
Walvoord, B. E. F. (1990).
Thinking and writing in college.
A naturalistic study of students in four disciplines. Urbana, IL:
National
Council of Teachers of English.
Walvoord, B. E. F. (1997). In
the long run. A study of
faculty in three writing-across-the-curriculum programs. Urbana, Ill.:
National
Council of Teachers of English.
Wang, A. Y., Newlin, M. H.,
& Tucker, T. L. (2001). A
discourse analysis of online classroom chats: Predictors of
cyber-student
performance. Teaching of Psychology,
28(3), 222-226.
Wang, W. (1998). Gender-Role
Stereotypes in Chinese
Primary-School Textbooks. Asian Journal of Womens Studies, 4(4), 39-59.
Wanska, S. K., & Bedrosian,
J. L. (1986). Topic and
communicative intent in mother^child discourse. Journal of Child
Language,
13(3), 523-535.
Ward, D. (1997). Tradition and
adaptation. Writing in the
disciplines. Mountain View, Calif.: Mayfield Pub.
Ware, A. E. (1991). A Discourse
Analysis of Gender
Differences in the Persuasive Writing of Eleventh-Graders. Dissertation
Abstracts International, A: The Humanities and Social Sciences, 51, 10,
3352-1.
Warf, B. (1999). Constructing a
Dialogue: Geographic
Education and Geographic Research. Professional Geographer, 51(4),
586-591.
Washington, J. A., & Craig,
H. K. (1994). Dialectal
Forms During Discourse of Poor, Urban, African-American Preschoolers.
Journal
of Speech and Hearing Research, 37(4), 816-823.
Watson, D. R. (1992).
Ethnomethodology, Conversation
Analysis and Education: An Overview. International Review of Education
/
Internationale Zeitschrift fur Erziehungswissenschaft / Revue
Internationale de
pedagogie, 38(3), 257-274.
Watson, F., Burrows, H., &
Player, C. (2002).
Integrating theory and practice in social work education. London
Philadelphia:
Jessica Kingsley Publishers.
Watson, J., & Knight, C.
(1991). An Evaluation of
Intensive Interactive Teaching with Pupils with Very Severe Learning
Difficulties. Child Language Teaching and Therapy, 7(3), 310-325.
Watson, K., & Young, B.
(1986). Discourse for Learning
in the Classroom. Language Arts, 63(2), 126-133.
Watson, R. (1996). Talk about
Text: Literate Discourse and
Metaliterate Knowledge. In Reeder, Kenneth, Shapiro, Jon, Watson, Rita,
&
Goelman, Hillel (Eds.), Literate Apprenticeships: The Emergence of
Language and
Literacy in the Preschool Years. (pp. 81-100). Norwood, NJ: Ablex
Publishing.
Watson, R., & Shapiro, J.
(1988). Discourse from Home to
School. Applied Psychology-an International Review-Psychologie
Appliquee-Revue
Internationale, 37(4), 395-409.
Watson, T. J. (2001). Beyond
managism: Negotiated narratives
and critical management education in practice.
British Journal of Management, 12(4), 385-396.
Watt, W. C. (1974).
Strangely-Preposed Complements. Papers
in Linguistics, 7, 3-4, 521-530.
Watters, J. J., & Diezmann,
C. M. (1998). "This is
nothing like school": Discourse and the social environment as key
components in learning science. Early
Child Development and Care, 140, 73-84.
Watts, R. J. (1992). Acquiring
status in conversation:
"Male" and "female" discourse strategies. Journal
of Pragmatics, 18(5), 467-503.
Watts, R. J. (1994). Planning
In-Service Training Courses:
Institutional Constraints and Non-Native EFL Teachers' Perceptions.
International Journal of Applied Linguistics, 4(1), 19-56.
Weeks, K., Levy, S. R., Gordon,
A. K., Handler, A., Perhats,
C., & Flay, B. R. (1997). Does Parental Involvement Make a
Difference: The
Impact of Parent Interactive Activities on Students in a School-Based
AIDS-Prevention Program. Aids Education and Prevention, 9(1), 90-106.
Weese, K. L., Fox, S. L., &
Greene, S. (Eds.). (1999).
Teaching academic literacy. The uses of teacher-research in developing
a
writing program. Mahwah, NJ: L. Erlbaum Associates.
