Abstract
In the first chapter of this volume, Wyatt-Smith and Elkins argue that ‘it is timely to review how different theoretical frameworks and methodologies provide different lenses through which to study students’ learning needs’. By viewing different theoretical frameworks and methodologies as potentially complementary, Wyatt-Smith, Elkins and other authors in this volume move discussions beyond debates of which method is best, to a discussion of what different theoretical traditions contribute towards research on students’ learning needs. In this chapter, we seek to contribute towards this argument by demonstrating how multiple theoretical perspectives and methods can be included in a single research study as well as in programs of research that seek to explore common phenomena from different theoretical and methodological points of view (for example Green & Harker, 1988; Grimshaw, Burke, & Cicourel, 1994; Koschmann, 1999; Cumming & Wyatt-Smith, 2001a)
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
In the United States, these students are referred to as having learning disabilities.
- 2.
The order of citations is listed in ascending order by date to show when different perspectives became available historically.
- 3.
Both the American Educational Research Association (AERA) (2006) and the Economic and Social Research Council (ESRC) (2007) of the United Kingdom have created guidelines for empirical social science research that call for transparency for the logic of inquiry used. The purpose of such transparency is to make visible relationships between theory, method and interpretation.
- 4.
Hymes (1972) calls such studies topic-centered ethnographies.
- 5.
Although the governing assumptions presented are central to our conceptual system, the particular view of social construction of everyday life (for example Berger & Luckmann, 1967; Gergen, 1985) underlying our work is based on a series of complementary and, at times, parallel research traditions, including: sociocultural and sociohistorical theories of learning (for example Mercer & Littleton, 2007; Rieber & Carton, 1988; Rogoff, 2003; Wertsch, 1991; Ligorio & Pontecorvo, 2005), theories of language and discourse(s)-in-use (for example Bakhtin, 1986; Barnes & Todd, 1995; Barnes et al., 1969; Bernstein, 1973, 1990; Bloome & Clarke, 2006; Bloome et al., 2005; Cazden, 1988; Gee & Green, 1998; Green & Wallat, 1981; Gumperz, 1986; Wilkinson, 1982), research on teaching (for example Evertson & Green, 1986; Hudson & Schneuwley, 2007; Wittrock, 1986;) and ethnography in education (for example Gilmore & Glatthorn, 1982; Green & Wallat, 1981; Hammersley & Atkinson, 1995; Heath & Street, 2008; Heath, 1982; Spindler, 1982; Walford, 2008). In the United Kingdom, a similar report, the Bullock Report (1975) was entitled A Language For Life.
- 6.
The National Institute of Education (NIE) is now the Institute of Education Science.
- 7.
To examine how this works within our research community, see Yeager, 2003. In her dissertation, Yeager drew upon an analysis of the first morning by Castanheira (2000) and (re)analysed the data through her questions, which differed from those of Castanheira. The two sets of analyses of a common period of time make visible how the questions guiding the research lead to overlapping (re)presentations of the work of the teacher and students. The unique dimensions of each analysis show why (re)analysis is productive when each is guided by additional theoretical arguments and new questions.
- 8.
As argued by Baker, Green, & Skukauskaite, 2008, a video record is a form of fieldnote, recorded by an ethnographer from a particular angle of vision. It is not a record of the event, the whole of classroom life, or even the event itself. It constitutes a recording of a ‘bit of life’ (Hymes, 1982) from a particular angle of vision that can then be (re)read for particular purposes (see also, Barnes, Britton, Rosen, 1969).
References
Agar, M. (1994). Language shock: Understanding the culture of conversation. New York: William Morrow and Company, Inc.
Agar, M. (2006). An ethnography by any other name. Forum: Qualitative Social Research, 7(4). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/177
American Educational Research Association (AERA). (2006). Standards for reporting on empirical social science research in AERA publications. Educational Researcher, 35(6), 33–40.
Anderson-Levitt, K. (2006). Ethnography. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 279–296). Washington, DC/Mahwah, NJ: AERA and Lawrence Erlbaum Assoc.
