Anderson, R. C., Chinn, C., Chang, J., Waggoner, M., & Yi, H. (1997). On the logical integrity of children’s arguments. Cognition and Instruction, 15
Ball, D. L., & Bass, H. (2000). Making believe: The collective construction of public mathematical knowledge in the elementary classroom. In D. Phillips (Ed.), Yearbook of the national society for the study of education, constructivism in education (pp. 193–224). Chicago: University of Chicago Press.
Beck, I. L., McKeown, M. G., Worthy, J., Sandora, C. A., & Kucan, L. (1996). Questioning the author: A yearlong classroom implementation to engage students with text. Elementary School Journal, 96
Cazden, C. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth: Heinemann.
Chapin, S., O’Connor, C., & Anderson, N. (2003). Classroom discussions: Using math talk to help students learn: Grades 1–6. Sausalito: Math Solutions Publications.
Cobb, P. (2001). Supporting the improvement of learning and teaching in social, institutional context. In S. Carver & D. Klahr (Eds.), Cognition and instruction: 25 years of progress (pp. 455–478). Mahwah: Lawrence Erlbaum Associates.
Delpit L., & Dowdy J. K. (Eds.). (2002). The skin that we speak: Thoughts on language and culture in the classroom. New York: New Press.
Dewey, J. (1966). Liberalism and social action. New York: Putnam Sons.
Dryzek, J. (2000). Deliberative democracy and beyond—liberals, critics, contestations. Oxford: Oxford University Press.
Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–324.
Forman, E. A., Larreamendy-Joerns, J., Stein, M. K., & Brown, C. A. (1998). “You’re going to want to find out which and prove it”: Collective argumentation in a mathematics classroom. Learning and Instruction, 8
Goldenberg, C. (1992/3). Instructional conversations: Promoting comprehension through discussion. Reading Teacher, 46, 316–326.
Habermas, J. (1990). Moral consciousness and communicative action. Cambridge: MIT Press.
Kapoor, I. (2002). Deliberative democracy or agonisitic pluralism? The relevance of the Habermas–Mouffe debate for third world politics. Alternatives: Global, Local, Political, 27(4), 459–487.
Kuhn, D. (2005). Education for thinking. Cambridge: Harvard University Press.
Lampert, M., & Ball, D. (1998). Teaching, multimedia, and mathematics: Investigations of real practice. New York: Teachers College Press.
Lampert, M., Rittenhouse, P., & Crumbaugh, C. (1996). Agreeing to disagree: Developing sociable mathematical discourse. In D. Olson & N. Torrance (Eds.), Handbook of education and human development (pp. 731–764). Oxford: Blackwell.
Lee, C. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal, 38
Lehrer, R., & Schauble, L. (2005). Developing modeling and argument in the elementary grades. In T. A. Romberg, T. P. Carpenter, & F. Dremock (Eds.), Understanding mathematics and science matters (Part II: Learning with understanding). Mahwah: Lawrence Erlbaum Associates.
Lotman, Y. M. (1988). Text within a text. Soviet Psychology, 26(3), 32–51.
Luria, S. E. (1984). A slot machine, a broken test tube: An autobiography. New York: Harper & Row.
Mead, G. H. (1967). Mind, self, and society: From the standpoint of a social behaviorist. In C. W. Morris (Ed.), Mind, self, and society: From the standpoint of a social behaviorist. Chicago: University of Chicago Press.
Mercer, N. (2002). Developing dialogues. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century: Sociocultural perspectives on the future of education (pp. 141–153). Oxford: Blackwell.
Michaels, S., Shouse, A., & Schweingruber, H. (2008). Ready, set, science!: Putting research to work in K-8 science classrooms. Washington, D.C.: The National Academies Press.
Michaels, S., Sohmer, R. E., & O’Connor, M. C. (2004). Classroom discourse. In H. Ammon, N. Dittmar, K. Mattheier, & P. Trudgill (Eds.), Sociolinguistics: An international handbook of the science of language and society (2nd ed., pp. 2351–2366). New York: Walter de Gruyter.
Michaels, S., O’Connor, C., Hall, M., & Resnick, L. (2002). Accountable Talk: Classroom conversation that works (CD-ROM set). Pittsburgh: University of Pittsburgh.
O’Connor, M. C. (2001). “Can any fraction be turned into a decimal?” A case study of a mathematical group discussion. Educational Studies in Mathematics, 46
O’Connor, M. C., Godfrey, L., & Moses, R. P. (1998). The missing data point: Negotiating purposes in classroom mathematics, science. In J. Greeno & S. Goldman (Eds.), Thinking practices in mathematics and science (pp. 89–125). Hillsdale: Lawrence Erlbaum.
O’Connor, M. C. (1996). Managing the intermental: Classroom group discussion and the social context of learning. In D. I. Slobin, J. Gerhardt, A. Kyratzis, & J. Guo (Eds.), Social interaction, social context and language (pp. 495–509). Hillsdale: Lawrence Erlbaum.
O’Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In D. Hicks (Ed.), Discourse, learning and schooling (pp. 63–103). Cambridge: Cambridge University Press.
Pontecorvo, C. (1993). Forms of discourse and shared thinking. Cognition and Instruction, 11
Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16(9), 13–20.
Resnick, L. B., Bill, V., & Lesgold, S. (1992). Developing thinking abilities in arithmetic class. In A. Demetriou, M. Shayer, & A. Efklides (Eds.), Neo-Piagetian theories of cognitive development: Implications and applications for education (pp. 210–230). London: Routledge.
Resnick, L. B., Salmon, M., Zeitz, C. M., Wathen, S. H., & Holowchak, M. (1993). Reasoning in conversation. Cognition and Instruction, 11
Roth, K. (2003). Freedom of choice, community and deliberation. Journal of Philosophy of Education, 37
Walqui, A., & Koelsch, N. (2006). Scaffolding academic uses of english: Accelerating the achievement of secondary school english learners. San Francisco: WestEd.
Warren, B., & Rosebery, A. (1996). ‘This question is just too, too easy’: Perspectives from the classroom on accountability in science. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 97–125). Hillsdale: Earlbaum.
Wells, G. (2007). Semiotic mediation, dialogue and the construction of knowledge. Human Development, 50
Wells G. (Ed.). (2001). Action, talk, and text: Learning and teaching through inquiry. New York: Teachers College Press.
Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge: Harvard University Press.
Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27