Weese, K. L., Greene, S., &
Fox, S. L. (Eds.). (1999).
Teaching academic literacy. The uses of teacher-research in developing
a
writing program. Mahwah, NJ: L. Erlbaum Associates.
Wehrwein, T. (1996). Developing
an Ethical Basis for
Student-Teacher Interaction. Journal of Professional Nursing, 12(5),
297-302.
Weis, L. (2003). Acquiring white
working-class identities: Legitimate
and silenced discourse within the school.
In: Fine, Michelle, & Weis, Lois. (Eds.), Silenced voices
and
extraordinary conversations:
Re-imagining schools. (pp. 88-108). New York: Teachers College
Press.
Weisenbach, E. L. (1988). Text
Structure: Don't Horse
Around. Ohio Reading Teacher, 23(1), 21-24.
Weiss, A. L. (1986). Classroom
discourse and the
hearing-impaired child. Topics in
Language Disorders, 6(3), 60-70.
Weiss, D. M., & Sachs, J.
(1991). Persuasive strategies
used by preschool children. Discourse Processes, 14(1), 55-72.
Weissberg, B. (1993). The
Graduate Seminar: Another
Research-Process Genre. English for Specific Purposes, 12(1), 23-35.
Weissberg, B. (1994). Speaking
of Writing: Some Functions of
Talk in the ESL Composition Class. Journal of Second Language Writing,
3(2),
121-139.
Weisser, C. R. (2002). Moving
beyond academic discourse.
Composition studies and the public sphere. Carbondale: Southern
Illinois
University Press.
Weisser, C. R., & Dobrin, S.
I. (Eds.). (2001).
Ecocomposition. Theoretical and pedagogical approaches. Albany, NY:
State
University of New York Press.
Weistuch, L., & Brown, B. B.
(1987). Motherese as
Therapy: A Programme and Its Dissemination. Child Language Teaching and
Therapy, 3(1), 57-71.
Weiten, W., Deguara, D., Rehmke,
E., & Sewell, L.
(1999). University, Community-College, and High-School-Students
Evaluations of
Textbook Pedagogical AIDS. Teaching of Psychology, 26(1), 19-21.
Weiten, W., Guadagno, R. E.,
& Beck, C. A. (1996).
Students Perceptions of Textbook Pedagogical AIDS. Teaching of
Psychology,
23(2), 105-107.
Welch, N. (1997). Getting
restless. Rethinking revision in
writing instruction. Portsmouth, N.H.: Boynton/Cook Publishers.
Wells, C. G. (1999). Extending
learning through talk:
Developing Inquiring Communities in Education Project, September
1997-December
1998 : final report to the Spencer Foundation. Toronto, Ont.:
OISE/University
of Toronto.
Wells, G. (1996). Using the
tool-kit discourse in the
activity of learning and teaching. Mind,
Culture, and Activity, 3(2), 74-101.
Wells, G. (1997). From guessing
to predicting: Progressive
discourse in the learning and teaching of science.
In: Coll, Cesar, & Edwards, Derek.
(Eds.), Teaching, learning and classroom discourse:
Approaches to the study of educational
discourse. Culture & consciousness series./Coleccion cultura y
conciencia.
(pp. 67-87)..
Wells, G. (1998). Using L1 to
Master L2: A Response to Anton
and Dicamillas Sociocognitive Functions of L1 Collaborative Interaction
in the
L2 Classroom. Canadian Modern Language Review-Revue Canadienne des
Langues
Vivantes, 54(3), 343-353.
Wells, G. (1999). Dialogic
inquiry: Towards a sociocultural
practice and theory of education. New York, NY, US: Cambridge
University Press.
Wells, G. (1999). Dialogic
inquiry: Towards a sociocultural
practice and theory of education. New
York: Cambridge University Press.
Wells, G. (2002). The role of
dialogue in activity
theory. Mind, Culture, and Activity,
9(1), 43-66.
Welsh, J. A. (1995). The
Conversations of Young
Developmentally Delayed Children and Their Caregivers: An Analysis of
Discourse
Patterns.
Dissertation-Abstracts-International,-B:-Sciences-and-Engineering;
1995, 56, 2, Aug, 1132-B.