Baker, W. D., Green, J., & Skukauskaite, A. (2008). Video-enabled ethnographic research: A micro ethnographic perspective. In G. Walford, (Ed.), How to do educational ethnography (pp. 76–114). London: Tufnell Press.
Bakhtin, M. M. (1986). The problem of speech genres. In C. Emerson & M. Holmquist (Eds.), Speech genres and other late essays (pp. 60–102). Austin, TX: University of Texas Press.
Bakhtin, M. M. (2004). Dialogic origin and dialogic pedagogy of grammar: Stylistics as part of Russian language instruction in secondary school. Journal of Russian and East European Psychology, 42, 12–24.
Barnes, D. (1976). From communication to curriculum. London: Penguin Books.
Barnes, D., Britton, J., & Rosen, H. (1969). Language, the learner, and the school (1st ed). London: Penguin Books Ltd.
Barnes, D., & Todd, F. (1995). Communication and learning revisited: Making meaning through talk. London: Boynton/Cook.
Barr, R. (1987). Classroom interaction and curricular content. In D. Bloome, , Literacy and schooling. Norwood, HJ: Ablex.
Barr, R., & Dreeben, R. (1983). How schools work. Chicago: University of Chicago Press.
Bauman, Z. (2000). Liquid modernity. London: Polity Press.
Beach, R., Green, J., Kamil, M. & Shanahan, T. (Eds.) (1992). Multidisciplinary perspectives on literacy research. Urbana, IL: National Conference on Research in English/National Council of Teachers of English.
Beach, R., Green, J., Kamil, M. & Shanahan, T. (Eds.) (2005). Multidisciplinary perspectives on literacy research (2nd ed). Cresskill, NJ: Hampton Press.
Berger, P., & Luckmann, L. (1967). The social construction of reality: A treatise in the sociology of knowledge. Landover Hills, MD: Anchor.
Bernstein, B. (1973). Class, codes and control, Vol. 1. London: Routledge/Kegan Paul.
Bernstein, B. (1990). Class, codes and control, Vol. 4: The structuring of pedagogic discourse. London: Routledge.
Birdwhistell, R. (1977). Some discussion of ethnography, theory and method. In J. Brockman (Ed.), About Bateson: Essays on Gregorian Bateson (pp. 103–144). New York: E.P. Dutton.
Bloome, D., & Bailey, F. (1992). Studying language and literacy through events, particularity and intertextuality. In J. L. Green R. Beach, M. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 181–209). Urbana, IL: NCTE.
Bloome, D., Carter, S. P., Christian, B. M., Otto, S., & Shuart-Faris, N. (2005). Discourse analysis & the study of classroom language & literacy events: A microethnographic perspective. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Bloome, D., & Clarke, C. (2006). Discourse-in-use. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 227–242). Washington, DC/Mahwah, NJ: AERA & Lawrence Erlbaum.
Bloome, D., & Egan-Robertson, A. (1993). The social construction of intertextuality in classroom reading and writing lessons. Reading Research Quarterly, 28(4), 305–333.
Bloome, D., & Theodorou, E. (1988). Analyzing teacher-student and student-student discourse. In J. Green & J. Harker (Eds.), Multiple perspectives analyses of classroom discourse (pp. 217–248). Norwood, NJ: Ablex.
Bullock, A. (1975). Bullock report: A language for life. London: Her Majesty’s Stationery Office. Retrived from http://www.dg.dial.pipex.com/documents/docs1/bullock.shtml
Cameron, D. (1995). Verbal hygiene. London: Routledge.
Castanheira, M. L. (2000). Situating learning within collective possibilities: Examining the discursive construction of opportunities for learning in the classroom. Unpublished dissertation, University of California at Santa Barbara.
Castanheira, M. L. (2004). Aprendizagem contextualizada: discurso e inclusão na sala de aula. Belo Horizonte: Autêntica.
Castanheira, M., Crawford, T., Dixon, C., & Green, J. (2001). Interactional ethnography: An approach to studying the social construction of literate practices. In J. Cumming & C.Wyatt-Smith(Eds.), Linguistics and Education: Analyzing the Discourse Demands of the Curriculum, 11(4), 353–400 (Special issue).
