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Original Articles

‘Every good‐bye ain’t gone’: analyzing the cultural underpinnings of classroom talk

Pages 305-327 | Published online: 18 Jul 2006

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

Read on this site (19)

Kamania Wynter-Hoyte, Susi Long, Jennipher Frazier & Jarvais Jackson. (2023) Liberatory praxis in preservice teacher education: claiming Afrocentricity as foundational in critical language and literacy teaching. International Journal of Qualitative Studies in Education 36:5, pages 774-795.
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E. Adah Miller, L. Berland & T. Campbell. (2023) Equity for Students Requires Equity for Teachers: The Inextricable Link between Teacher Professionalization and Equity-Centered Science Classrooms. Journal of Science Teacher Education 0:0, pages 1-20.
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David Stroupe. (2022) Naming and disrupting epistemic injustice across curated sites of learning. Journal of the Learning Sciences 31:2, pages 317-334.
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Sinéad Harmey. (2021) Perspectives on dealing with reading difficulties. Education 3-13 49:1, pages 52-62.
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Thandeka K. Chapman, Makeba Jones, Ramon Stephens, Dolores Lopez, Kirk D. Rogers & James Crawford. (2020) A Necessary Pairing: Using Academic Outcomes and Critical Consciousness to Dismantle Curriculum as the Property of Whiteness in K-12 Ethnic Studies. Equity & Excellence in Education 53:4, pages 569-582.
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Angela Calabrese Barton & Edna Tan. (2019) Designing for Rightful Presence in STEM: The Role of Making Present Practices. Journal of the Learning Sciences 28:4-5, pages 616-658.
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Carla Finkelstein. (2019) Doing Our Part: Trust and Relational Dynamics in Literacy Coaching. Literacy Research and Instruction 58:4, pages 317-337.
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Monica S. Yoo. (2019) Enhancing Cultural Wealth: Positioning as a Language Broker across School and Home. Theory Into Practice 58:3, pages 246-253.
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Alison Heron-Hruby, Brandie Trent, Samantha Haas & Zachary Cole Allen. (2018) The Potential for Using Small-Group Literature Discussions in Intervention-Focused High School English. Reading & Writing Quarterly 34:5, pages 379-395.
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Susan Gwee & Vanithamani Saravanan. (2018) Use of code-switching in multilingual content subject and language classrooms. International Journal of Multilingualism 15:2, pages 117-134.
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Teresa Sosa, Allison H. Hall, Susan R. Goldman & Carol D. Lee. (2016) Developing Symbolic Interpretation Through Literary Argumentation. Journal of the Learning Sciences 25:1, pages 93-132.
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Christine Howe & Manzoorul Abedin. (2013) Classroom dialogue: a systematic review across four decades of research. Cambridge Journal of Education 43:3, pages 325-356.
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Jennifer Friend & Loyce Caruthers. (2012) Reconstructing the Cultural Context of Urban Schools: Listening to the Voices of High School Students. Educational Studies 48:4, pages 366-388.
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Ming Fang He, Jeff Sapp, Maria José Botelho, Isabel Nuñez, Wynnetta Scott–Simmons & Lincoln Johnson. (2011) Guide to New Resources. Multicultural Perspectives 13:3, pages 169-177.
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Inda Schaenen. (2010) “GENRE MEANS …”: A CRITICAL DISCOURSE ANALYSIS OF FOURTH GRADE TALK ABOUT GENRE. Critical Inquiry in Language Studies 7:1, pages 28-53.
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Articles from other publishers (79)