Wenden, A. L. (1995). Critical
language education. In:
Schaeffner, Christina, & Wenden, Anita L. (Eds.), Language and
peace. War
and peace, Vol. 6. (pp. 211-227). Amsterdam, Netherlands: Harwood
Academic
Publishers.
Wermke, J. (1998). From
Consumption to Culture: A Virtual
Dialogue Between Media Pedagogics and Media Production. Zeitschrift fur
Padagogik, 44(1), 85-103.
Werner, M. (1995). Textbooks and
the Teaching of the
Physical Part of Geography: A Personal View. Journal of Geography in
Higher
Education, 19(3), 349-351.
Wertsch, J. V., Hagstrom, F.,
& Kikas, E. (1995). Voices
of thinking and speaking. In: Martin,
Laura M. W., & Nelson, Katherine. (Eds.), Sociocultural psychology: Theory and practice of doing and knowing.
Learning in doing: Social, cognitive, and computational perspectives.
(pp.
276-290). New York: Cambridge University Press.
Wertsch, J. V., Hagstrom, F.,
& Kikas, E. (1995). Voices
of thinking and speaking. In: Martin, Laura M. W., & Nelson,
Katherine.
(Eds.), Sociocultural psychology:Theory and practice of doing and
knowing.
Learning in doing: Social, cognitive, and computational perspectives.
(pp.
276-290). New York, NY, US: Cambridge University Press.
Wertsch, J. V., & Rupert, L.
J. (1993). The authority of
cultural tools in a sociocultural approach to mediated agency. Cognition and Instruction, 11(3-4), 227-239.
Wertsch, J. V., & Toma, C.
(1995). Discourse and
learning in the classroom: A sociocultural approach.
In: Steffe, Leslie P., & Gale, Jerry
Edward. (Eds.), Constructivism in education. (pp. 159-174). Hillsdale,
NJ:
Lawrence Erlbaum Associates, Inc.
Wesson, D. A. (1995). The
Interactive Effects of Rules on
Teaching Timetable Flexibility and Resource Utilization. Higher
Education,
30(3), 305-312.
West, C. (1983). 'Ask me no
questions...' An analysis of
queries and replies in physician-patient dialogues. In S. Fisher &
A. D.
Todd (Eds.), Discourse and institutional authority: medicine,
education, and
law. (pp. 75-106). Norwood, NJ: Ablex.
West, R., & Pearson, J. C.
(1994). Antecedent and
Consequent Conditions of Student Questioning: An Analysis of Classroom
Discourse Across the University. Communication Education, 43(4),
299-311.
Westheimer, J., & Kahne, J.
(2003). Reconnecting
Education to Democracy: Democratic Dialogues. phi Delta Kappan, 85(1),
9-14.
Westney, P. (1986). How to Be
More or Less Certain in
English: Scalarity in Epistemic Modality. IRAL, International Review of
Applied
Linguistics in Language Teaching, 24(4), 311-320.
Wewetzer, C., Jans, T., Beck,
N., Reinecker, H., Klampfl,
K., Barth, N., Hahn, F., Remschmidt, H., Herpertzdahlmann, B., &
Warnke, A.
(2003). Interaction, Family Environment, Educational-Goals and
Child-Rearing
Practices in Families with a Child Suffering from Obsessive-Compulsive
Disorder. Verhaltenstherapie, 13(1), 10-18.
White, C. M. (2001).
Affirmative-Action and Education in
Fiji: Legitimation, Contestation, and Colonial Discourse. Harvard
Educational
Review, 71(2), 240-268.
White, C. M. (2001). Between
Academic Theory and Folk
Wisdom: Local Discourse on Differential Educational-Attainment in Fiji.
Comparative Education Review, 45(3), 303-333.
White, D. Y. (2003). Promoting
productive mathematical
classroom discourse with diverse students.
Journal of Mathematical Behavior, 22(1), 37-53.
White, J., Sampson, M. B.,
Seaborg, M. B., Fowler, T. J.,
& Kemp, M. (1994). The nature of first graders' talk in
conferences: With
and without adult participation. In:
Kinzer, Charles K., & Leu, Donald J. (Eds.), Multidimensional
aspects of
literacy research, theory, and practice:
Forty-third yearbook of The National Reading Conference. (pp.