Castanheira, M. L., Green, J., Dixon, C., & Yeager, B. (2007). (Re)Formulating identities in the face of fluid modernity: An interactional ethnographic approach. International Journal of Education Research, 46(3–4), 172–189.
Castanheira, M. L., Green, J. L., & Yeager, E. (2009). Investigating inclusive practices: An interactional ethnographic approach. In K. Kumpulainen & M. César (Eds.), Investigating classrooms – Methodologies in action (pp. 145–178). Rotterdam: Sense Publishers.
Cazden, C.(1974). Panel 5, Report on research on teaching in a cultural context. Washington, DC: National Institute of Education.
Cazden, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
Cazden, C., John, V., & Hymes, D. (Eds.) (1972/1985). Functions of language in the classroom (1st & 2nd eds.). Long Grove, IL: Waveland Press.
César, M. & Kumpulainen, K. (Eds.) (2009). Social interactions in multicultural settings. Rotterdam: Sense Publishing.
Chandler, S. (1992). Learning for what purpose? Questions when viewing classroom learning from a socio-cultural curriculum perspective. In H. H. Marshall (Ed.), Redefining student learning: Roots of educational change (pp. 33–58). Norwood, NJ: Ablex.
Cochran-Smith, M. (1984). The making of a reader. Norwood, NJ: Ablex.
Cole, M., John-Steiner, V., Scribner, S. & Souberman, E. (Eds.) (1978). L.S. Vygotsky: Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA & London, England: Harvard University Press.
Collins, E., & Green, J. (1992). Learning in classroom settings: Making or breaking a culture. In H. Marshall (Ed.), Redefining learning: Roots of educational restructuring (pp. 59–86). Norwood, NJ: Ablex.
Cook-Gumperz, J. (Ed.) (1986). The social construction of literacy. New York: Cambridge University Press.
Corsaro, W. (1981). Entering the child’s world: Research strategies for field entry and data collection in a preschool setting. In J. L. Green & C. Wallat (Eds.), Ethnography and llanguage in eseducational settings (pp. 117–146). Norwood, NJ: Ablex Publishing Co.
Corsaro, W. (1984). Friendship and peer culture of the young child. Norwood, NJ: Ablex.
Cumming, J. & Wyatt-Smith, C. (Eds.). (2001a). Literacy and the curriculum: Success in senior secondary schooling. Melbourne: ACER.
Cumming, J., & Wyatt-Smith, C. (Eds.). (2001b). Analyzing the Discourse Demands of the Curriculum, Linguistics & Education, 11(4) (Special Issue).
Cushman, P. (1991). Ideology obscured: Political uses of the self in Daniel Stern’s infant. American Psychologist, 46, 206–219.
Dixon, C., Green, J., & Brandts, L. (2005). Studying the discursive construction of texts in classrooms through Interactional Ethnography. In R. Beach, J. Green, M. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 349–390). Cresskill, NJ: Hampton Press/National Conference for Research in Language and Literacy.
Dixon, C., Green, J., Yeager, B., Baker, D., & Franquiz, M. (2000). ‘I used to know that’: What happens when reform gets through the classroom door. Bilingual Education Research Journal (ERJ), 24(1&2), 113–126.
Economic and Social Research Council (ESRC). (2005). Research ethics framework. Retrieved May 12, 2007, from http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/opportunities/research_ethics_framework/?data=%2fFrXH
Edwards, A., & Furlong, V. (1978). The language of teaching. London: Heinemann.
Edwards, D., & Mercer, N. (1987). Common knowledge. New York: Methuen.
Erickson, F. (1986). Qualitative research. In M. Wittrock (Ed.), Third handbook for research on teaching (pp. 119–161). New York: MacMillan.
Erickson, F., & Schultz, J. (1981). When is a context? Some issues and methods in the analysis of social competence. In J. L. Green & C. Wallat (Eds.), Ethnography and language in educational settings (pp. 147–150). Norwood, NJ: Ablex.
Evertson, C., & Green, J. L. (1986). Observation as inquiry and method. In M. Wittrock (Ed.), Handbook of research on reading (3rd ed., pp. 160–213). New York: MacMillan.
Fernie, D., Kantor, R., & Klein, E. (Eds.) (1988). Becoming students. Theory Into Practice, 27(1).
