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Original Articles

What Counts as Reading: Limits to Certainty in Assessment

Pages 265-292 | Published online: 15 Dec 2014

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (15)

John Hellermann, Steven L. Thorne & Peter Fodor. (2017) Mobile reading as social and embodied practice. Classroom Discourse 8:2, pages 99-121.
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W. Douglas Baker & JudithL. Green. (2007) Limits to Certainty in Interpreting Video Data: Interactional Ethnography and Disciplinary Knowledge. Pedagogies: An International Journal 2:3, pages 191-204.
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Audra Skukauskaitė, Yan Liu & JudithL. Green. (2007) Editorial Introduction: Logics of Inquiry for the Analysis of Video Artefacts: Researching the Construction of Disciplinary Knowledge in Classrooms. Pedagogies: An International Journal 2:3, pages 131-137.
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David Bloome & Laurie Katz. (1997) LITERACY AS SOCIAL PRACTICE AND CLASSROOM CHRONOTOPES. Reading & Writing Quarterly 13:3, pages 205-225.
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David Bloome, Pamela Puro & Erine Theodorou. (1989) Procedural Display and Classroom Lessons. Curriculum Inquiry 19:3, pages 265-291.
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James L. Heap. (1987) Sociologies in and of Education: A Reply to Hammersley. Curriculum Inquiry 17:2, pages 239-242.
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James L. Heap. (1985) Discourse in the Production of Classroom Knowledge: Reading Lessons. Curriculum Inquiry 15:3, pages 245-279.
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Regina Weade & JudithL. Green. (1985) Talking to learn: Social and academic requirements for classroom participation. Peabody Journal of Education 62:3, pages 6-19.
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James L. Heap. (1983) Frames and Knowledge in a Science Lesson: A Dialogue with Professor Heyman. Curriculum Inquiry 13:4, pages 397-417.
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JudithL. Green. (1983) Exploring classroom discourse: Linguistic perspectives on teaching‐learning processes. Educational Psychologist 18:3, pages 180-199.
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James L. Heap. (1981) Authority as a Question of Reasonable Claims: A Reply to John Willinsky. Curriculum Inquiry 11:3, pages 227-230.
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John Willinsky. (1981) Authority and Ideology as a Source of Certainty: A Response to James L. Heap. Curriculum Inquiry 11:3, pages 223-226.
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Articles from other publishers (19)

Brian L. Due, Simon Bierring Lange, Mie Femø Nielsen & Celine Jarlskov. (2019) Mimicable embodied demonstration in a decomposed sequence: Two aspects of recipient design in professionals' video-mediated encounters. Journal of Pragmatics 152, pages 13-27.
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Lyndsay Moffatt, Rachel Heydon & Luigi Iannacci. (2017) Helping out, signing up and sitting down: The cultural production of “read-alouds” in three kindergarten classrooms. Journal of Early Childhood Literacy 19:2, pages 147-174.
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John Hellermann. 2018. Longitudinal Studies on the Organization of Social Interaction. Longitudinal Studies on the Organization of Social Interaction 105 142 .
Gerald de Montigny. (2016) Ethnomethodological Indifference: Just a Passing Phase?. Human Studies 40:3, pages 331-364.
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Judith Green, Jenna Joo, Yun Dai, Tijana Hirsch, Monaliza Chian & Priscila Barros David. (2017) Challenges in understanding different epistemologies for studying learning: A telling case of constructing a new research agenda. International Journal of Educational Research 84, pages 119-126.
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Judith Green, Audra Skukauskaite & Maria Lucia Castanheira. 2012. Identity, Community, and Learning Lives in the Digital Age. Identity, Community, and Learning Lives in the Digital Age 126 145 .
Teresa Crawford. (2005) What counts as knowing: Constructing a communicative repertoire for student demonstration of knowledge in science. Journal of Research in Science Teaching 42:2, pages 139-165.
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Carolyn R. Frank. (2016) “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, pages 467-506.
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Gregory J. Kelly & Catherine Chen. (1999) The sound of music: Constructing science as sociocultural practices through oral and written discourse. Journal of Research in Science Teaching 36:8, pages 883-915.
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James Paul Gee & Judith L. Green. (2016) Chapter 4: Discourse Analysis, Learning, and Social Practice: A Methodological Study. Review of Research in Education 23:1, pages 119-169.
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D. Rodney Watson. (1992) Ethnomethodology, conversation analysis and education: An overview. International Review of Education 38:3, pages 257-274.
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Douglas W. Maynard & Courtney L. Marlaire. (1992) Good reasons for bad testing performance: The interactional substrate of educational exams. Qualitative Sociology 15:2, pages 177-202.
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. 1991. Languages in School and Society. Languages in School and Society 443 464 .
James L. Heap. (1990) Applied ethnomethodology: Looking for the local rationality of reading activities. Human Studies 13:1, pages 39-72.
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Carolyn M. Evertson & Mark A. Smylie. 1987. Historical Foundations of Educational Psychology. Historical Foundations of Educational Psychology 349 371 .
Mary Thomas Farrar. (1986) Teacher questions: the complexity of the cognitively simple. Instructional Science 15:1, pages 89-107.
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John Willinsky. (1984) The bounds of literacy. Interchange 15:4, pages 40-52.
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Judith L. Green. (2016) Chapter 6: Research on Teaching as a Linguistic Process: A State of the Art. Review of Research in Education 10:1, pages 151-252.
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James L. Heap. (2016) Understanding Classroom Events: A Critique of Durkin, with an Alternative. Journal of Reading Behavior 14:4, pages 391-411.
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