240-248).
Chicago, IL: National Reading Conference, Inc.
White, N. L. (2002). Discourse
of power: An analysis of
homework events. Linguistics and
Education, 13(1), 89-135.
Whiteley, P. (1996). The Gender
Fairness of Integrated
Science Textbooks Used in Jamaican High-Schools. International Journal
of
Science Education, 18(8), 969-976.
Whitman, M. E., Hendrickson, A.
R., & Townsend, A. M.
(1999). Research Commentary: Academic Rewards for Teaching, Research,
and
Service: Data and Discourse. Information Systems Research, 10(2),
99-109.
Whitson, D. J., & MacIntosh,
D. (1990). The
Scientization of Physical-Education: Discourses of Performance. Quest,
42(1),
40-51.
Wickman, P. O., & Oestman,
L. (2002). Learning as
discourse change: A sociocultural mechanism.
Science Education, 86(5), 601-623.
Wickman, P. O., & Ostman, L.
(2002). Learning as
Discourse Change: A Sociocultural Mechanism. Science Education, 86(5),
601-623.
Widdowson, H. G. (1973).
Directions in the teaching of
discourse. Etudes Linguistiques, 10, 65-76.
Widdowson, H. G. (1978).
Teaching language as communication.
Oxford: Oxford University Press.
Widdowson, H. G., & Corder,
S. P. (1976). Discourse
Analysis, Interpretative Procedures and Communicative Language
Teaching.
Bulletin CILA, 23, 56-64.
Wiener, H. S. (1975). Selecting
the Freshman English
Textbook. College English, 37(1), 28-34.
Wiener, H. S. (1990). Reading
for the disciplines. An
anthology for college writers. New York: McGraw-Hill.
Wiener, J. (1992). Free speech
for campus bigots? In Robert
M. Baird, & Stuart E. Rosenbaum (Eds.), Bigotry, prejudice and
hatred:
Definitions, causes & solutions. Contemporary issues. (pp. 87-94).
Buffalo,
NY: Prometheus Books.
Wiksten, D. L., Patterson, P.,
Antonio, K., Delacruz, D.,
& Buxton, B. P. (1998). The Effectiveness of an Interactive
Computer-Program Versus Traditional Lecture in Athletic Training
Education.
Journal of Athletic Training, 33(3), 238-243.
Wilcox, B., Morrison, T. G.,
& Oaks, D. D. (1999).
Computer Corpora and Authentic Texts: Toward More Effective Language
Teaching.
Reading Research and Instruction, 38(4), 415-423.
Wilcox, B. L. (2002). Thinking
and writing for publication.
A guide for teachers. Newark, Del.: International Reading Association.
Wildner-Bassett, M. E. (1984).
Improving pragmatic aspects
of learners' interlanguage: A comparison of methodological approaches
for
teaching gambits to advanced adult learners of English in industry.
Tübingen:
G. Narr.
Wilhoit, S. (1997). A brief
guide to writing from readings.
Boston: Allyn & Bacon.
Wilkiewicz, L. A. (1983). Das
Diskursmodell von Jürgen
Habermas: Ein Beitrag zur Rezeptionsproblematik in der gegenwärtigen
pädagogischen Diskussion. Frankfurt am Main: P. Lang.
Wilkinson, L. C., Calculator,
S., & Dollaghan, C.
(1982). Ya Wanna Trade-Just for Awhile: Children's Requests and
Responses to
Peers. Discourse Processes, 5(2), 161-176.
Wilkinson, S. (2002). The
Omnipresent Classroom During
Summer Study Abroad: American Students in Conversation with Their
French Hosts.
Modern Language Journal, 86(2), 157-173.
Williams, E. A., Butt, G. W.,
Gray, C., Leach, S., Marr, A.,
& Soares, A. (1998). Mentors Use of Dialogue Within a Secondary
Initial
Teacher-Education Partnership. Educational Review, 50(3), 225-239.
Williams, J. (1989). Yes/No
Questions in Esl Textbooks and
Classrooms. Issues and Developments in English and Applied Linguistics
(IDEAL),
4, 149-156.
Williams, J. (1990). Discourse
Marking and Elaboration and
the Comprehensibility of Second Language Speakers. Working Papers in
Educational Linguistics, 6(2), 73-90.