Floriani, A. (1993). Negotiating what counts: Roles and relationships, texts and contexts, content and meaning. Linguistics and Education, 5(3/4), 241–274.
Ford, M.J. & Forman, E.A. (2006). Redefining learning in classroom contexts. In J. Green & A. Luke (Eds.), Review of Research in Education 30 (pp. 1–32). Washington DC: American Educational Research Association.
Frank, C. (1999). Ethnographic eyes: A teacher’s guide to classroom observation. Portsmouth, New Hampshire: Heinemann.
Freire, P., & Macedo, D. (1987). Literacy: Reading the world and the word. Westport, CT: Bergin & Garvey.
Gaskins, S., Miller, P. J., & Corsaro, W. A. (1993). Theoretical and methodological perspectives in the theoretical study of children. In W. A. Corsaro & P. J. Miller (Eds.), Interpretive approaches to children’s socialization (pp. 5–23). San Francisco: Jossey Bass.
Gee, J. P., & Green, J. (1998). Discourse analysis, learning and social practice: A methodological study. Review of Research in Education., 23, 119–169.
Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
Gergen, K. J. (1985). The social constructionist movement in modern psychology. American Psychologist, 40, pp. 266–275.
Giddens, A. (1989). Sociology. London: Polity Press.
Gilmore, P. & Glatthorn, A. A. (Eds.) (1982). Children in and out of school: Ethnography and education. Washington DC: Center for Applied Linguistics.
Green, J. L. (1983). Research on teaching as a linguistic process: A state of the art. In E. W. Gordon (Ed.), Review of Research in Education (Vol. 10, pp. 151–254). Washington, DC: American Educational Research Association.
Green, J., & Dixon, C. (1993). Talking knowledge into being: Discursive and social practices in classrooms. Linguistics and Education, 5(3 & 4), 231–239.
Green, J., & Dixon, C. (1999). Discourse analysis. In B. Guzetti (Ed.), Literacy in America: An encyclopedia. Denver, CO: ABC-CLIO.
Green, J., & Dixon, C. (2007). Classroom interaction and situated learning. In M. Martin-Jones & A. M. de Mejía (Eds.), Encyclopedia of language and education (Vol. 3), Discourse and Education. New York: Springer.
Green, J., Dixon, C., & Zaharlick, A. (2003). Ethnography as a logic of inquiry. In J. Flood, S. B. Heath, & D. Lapp (Eds.), The handbook for research in the English language arts. Hillsdale, NJ: Erlbaum & Associates.
Green, J., Franquíz, M., & Dixon, C. (1997). The myth of the objective transcript. TESOL Quarterly, 31, 172–176.
Green, J. L., & Harker, J. O. (1988). Multiple perspectives analyses of classroom discourse. Norwood, NJ: Ablex.
Green, J., Heras, A. I., Yeager, B., Castanheira, M.L., & Dixon, C. (in press). Identities in shifting educational policy contexts: The consequences of moving from two languages, one community to English only. In G. Lopez Bonilla & K. Englander (Eds.), Discourses and identities in contexts of educational change. New York: Peter Lang.
Green, J. & Luke, A. (Eds.). (2006). Rethinking learning: What counts as learning and what learning counts. Review of Research in Education, 30(1), xi–xiv. Washington, DC: AERA.
Green, J., & Meyer, L. (1991). The embeddedness of reading in classroom life: Reading as a situated process. In C. Baker & A. Luke(Eds.), Towards a critical sociology of reading pedagogy. Philadelphia, PA: John Benjamins Publishing.
Green, J. L., & Wallat, C. (1979). What is an instructional context? An exploratory analysis of conversational shifts across time. In O. Garnica & M. L. King, Language, children & society (pp. 159–188). Elmsford, NY: Pergamon Press.
Green, J. L., & Wallat, C. (1981). Mapping instructional conversations: A sociolinguistic ethnography. In J. L. Green & C. Wallat (Eds.), Ethnography and language in educational settings (pp. 161–205). Norwood, NJ: Ablex.
