Distributing agency by developing classroom activity

References

• Austin , J. L. 1975 . How to do things with words , Edited by: Urmson , J. O and Marina , Sbisà . Oxford : Clarendon Press . 2nd ed
   Google Scholar
• Bakhtin , M. M. 1981 . The dialogic imagination: four essays , Edited by: Michael , Holquist . Austin, TX : University of Texas Press . trans. Caryl Emerson and Michael Holquist
   Google Scholar
• Barnes , D. 1969 . Language, the learner and the school: a research report , Harmondsworth : Penguin .
   Google Scholar
• Barton , D. 2001 . Directions for literacy research: analysing language and social practices in a textually mediated world. . Language and Education , 15 ( 2&3 ) : 92 – 104 .
   Google Scholar
• Bernstein , B. 1996 . Pedagogy, symbolic control and identity: theory, research, critique , London : Taylor & Francis .
   Google Scholar
• Bernstein , B. 1999 . Vertical and horizontal discourse: an essay. . British Journal of Sociology of Education , 20 ( 2 ) : 157 – 73 .
   Web of Science ®Google Scholar
• Bloome , D. and Bailey , F. M. 1992 . “ Studying language and literacy through events, particularity, and intertextuality. ” . In Multidisciplinary perspectives on literacy research , Edited by: Beach , R , Green , J , Kamil , M and Shanahan , T . 181 – 210 . Urbana, IL : National Council of Teachers of English .
   Google Scholar
• Brodkey , L. 1987 . Writing critical ethnographic narratives. . Anthropology & Education Quarterly , 18 : 67 – 76 .
   Web of Science ®Google Scholar
• Burke , K. 1945 . A grammar of motives , New York : Prentice‐Hall .
   Google Scholar
• Castanheira , M. L. , Crawford , T. , Dixon , C. N. and Green , J. L. 2001 . Interactional ethnography: an approach to studying the social construction of literate practices. . Linguistics and Education , 11 ( 4 ) : 353 – 400 .
   Google Scholar
• Center for Activity Theory and Developmental Work Research, University of Helsinki . 2004 . “ The Activity System. ” . Accessed 2 March 2007, http://www.edu.helsinki.fi/activity/pages/chatanddwr/activitysystem/
   Google Scholar
• Cole , M. and Engeström , Y. 1993 . “ A cultural‐historical approach to distributed cognition. ” . In Distributed Cognitions: Psychological and educational considerations , Edited by: Salomon , G . 1 – 46 . Cambridge : Cambridge University Press .
   Google Scholar
• Daniels , H. 2001 . Vygotsky and pedagogy , London : RoutledgeFalmer .
   Google Scholar
• Daniels , H. 2004 . Activity theory, discourse and Bernstein. . Educational Review , 56 ( 2 ) : 121 – 32 .
   Web of Science ®Google Scholar
• Daniels , H. 2006 . The ‘social’ in post‐Vygotskian theory. . Theory & Psychology , 16 ( 1 ) : 37 – 49 .
   Web of Science ®Google Scholar
• Dysthe , O. 1996 . The multivoiced classroom: interactions of writing and classroom discourse. . Written Communication , 13 : 385 – 425 .
   Web of Science ®Google Scholar
• Dysthe , O. 2002 . Professors as mediators of academic text cultures: an interview study with advisors. . Written Communication , 19 : 493 – 544 .
   Web of Science ®Google Scholar
• Engeström , Y. 1987 . Learning by expanding: an activity‐theoretical approach to developmental research , Helsinki : Orienta‐Konsultit. . http://communication.ucsd.edu/MCA/Paper/Engestrom/expanding/toc.htm
   Google Scholar
• Engeström , Y. 1996a . “ The tensions of judging: handling cases of drunk driving under the influence of alcohol in Finland and California. ” . In Cognition and Communication at Work , Edited by: Engestrom , Y and Middleton , D . 199 – 232 . Cambridge : Cambridge University Press .
   Google Scholar
• Engeström , Y. 1996b . “ Work as a testbench of activity theory. ” . In Understanding Practice: Perspectives on activity and context , Edited by: Chaiklin , S and Lave , J . 64 – 103 . Cambridge : Cambridge University Press .
   Google Scholar
• Engeström , Y. , Engeström , R. and Kärkkäinen , M. 1995 . Polycontextuality and boundary crossing in expert cognition: learning and problem solving in complex work activities. . Learning and Instruction , 5 : 319 – 36 .
   Google Scholar
• Fairclough , N. 2003 . Analyzing discourse: textual analysis for social research , London : Routledge .
   Google Scholar
• Geertz , C. 1973 . The interpretation of cultures , New York : Basic Books .
   Google Scholar
• Hasan , R. 2002 . Ways of meaning, ways of learning: code as an explanatory concept. . British Journal of Sociology of Education , 23 ( 4 ) : 537 – 48 .