Williams, J. (1992). Planning,
Discourse Marking, and the
Comprehensibility of International Teaching Assistants. Tesol
Quarterly, 26(4),
693-711.
Williams, J. A. (2001).
Classroom Conversations:
Opportunities to Learn for ESL Students in Mainstream Classrooms.
Reading
Teacher, 54(8), 750-757.
Williams, J. D., Huntley, D.,
& Hanks, C. (1992). The
interdisciplinary reader. New York: HarperCollins Publishers.
Williams, J. M. (1991). Rhetoric
and informal reasoning:
Disentangling some confounded effects in good reasoning and good
writing. In:
Voss, James F., & Perkins, David N. (Eds.), Informal reasoning and
education. (pp. 225-246). Hillsdale, NJ: Lawrence Erlbaum Associates,
Inc.
Williams, M. (1988). Language
Taught for Meetings and
Language Used in Meetings: Is There Anything in Common?. Applied
Linguistics,
9(1), 45-58.
Williams, S. R., & Baxter,
J. A. (1996). Dilemmas of
Discourse-Oriented Teaching in One Middle School Mathematics Classroom.
Elementary School Journal, 97(1), 21-38.
Willig, C. (1998). Constructions
of sexual activity and
their implications for sexual practice: Lessons for sex education. Journal of Health Psychology, 3(3), 383-392.
Willing, K., Hogarth, W., &
Burnett, L. (1992). Talking
it through: Clarification and problem-solving in professional work.
Sydney,
N.S.W.: National Centre for English Language Teaching and Research,
Macquarie
University.
Willis, J. (1981). Spoken
Discourse in the EFL Classroom.
English Language Research Journal, 2, 57-68.
Willis, L. H., Koul, R. K.,
& Paschall, D. D. (2000).
Discourse Comprehension of Synthetic Speech by Individuals with
Mental-Retardation. Education and Training in Mental Retardation and
Developmental Disabilities, 35(1), 106-114.
Willmott, M. B. (1979). Variety
Signifiers in Nigerian
English. English Language Teaching Journal, 33(3), 227-233.
Wilson, J. (2000). "Learning
difficulties",
"disability" and "special needs": Some problems of partisan
conceptualisation. Disability and
Society, 15(5), 817-824.
Wilson, P. E. (1995). Dialog
Classroom Instruction Program
(Cip) Implemented in a Consortial Academic-Library Environment: A
Continuing
Discussion. Online & Cdrom Review, 19(6), 315-320.
Windschitl, M. (2004). Folk
theories of "Inquiry:"
How preservice teachers reproduce the discourse and practices of an
atheoretical scientific method. Journal
of Research in Science Teaching, 41 (5), 481-512.
Winer, L., & Boos, H. E. A.
(1992).
"Right-throughs, Rings, and Taws:" Marbles Pitching Terminology in
Trinidad and Tobago. Southern Illinois Working Papers in Linguistics
and
Language Teaching, 1, 51-74.
Winskowski, C. (1983).
Understanding Meaning: Some
Implications of Discourse Analysis for Language Teaching. Language
Learning and
Communication / Zhongying Yuwen Jiaoxue, 2(2), 181-197.
Winter, P. A., Newton, R. M.,
& Kirkpatrick, R. L.
(1998). The Influence of Work Values on Teacher Selection Decisions:
The
Effects of Principal Values, Teacher Values, and Principal-Teacher
Value
Interactions. Teaching and Teacher Education, 14(4), 385-400.
Winter, R. (2003).
Contextualizing the Patchwork Text:
Addressing Problems of Coursework Assessment in Higher-Education.
Innovations
in Education and Teaching International, 40(2), 112-122.
Wioland, F., & Wenk, B. J.
(1983). Prenez le temps: pour
"faire francais" pensez au rythme! (Take the Time: To "Do
French," Think of Rhythm!). Francais dans le Monde, 22, 176, 79-83.
Witte, R. H. (1998). Use of an
Interactive Case-Study to
Examine School Learning-Problems. Teaching of Psychology, 25(3),
224-226.
Witte, S. P., & Faigley, L.
(1981). Coherence, Cohesion,
and Writing Quality. College Composition and Communication, 32(2),
189-204.