Green, J. L., Weade, R., & Graham, K. (1988). Lesson construction and student participation: A sociolinguistic analysis. In J. L. Green & J. Harker (Eds.), Multiple perspective analyses of classroom discourse (pp. 11–48). Norwood, NJ: Ablex.
Greeno, J. (2006). Theoretical and practical advances through research on learning. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 795–822). Washington, DC/Mahwah, NJ: AERA/LEA.
Grimshaw, A., Burke, P., & Cicourel, A. (Eds.). (1994). What’s going on here? Complementary studies of professional talk. Norwood, NJ: Ablex.
Gumperz, J. (1986). Interactive sociolinguistics on the study of schooling. In J. Cook-Gumperz (Ed.), The social construction of literacy (pp. 45–68). New York: Cambridge University Press.
Gumperz, J. (1992). Contextualization and understanding. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an, interactive phenomenon (pp. 229–252). Cambridge: Cambridge University Press.
Guzzetti, B., & Hynd, C. (1998). Theoretical perspectives on conceptual change. Hillsdale, NJ: Erlbaum.
Hammersley, M., & Atkinson, P. (1995). Ethnography: Principles in practice (2nd ed.). London: Routledge.
Heap, J. (1980). What counts as reading? Limits to certainty in assessment. Curriculum Inquiry, 10(3), 265–292.
Heap, J. (1985). Discourse in the production of classroom knowledge: Reading lessons. Curriculum Inquiry, 1(5), 245–279.
Heap, J. (1991). A situated perspective on what counts as reading. In C. Baker & A.Luke, Towards a critical sociology of reading pedagogy (pp. 103–139). Philadelphia, PA: John Benjamins Publishing.
Heath, S. B. (1982). Ethnography in education: Defining the essentials. In P. Gillmore & A. A. Glatthorn (Eds.), Children in and out of school: Ethnography and education (pp. 33–35). Washington, DC: Center for Applied Linguistics.
Heath, S. B., & Street, B. (2008). Ethnography: Approaches to language and literacy research. New York: Teachers College & National Council on Research in Language and Literacy.
Heras, A. (1993). The construction of understanding in a sixth-grade bilingual classroom. Linguistics and Education, 5(3 & 4), 275–300.
Holland, D., & Cole, M. (1995). Between discourse and schema: Reformulating a cultural-historical approach to culture and mind. Anthropology and Education Quarterly, 26(4), 478–489.
Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (2001). Identity and agency in cultural worlds. Cambridge, MA: Harvard.
Hornberger, N. (Ed.) (2008). Encyclopedia of language & education (2nd ed). New York: Springer.
Hudson, B. & Schneuwly, B.(Eds.). (2007). Special Issue of the European Educational Research Journal on Didactics–Learning and Teaching in Europe, No. 2. Retrieved 8/30/09 http://www.wwwords.co.uk/EERJ/content/pdfs/6/issue6_2.asp
Hymes, D. (1972). Introduction: Functions of language in the classroom. In A. Cazden, V. John, & D. Hymes (Eds.), Functions of language in the classroom. Prospect Heights, IL: Waveland Press, Inc.
Hymes, D. (1982). What is ethnography? In P. Gilmore & A. A. Glathorn (Eds.), Children in and out of school: Ethnography and education. Washington, DC: Center for Applied Linguistics.
Ivanic, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. Amsterdam/Philadelphia: John Benjamins Publishing.
Jewitt, C. (2006). Multimodeality and literacy in school classrooms. Review of Research in Education, 32, 241–267.
Kantor, R., & Fernie, D. (2003). Early childhood classroom processes. Cresskill, NJ: Hampton Press.
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, 883–915.
Kelly, G., Crawford, T., & Green, J. (2001). Common task and uncommon knowledge: Dissenting voices in the discursive construction of physics across small laboratory groups. Linguistics and Education. Special Issue on Language and Cognition, 12(2), pp. 135–252.
Kelly, G., & Green, J. (1998). The social nature of knowing: Toward a socioculturalp perspective on conceptual change and knowledge construction. In B. Guzzetti & C. Hynd (Eds.), Theoretical perspectives on conceptual change (pp. 145–181). Mahwah, NJ: Lawrence Erlbaum Associates.