   Web of Science ®Google Scholar
• Inghilleri , M. 2002 . Britton and Bernstein on Vygotsky: divergent views on mind and language in the pedagogic context. . Pedagogy, Culture & Society , 10 ( 3 ) : 467 – 82 .
   Google Scholar
• Keunen , B. 2000 . Bakhtin, genre formation, and the cognitive turn: chronotopes as memory schemata. . CLCWeb: Comparative Literature and Culture: A WWWeb Journal , 2 ( 2 ) http://clcwebjournal.lib.purdue.edu/clcweb00‐2/keunen00.html
   Google Scholar
• Kress , G. and van Leeuwen, T , T. 2001 . Multimodal discourse: the modes and media of contemporary communication , London : Arnold .
   Google Scholar
• Langemeyer , I. and Nissen , M. 2005 . “ Activity theory. ” . In Research methods in the social sciences , Edited by: Somekh , B and Lewin , C . Vol. chapter 22 , 188 – 95 . London : Sage .
   Google Scholar
• Leont'ev , A. N. 1981 . “ The problem of activity in psychology. ” . In The concept of activity in Soviet psychology , Edited by: Wertsch , J. V . 37 – 71 . Armonk, NY : M.E. Sharpe, Inc . trans. and ed. James V. Wertsch
   Google Scholar
• Luke , A. 1996 . “ Genres of power: literacy education and the production of capital. ” . In Literacy in society , Edited by: Hasan , R and Williams , G . 308 – 38 . London : Longman .
   Google Scholar
• Mehan , H. 1993 . “ Why I like to look: on the use of videotape as an instrument in educational research. ” . In Qualitative voices in educational research , Edited by: Schratz , M . 93 – 105 . London : Falmer .
   Google Scholar
• Moro , C. and Rodriguez , C. 2004 . “ Formes sociales, (re)construction des significations et situations éducatives. Une entrée développementale. ” . In Situation éducative et significations , Edited by: Moro , C and Rickenmann , R . 221 – 45 . Brussels : De Boeck .
   Google Scholar
• Newman , D. , Griffin , P. and Cole , M. 1989 . The construction zone: working for cognitive change in school , Cambridge : Cambridge University Press .
   Google Scholar
• Ochs , E. 1979 . “ Transcription as theory. ” . In Developmental pragmatics , Edited by: Ochs , E and Schiefflin , B . 43 – 72 . New York : Academic Press .
   Google Scholar
• Pea , R. D. 1993 . “ Practices of distributed intelligence and designs for education. ” . In Distributed cognitions: psychological and educational considerations , Edited by: Saloman , G . 46 – 87 . Cambridge : Cambridge University Press .
   Google Scholar
• Pink , S. 2003 . Interdisciplinary agendas in visual research: re‐situating visual anthropology. . Visual Studies , 18 ( 2 ) : 179 – 92 .
   Google Scholar
• Poddiakov , A. N. 2001 . Counteraction as a crucial factor of learning, education and development: opposition to help. . Forum Qualitative Sozialforschun Forum: Qualitative Social Research [on‐line journal] , 2 ( 3 ) http://www.qualitative‐research.net/fqs/fqs‐eng.htm
   Google Scholar
• Poddiakov , A. N. 2005 . Coping with problems created by others: directions of development. . Culture & Psychology , 11 ( 2 ) : 227 – 40 .
   Google Scholar
• Riessman , C. K. 1993 . Narrative analysis , Newbury Park, CA : Sage .
   Google Scholar
• Salomon , G , ed. 1993 . Distributed cognitions: psychological and educational considerations , Cambridge : Cambridge University Press .
   Google Scholar
• Shotter , J. 2000 . Seeing historically: Goethe and Vygotsky's ‘enabling theory‐method’. . Culture & Psychology , 6 ( 2 ) : 233 – 52 .
   Google Scholar
• Thomas , J. 1995 . Meaning in interaction: an introduction to pragmatics , London : Longman .
   Google Scholar
• US Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs . 2003 . Identitfying and treating attention deficit hyperactivity disorder: a resource for school and home , Washington, DC : US Department of Education. . http://www.ed.gov/teachers/needs/speced/adhd/adhd‐resource‐pt1.pdf
   Google Scholar
• Vygotsky , L. S. 1978 . Mind in society: the development of higher psychological processes , Edited by: Cole , M , John‐Steiner , V , Scribner , S and Souberman , E . Cambridge, MA : Harvard University Press .
   Google Scholar
• Vygotsky , L. S. 1986 . Thought and language , Cambridge, MA : MIT Press . Trans. and ed. A. Kozulin
   Google Scholar
• Wertsch , J. V. 1991 . Voices of the mind: a sociocultural approach to mediated action , London : Harvester Wheatsheaf .
   Google Scholar