Wodak, R. (1996). Disorders of
discourse. London: Longman.
Wolf, D. (1985). Ways of
Telling: Text Repertoires in
Elementary School Children. Journal of Education, 167(1), 71-87.
Wolf, D., Moreton, J., &
Camp, L. (1994). Children's
acquisition of different kinds of narrative discourse: Genres and lines
of
talk. In Jeffrey L. Sokolov, & Catherine E. Snow (Eds.), Handbook
of
research in language development using CHILDES. (pp. 286-323).
Hillsdale, NJ:
Lawrence Erlbaum Associates.
Wolfe, J. (2000). Gender,
Ethnicity, and Classroom
Discourse: Communication Patterns of Hispanic and White Students in
Networked
Classrooms. Written Communication, 17(4), 491-519.
Wollman-Bonilla, J. E. (1991).
Discourse Practices and the
Social Construction of Meaning in Small Group Literature Discussions
among
Sixth-Graders and Their Teacher. Dissertation Abstracts International,
A: The
Humanities and Social Sciences, 52(6), 2091-1.
Wong, F. Y., Harper, G. W.,
Duffy, K. G., Faulring, C.,
& Eggleston, B. (2001). A Content-Analysis of HIV/AIDS Information
in
Psychology Textbooks: Implications for Education, Training, and
Practice. Aids
Education and Prevention, 13(6), 561-570.
Wong, I. B. (1988).
Teacher-Student Talk in Technical
Writing Conferences. Written Communication, 5(4), 444-460.
Wong, T. C. (1979). Bao-Yu as
Lover: An Exercise in Cultural
Translation. Journal of the Chinese Language Teachers Association,
14(1), 5-17.
Wood, D., & Wood, H. (1991).
Signed English in the
Classroom, I. Teaching Style and Child Participation. First Language,
11,
2(32), 189-217.
Wood, D., & Wood, H. (1997).
Communicating with children
who are deaf: Pitfalls and possibilities.
Language, Speech, and Hearing Services in Schools, 28(4),
348-354.
Wood, D. R. (2000). Narrating
Professional-Development:
Teachers Stories as Texts for Improving Practice. Anthropology &
Education
Quarterly, 31(4), 426-448.
Wood, H., Wood, D., &
Kingsmill, M. (1991). Signed
English in the classroom: II. Structural and pragmatic aspects of
teachers'
speech and sign. First Language, 11(33,
Pt 3), 301-325.
Wood, H., Wood, D., & Wells,
G. (1992). Signed English
in the Classroom, Iv. Aspects of Children's Speech and Sign. First
Language,
12, 2(35), 125-145.
Woods, D. (1996). Teacher
cognition in Language Teaching.
Beliefs, decision making and classroom practice. Cambridge: Cambridge
U.P.
Woodward, J. (1994). Effects of
Curriculum Discourse Style
on 8th Graders Recall and Problem-Solving in Earth-Science. Elementary
School
Journal, 94(3), 299-314.
Worsham, L., Dobrin, S. I.,
& Olson, G. A. (Eds.).
(2000). The Kinneavy papers. Theory and the study of discourse. Albany
Wortham, S. (2001).
Interactionally Situated Cognition: A
Classroom Example. Cognitive Science, 25(1), 37-66.
Worthman, C., & Kaplan, L.
(2001). Literacy Education
and Dialogical Exchange: Impressions of Cuban Education in One
Classroom.
Reading Teacher, 54(7), 648-656.
Worthy, J. (1998). On Every Page
Someone Gets Killed: Book
Conversations You Dont Hear in School. Journal of Adolescent &
Adult
Literacy, 41(7), 508-517.
Wren-Lewis, J. (1981)/(1982).
The story of a riot: The
television coverage of civil unrest in (1981). Screen Education 40, p.
26.
Wright, C., Weekes, D.,
McGlaughlin, A., & Webb, D.
(1998). Masculinised Discourses Within Education and the Construction
of Black-Male
Identities Amongst African Caribbean Youth. British Journal of
Sociology of
Education, 19(1), 75-87.
Wright, J. (1989). The
Construction of Gender through Tenor
Choices in Physical Education Lessons. Australian Review of Applied
Linguistics, 12(1), 83-101.