Kelly, G. J., Luke, A., & Green, J. (Eds.). (2008). What counts as knowledge in educational settings: Disciplinary knowledge, assessment, and curriculum. Review of Research in Education, 32(Special themed volume).
Kieran, C., Sfard, A., & Forman, E. (2003). Learning discourse: Discursive approaches to research in mathematics education. New York: Springer.
Koschmann, T. (Ed.). (1999). Meaning making: Discourse Processes, 27(2), A special issue.
Kumpulainen, K., Hmelo-Silver, C. E., & César, M. (Eds.). (2008). Investigating classroom interaction: Methodologies in action. Rotterdam: Sense Publishers.
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
Larson, J. (1995). Talk matters: The role of pivot in the distribution of literacy knowledge among novice writers. Linguistics and Education, 7(4), 277–302.
Lee, C. D., & Smagorinsky, P. (Eds.). (2000). Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry. New York: Cambridge University Press.
Lemke, J. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex.
Lemke, J., Kelly, G. J., & Roth, W.-M. (2006). Forum: Toward a phenomenology of interviews. Cultural Studies of Science Education, 1, 83–106.
Ligorio, M.B., & Pontecorvo, C. (2005). Why and how we learn. European Journal of School Psychology, 3(1), 257–264.
Lima, E. (1995). Culture revisited: Vygotsky’s ideas in Brazil. Anthropology & Education Quarterly, 26(4), 443–457.
Lin, L. (1993). Language of and in the classroom: Constructing the patterns of social life. Linguistics and Education, 5(3 & 4), 367–409.
McDermott, R. (1976). Kids make sense: An ethnographic account of the interactional management of success and failure in one first grade classroom. Unpublished dissertation. Stanford University.
McNeil, L. M., & Coppola, E. M. (2006). Official and unofficial stories: Getting at the impact of policy on educational practice. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of cmer, complementary methods in education research (pp. 681–700). Washington, DC/Mahwah, NJ: AERA/Lawrence Erlbaum.
Mercer, N. & Hodgkinson, S. (Eds.). (2008). Exploring talk in school. London: Sage.
Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking: A sociocultural approach. Abingdon: Routledge.
Mills, H. (1993). Becoming a mathematician: Building a situated definition of mathematics. Linguistics and Education, 5(3 & 4), 301–334.
Mills, S. (1997). Discourse: A new critical idiom. London: Routledge.
Mitchell, C. J. (1984). Typicality and the case study. In R. F. Ellen (Ed.), Ethnographic research: A guide to general conduct (pp. 238–241). New York: Academic Press.
Moll, L. C. (Ed.). (1990). Vygotsky and education. Cambridge: Cambridge University Press.
Morine-Dershimer, G. (1988b). Comparing systems: How do we know? In J. Green & J. Harker (Eds.), Multiple perspective analyses of classroom discourse (pp. 195–214). Norwood, NJ: Ablex.
Psathas, G. (1995). Conversation aanalysis: The study of talk in interaction (Vol. 35). London: Sage.
Putney, L., Green, J., Dixon, C., Durán, R., & Yeager, B. (2000). Consequential progressions: Exploring collective-individual development in a bilingual classroom. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 86–126). New York: Cambridge University Press.
Putney, L. G., & Wink, J. (1998). Breaking rules: Constructing avenues of access in multilingual classrooms. TESOL Journal, 7(3), 29–34.
Rex, L., Steadman, S. & Graciano, M. (2006). Researching the complexity of classroom interaction. In J. Green, G. Camilli, & P. Elmore (Eds.) Handbook of Complementary Methods for Research in Education (pp. 727–772). Washington DC: American Educational Research Association.
Rex, L., & Green, J. (2007). Classroom discourse and interaction: Reading across the traditions. In B. Spolsky & F. Hult (Eds.), Handbook of eleducational linguistics (pp. 571–584). Oxford: Blackwell.
Rex, L., & McEachen, D. (1999). ‘If anything is odd, inappropriate, confusing, or boring, ’it’s probably important’: The emergence of inclusive academic literacy through English classroom discussion practices. Research in the Teaching of English, 34(1), 65–129.