Jonathan Baize. (2023) When School Wasn’t “School”: Developing Culturally Responsive Practice during the COVID-19 Lockdowns. Education Sciences 13:7, pages 684.
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Kitty Yuen-han Mo & Simon Tak-Mau Chan. (2021) Critical realist discourse analysis of Chinese parents of children with dyslexia. International Social Work 66:2, pages 329-341.
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Rebecca J. M. Gotlieb, Mary Helen Immordino-Yang, Emily Gonzalez, Laura Rhinehart, Saara Mahjouri, Ellyn Pueschel & Gina Nadaya. (2022) Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth. Literacy Research: Theory, Method, and Practice 71:1, pages 80-132.
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Sara Jones. (2022) Turning Away from Anti‐Blackness: A Critical Review of Adolescent Reading Motivation Research. Reading Research Quarterly 57:4, pages 1107-1127.
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Lea Rackley & Tishawn Bradford. (2022) Joyful noise and abatement: idle chatter and the undercommons of oracy education. Literacy 56:3, pages 191-198.
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Brittany L. Frieson & Vivian E. Presiado. (2022) Supporting Multilingual Black Children: Building on Black Language Genius. The Reading Teacher 75:6, pages 707-715.
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Meghan E. Dale, Amanda J. Godley, Sarah A. Capello, Patrick J. Donnelly, Sidney K. D'Mello & Sean P. Kelly. (2022) Toward the automated analysis of teacher talk in secondary ELA classrooms. Teaching and Teacher Education 110, pages 103584.
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Christine Anne Royce. 2022. Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms. Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms 155 171 .
Christine Anne Royce. 2022. Designing Effective Distance and Blended Learning Environments in K-12. Designing Effective Distance and Blended Learning Environments in K-12 165 186 .
Addie Shrodes. (2020) Humor as Political Possibility: Critical Media Literacy in LGBTQ+ Participatory Cultures. Reading Research Quarterly 56:4, pages 855-876.
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Janna Brown McClain, Mariah Harmon & Emily Phillips Galloway. (2021) Eliminating Prerequisites for Personhood: A Framework for Enacting Antiracist Language Instruction. Language Arts 99:1, pages 25-36.
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Melita Morales. (2021) Epistemic status as an analytic tool: Mapping classroom talk and participation in a middle grades prototyping testing activity. Linguistics and Education 64, pages 100939.
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Mike D. Revell. 2021. Research Anthology on Culturally Responsive Teaching and Learning. Research Anthology on Culturally Responsive Teaching and Learning 521 543 .
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Tina Pingting Tsai, Jyhjong Lin, Caiying Chen & Jhaowei Yen. (2020) Using Inquiry-based Quality Talks to Enhance the Effectiveness of ePUB3-based Flipped Classes. Using Inquiry-based Quality Talks to Enhance the Effectiveness of ePUB3-based Flipped Classes.
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Jonathan Baize. (2019) Classics in Their Own “Words”: Analytical Remixes in a Land of Essays. Journal of Adolescent & Adult Literacy 62:6, pages 625-633.
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Mike D Re'vell. (2019) Moving Toward Culturally Restorative Teaching Exchanges. International Journal of Smart Education and Urban Society 10:2, pages 53-69.
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Roderick L. Carey, Abiola Farinde‐Wu, H. Richard MilnerIVIV & Lori Delale‐O'Connor. 2018. The Wiley Handbook of Teaching and Learning. The Wiley Handbook of Teaching and Learning 59 78 .
Kenneth Silseth & Ola Erstad. (2018) Connecting to the outside: Cultural resources teachers use when contextualizing instruction. Learning, Culture and Social Interaction 17, pages 56-68.
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Kyle Grady. (2017) Why Front?. Pedagogy 17:3, pages 533-540.
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Danny C. Martinez, P. Zitlali Morales & Ursula S. Aldana. (2017) Leveraging Students’ Communicative Repertoires as a Tool for Equitable Learning. Review of Research in Education 41:1, pages 477-499.
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Christine Brigid Malsbary. (2016) Youth and Schools’ Practices in Hyper-Diverse Contexts. American Educational Research Journal 53:6, pages 1491-1521.
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Deborah Wells Rowe & Mary E Miller. (2016) Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds. Journal of Early Childhood Literacy 16:4, pages 425-472.
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Leema K. Berland, Christina V. Schwarz, Christina Krist, Lisa Kenyon, Abraham S. Lo & Brian J. Reiser. (2015) Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching 53:7, pages 1082-1112.
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Nermine Abd Elkader. (2016) Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism. SAGE Open 6:1, pages 215824401662859.
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Amanda J. Godley, Jeffrey Reaser & Kaylan G. Moore. (2015) Pre-service English Language Arts teachers’ development of Critical Language Awareness for teaching. Linguistics and Education 32, pages 41-54.
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