Wright, J. (1995). A feminist
poststructuralist methodology
for the study of gender construction in physical education: Description
of a
study. Journal of Teaching in Physical
Education, 15(1), 1-24.
Wright, J. (1996). Mapping the
Discourses of
Physical-Education: Articulating a Female Tradition. Journal of
Curriculum
Studies, 28(3), 331-351.
Wright, J., & King, R. C.
(1991). "I say what I
mean," said Alice: An analysis of gendered discourse in physical
education. Journal of Teaching in Physical
Education, 10(2), 210-225.
Wright, J., & King, R. C.
(1991). I Say What I Mean,
Said Alice: An Analysis of Gendered Discourse in Physical-Education.
Journal of
Teaching in Physical Education, 10(2), 210-225.
Wrobbel, E. D. (1998). A
conversation analyst's response to
Patterson, Neupauer, Burant, Koehn, and Reed.
Western Journal of Communication, 62(2), 209-216.
Wyatt, L. W., & Haskett, M.
E. (2001). Aggressive and
Nonaggressive Young Adolescents Attributions of Intent in
Teacher/Student Interactions.
Journal of Early Adolescence, 21(4), 425-446.
Xie, H., & Cool, C. (1998).
Online Searching in
Transition: The Importance of Teaching Interaction in Library and
Information-Science Education. Journal of Education for Library and
Information
Science, 39(4), 323-331.
Xing, Z. (1996). Discourse
Considerations in Teaching
Advanced Students Patient-Verb Constructions. Journal of the Chinese
Language
Teachers Association, 31(1), 1-14.
Yair, G., & Khatab, N.
(1995). Changing of the Guards:
Teacher-Student Interaction in the Intifada. Sociology of Education,
68(2),
99-115.
Yamada, H. (1992). American And
Japanese Business Discourse:
A Comparison Of Interactional Styles. Dissertation Abstracts
International, A:
The Humanities and Social Sciences, 52, 10, 3523-3.
Yancey, K. B., & Huot, B. A.
(Eds.). (1997). Assessing
writing across the curriculum. Diverse approaches and practices.
Greenwich,
Conn.: Ablex Pub. Corp.
Yang, J. (1997). The Interaction
Between the Socialist
Market-Economy and Technical and Vocational-Education and Training in
the
Peoples-Republic-of-China. International Journal of Educational
Development,
17(3), 353-353.
Yasui, M. (1975). (Title in
Japanese; see translation). (The
Role of Given Information). Eigo Kyoiku / English Teachers' Magazine,
24(6),
69-71.
Yasui, M. (1976). (Title in
Japanese; see translation).
(Inherently Known Items and Definite Noun Phrase Expressions). Eigo
Kyoiku /
English Teachers' Magazine, 24, 11, 66-68.
Yates, J. M. (1983). Research
implications for writing in
the content areas. Washington, D.C.: NEA Professional Library, National
Education Association.
Yeager, E. A., & Davis, O.
L. (1996). Classroom Teachers
Thinking About Historical Texts: An Exploratory-Study. Theory and
Research in
Social Education, 24(2), 146-166.
Yerrick, R. K., Doster, E.,
Nugent, J. S., Parke, H. M.,
& Crawley, F. E. (2003). Social-Interaction and the Use of Analogy:
An
Analysis of Preservice Teachers Talk During Physics Inquiry-Lessons.
Journal of
Research in Science Teaching, 40(5), 443-463.
Yoder, M. E. (1994). Preferred
Learning Style and
Educational-Technology: Linear vs Interactive Video. Nursing &
Health Care,
15(3), 128-132.
Yoder, P. J., Kaiser, A. P.,
Goldstein, H., Alper, C.,
Mousetis, L., Kaczmarek, L., & Fischer, R. (1995). An Exploratory
Comparison of Milieu Teaching and Responsive Interaction in Classroom
Applications. Journal of Early Intervention, 19(3), 218-242.
Yoneyama, S. (2000). Student
Discourse on Tokokyohi (School
Phobia/Refusal) in Japan: Burnout or Empowerment. British Journal of
Sociology
of Education, 21(1), 77-94.
Young, A., & Fulwiler, T.
(Eds.). (1986). Writing across
the disciplines. Research into practice. Portsmouth, N.H.: Boynton/Cook
Publishers.