Rex, L. A. (2001). The remaking of a high school reader. Reading Research Quarterly, 36(3), 288–314.
Rieber, R., & Carton, A. (1988). The collected works of L. S. Vygotsky: Volume 1: Problems of general psychology, including the volume thinking and speech (Cognition and language: A series in psycholinguistics). New York: Springer.
Rogoff, B. (2003). The cultural nature of human development. Oxford: Oxford University Press.
Roth, W.-M. (2005). Talking science: Language and learning in science classrooms. Lanham, MD: Rowman and Littlefield.
Santa Barbara Classroom Discourse Group. (1992a). Constructing literacy in classrooms: Literate action as social accomplishment. In H. Marshall (Ed.), Redefining student learning: Roots of educational restructuring (pp. 119–150). Norwood, NJ: Ablex.
Santa Barbara Classroom Discourse Group. (1992b). Do you see what we see? The referential and intertextual nature of classroom life. Journal of Classroom Interaction, 27(2), 29–36.
Sefton-Green, J. (2006). Youth, technology, and media cultures. Review of Research in Education, 30, 279–306.
Sheridan, D., Street, B., & Bloome, D. (2000). Writing ourselves: Mass-observation and literacy practices. Language & Social Processes. Cresskill, NJ: Hampton Press.
Skukauskaite, A., & Green, J. L. (2004). A conversation with Bakhtin: On inquiry and dialogic thinking. Journal of Russian and East European Psychology, 42(6), 59–75.
Spindler, G. (1982). Doing the ethnography of schooling. New York: Holt, Rinehart & Winston.
Spolsky, B., & Hult, F. (Eds.). (2007). Handbook of educational linguistics. Oxford: Blackwell.
Street, B., Baker, D., & Tomlin, A. (2005). Navigating numeracies: Home/school numeracy practices (Vol. 4), Liverhulme Numeracy Research Programme. Dordrecht: Kleuwen.
Strike, K. (1974). On the expressive potential of behaviorist language. American Educational Research Journal, 11(2), 103–120.
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, 19(1), 75–110.
Weade, R. (1987). Curriculum ‘n’instruction: The construction of meaning. Theory Into Practice, 26(1), 15–25.
Wertsch, J. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
Wilkinson, L. (1982). Communicating in the classroom. New York: Academic Press.
Wittrock, M. C. (Ed.) (1986). Handbook of research on teaching (3rd ed). New York: Macmillan.
Yeager, E. (2003). ‘ I am a historian’: Examining the discursive construction of locally situated academic identities in linguistically diverse settings. Dissertation. University of California, Santa Barbara.
Yeager, B. (2006, Summer). Teacher as researcher/researcher as teacher: Multiple angles of vision for studying learning in the context of teaching. Language Arts Journal of Michigan, 22(1), 26–33.
Yeager, B. & Green, J. (2008). ‘We have our own language as well as the languages we bring’: Constructing opportunities for learning through a language of the classroom. In J. Scott, D. Straker, & L. Katz (Eds), Affirming Students’ Right To Their Own Language: Bridging Language Policies and Pedagogical Practices, pp. 153–175. NY: Routledge with National Council of Teachers of English.
Yeager, B., Floriani, A., & Green, J. (1998). Learning to see learning in the classroom: Developing an ethnographic perspective. In D. Bloome & A. Egan-Robertson (Eds.), Students as inquirers of language and culture in their classrooms (pp. 115–139). Cresskill, NJ: Hampton Press.
Yeager, E., Green, J. L., & Castanheira, M. L. (2009). Two languages, one community: On the discursive construction of community in bilingual classrooms. In M. César & K. Kumpulainen (Eds.), Social interactions in multicultural settings (pp. 235–268). Rotterdam: Sense Publishers.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Green, J., Castanheira, M.L., Yeager, B. (2011). Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective. In: Wyatt-Smith, C., Elkins, J., Gunn, S. (eds) Multiple Perspectives on Difficulties in Learning Literacy and Numeracy. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8864-3_3
Download citation
DOI: https://doi.org/10.1007/978-1-4020-8864-3_3
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-8863-6
Online ISBN: 978-1-4020-8864-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)