Young, J. P. (2000). Boy talk:
Critical literacy and
masculinities. Reading Research
Quarterly, 35(3), 312-337.
Young, M. F. D. (2000). Rescuing
the Sociology of
Educational Knowledge from the Extremes of Voice Discourse: Towards a
New
Theoretical Basis for the Sociology of the Curriculum. British Journal
of
Sociology of Education, 21(4), 523-536.
Younger, M., & Warrington,
M. (2002). Single-Sex
Teaching in a Co-Educational Comprehensive School in England: An
Evaluation
Based upon Students Performance and Classroom Interactions. British
Educational
Research Journal, 28(3), 353-374.
Younger, M., Warrington, M.,
& Williams, J. (1999). The
Gender-Gap and Classroom Interactions: Reality and Rhetoric. British
Journal of
Sociology of Education, 20(3), 325-341.
Yule, G., Mathis, T., &
Hopkins, M. F. (1992). On
Reporting What Was Said. English Language Teaching Journal, 46(3),
245-251.
Zady, M. F., Portes, P. R.,
& Ochs, V. D. (2003).
Examining Classroom Interactions Related to Difference in Students
Science
Achievement. Science Education, 87(1), 40-63.
Zehr, D. (2000). Teaching
Psychology History Through a
Comparative-Analysis of Introductory Psychology Texts. Teaching of
Psychology,
27(1), 31-33.
Zeichner, K. M., & Liston,
D. (1985). Varieties of
discourse in supervisory conferences.
Teaching and Teacher Education, 1(2), 155-174.
Zeichner, K. M., Liston, D. P.,
Mahlios, M., & Gomez, M.
(1988). The Structure and Goals of a Student Teaching Program and the
Character
and Quality of Supervisory Discourse. Teaching and Teacher Education,
4(4),
349-362.
Zeidler, D. L., Lederman, N. G.,
& Taylor, S. C. (1992).
Fallacies and student discourse: Conceptualizing the role of critical
thinking
in science education. Science Education,
76(4), 437-450.
Zelina, M., Bohonyova, M., &
Alberty, L. (1996).
Creativity, Humanization and Interaction Styles in Education. Studia
Psychologica, 38(4), 215-223.
Zembylas, M., & Barker, H.
B. (2002). Preservice Teacher
Attitudes and Emotions: Individual Spaces, Community Conversations and
Transformations. Research in Science Education, 32(3), 329-351.
Zhang, D., & Yu, L. (1998).
An experimental study on the
effects of the training in text structure analysis on reading
comprehension. Psychological Science
China, 21(2), 136-139, 101.
Ziegesar, D., & Von
Ziegesar, M. (1979). How to analyse
and teach non-literary texts. Königstein/Ts.: Scriptor.
Zimbardo, R. A., & Stevens,
M. (1985). Across the
curriculum. Thinking, reading, writing. New York: Longman.
Zimmermann, K. (1988). Der
Beitrag der strukturalen
Textanalyse in einer Didaktik der Korrelation. Regensburg: Roderer.
Zittleman, K., & Sadker, D.
(2002). Gender Bias in
Teacher-Education Texts: New (and Old) Lessons. Journal of Teacher
Education,
53(2), 168-180.
Zittleman, K., & Sadker, D.
(2002). Teacher-Education
Textbooks: The Unfinished Gender Revolution. Educational Leadership,
60(4),
59-63.
Zizi, K. (1988). Contrastive
Discourse Analysis of
Argumentative and Informative Newspaper Prose in Arabic, French, and
English:
Suggestions for Teaching/Learning English as a Foreign Language for
Journalistic Purposes (Ejp) in Morocco. Dissertation Abstracts
International,
A: The Humanities and Social Sciences, 49(1), 86-3.
Zohar, A., Schwartzer, N., &
Tamir, P. (1998). Assessing
the Cognitive Demands Required of Students in Class Discourse, Homework
Assignments and Tests. International Journal of Science Education,
20(7),
769-782.
Zydek-Bednarczuk, U. (1997).
Language culture, language
awareness, and writing curricula in Polish schools. In A. Duszak (Ed.),
Cultures and styles of academic discourse. (pp. 89-102). Berlin: Mouton
de
Gruyter.