Measuring Cultural Dimensions of Classroom Interactions

References

• Adair, J. K. (2014). Agency and expanding capabilities in early grade classrooms: What it could mean for young children. Harvard Educational Review, 84(2), 217–241. doi:10.17763/haer.84.2.y46vh546h41l2144
   Web of Science ®Google Scholar
• Aguirre, A. (1988). Code switching, intuitive knowledge, and the bilingual classroom. In H. S. García & R. Chávez (Eds.), Ethnolinguistic issues in education. Lubbock, TX: Texas Tech University, Lubbock College of Education.
   Google Scholar
• Au, K., & Mason, J. (1981). Social organization in learning to read: The balance of rights hypothesis. Reading Research Quarterly, 17, 115–152. doi:10.2307/747251
   Web of Science ®Google Scholar
• Banks, C. A., & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory Into Practice, 34(3), 152–158. doi:10.1080/00405849509543674
   Web of Science ®Google Scholar
• Banks, J. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of Research on Multicultural Education (2nd ed.). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Borman, G. D., & Kimball, S. M. (2005). Teacher quality and educational equality: Do teachers with higher standard-based evaluation ratings close student achievement gaps? The Elementary School Journal, 106(1), 3–20. doi:10.1086/496904
   Web of Science ®Google Scholar
• Bowers, C., & Flinders, D. (1990). Responsive teaching: An ecological approach to classroom patterns of language, culture, and thought. New York, NY: Teachers College Press.
   Google Scholar
• Boykin, A. W., & Bailey, C. T. (2000). The role of cultural factors in school relevant cognitive functioning. Baltimore, MD: Center for Research on the Education of Students Placed At Risk.
   Google Scholar
• Boykin, A. W., & Noguera, P. (2011). Creating opportunity to learn: Moving from research to practice to close the achievement gap. Alexandria, VA: ASCD.
   Google Scholar
• Brennan, R. L. (2001). Generalizability theory. New York, NY: Springer-Verlag.
   Google Scholar
• Brennan, R. L. (2011). Generalizability theory and classical test theory. Applied Measurement in Education, 24, 1–21. doi:10.1080/08957347.2011.532417
   Web of Science ®Google Scholar
• Bridges, M., Cohen, S. R., McGuire, L. W., Yamada, H., Fuller, B., Mireles, L., & Scott, L. (2012). Measuring the social behavior of Mexican American children. Early Childhood Research Quarterly, 27, 555–567. doi:10.1016/j.ecresq.2012.01.005
   Web of Science ®Google Scholar
• Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
   Google Scholar
• Bryk, A., Gomez, L., Grunow, A., & LeMahieu, P. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Bryk, A., Harding, H., & Greenberg, S. (2012). Contextual influences on inquiries into effective teaching and their implications for improving student learning. Harvard Educational Review, 82(1), 83–106. doi:10.17763/haer.82.1.k58q7660444q1210
   Web of Science ®Google Scholar
• Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmith, NH: Heinemann.
   Google Scholar
• Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464–504. doi:10.1080/10705510701301834
   Web of Science ®Google Scholar
• Child Trends. (2014). Racial and ethnic composition of the child population. Bethesda, MD: Author.
   Google Scholar
• Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13(1), 15–42. doi:10.1207/s15327809jls1301_2
   Web of Science ®Google Scholar
• Cronbach, L., Gleser, G., Nanda, H., & Rajaratnam, N. (1972). The dependability of behavioral measurements: Theory of generalizability of scores and profiles. New York, NY: Wiley.
   Google Scholar
• Crosnoe, R. (2006). Mexican roots, American schools: Helping Mexican immigrant children succeed. Palo Alto, CA: Stanford University Press.
   Google Scholar
• Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archive, 8(1), 1–44. doi:10.14507/epaa.v8n1.2000
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2004). The color line in American education: Race, resources, and student achievement. Du Bois Review, 1(2), 213–246. doi:10.1017/S1742058X0404202X
   Google Scholar
• Delpit, L., & Dowdy, J. K. (Eds.). (2008). The skin that we speak: Thoughts on language and culture in the classroom. New York, NY: The New Press.
   Google Scholar
• Denham, S., & Brown, C. (2010). “Plays nice with others”: Social-emotional learning and academic success. Early Education & Development, 21(5), 652–680. doi:10.1080/10409289.2010.497450
   Web of Science ®Google Scholar
• Downer, J. T., Sabol, T. J., & Hamre, B. (2010). Teacher-child interactions in the classroom: Toward a theory of within- and cross-domain links to children’s developmental outcomes. Early Education & Development, 21(5), 699–723. doi:10.1080/10409289.2010.497453
   Web of Science ®Google Scholar
• Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040–1048. doi:10.1037/0003-066X.41.10.1040
   Web of Science ®Google Scholar
• Emmer, E., & Stough, L. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103–112. doi:10.1207/S15326985EP3602_5
   Web of Science ®Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. doi:10.17763/0017-8055.85.2.149
   Web of Science ®Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
   Google Scholar
• Fuller, B., Wright, J., Gesicki, K., & Kang, E. (2007). Gauging growth: How to judge No Child Left Behind? Educational Researcher, 36(5), 268–278. doi:10.3102/0013189X07306556
   Google Scholar
• Galindo, C. (2013). Math performance of young Mexican-origin children in the United States: Socioeconomic status, immigrant generation, and English proficiency. In B. Jensen & A. Sawyer (Eds.), Regarding Educación: Mexican-American Schooling, Immigration, and Bi-national Improvement. New York, NY: Teachers College Press.
   Google Scholar
• Galindo, C., & Fuller, B. (2010). The social competence of Latino kindergartners and growth in mathematical understanding. Developmental Psychology, 46(3), 579–592. doi:10.1037/a0017821
   PubMed Web of Science ®Google Scholar
• Gallimore, R. (2016). It depends: The first law of education research and development. In M. C. Hay (Ed.), Methods That Matter: Integrating Mixed Methods for More Effective Social Science Research. Chicago, IL: The University of Chicago Press.
   Google Scholar
• García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & Vázquez García, H. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891–1914.
   PubMed Web of Science ®Google Scholar
• García, E. (2005). Teaching and learning in two languages: Bilingualism & schooling in the United States. New York, NY: Teachers College Press.
   Google Scholar
• Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York, NY: Teachers College Press.
   Google Scholar
• Gee, J. P. (2001). Language, class, and identity: Teenagers fashioning themselves through language. Linguistics and Education, 12(2), 175–194. doi:10.1016/S0898-5898(00)00045-0
   Google Scholar
• Gee, J. P. (2008). A sociocultural perspective on opportunity to learn. In P. A. Moss, D. C. Pullin, J. P. Gee, E. H. Haertel, & L. J. Young (Eds.), Assessment, Equity, and Opportunity to Learn. New York, NY: Cambridge University Press.
   Google Scholar
• Goldenberg, C., & Gallimore, R. (1989). Teaching California’s diverse student population: The common ground between educational and cultural research. California Public Schools Forum, 3, 41–56.
   Google Scholar
• Goldenberg, C., Rueda, R., & August, D. (2006). Sociocultural influences on the literacy attainment of language-minority children and youth. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report to the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• González, N. (2005). Beyond culture: The hybridity of funds of knowledge. In N. González, L. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices, households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• González, N., Moll, L., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices, households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Good, T., & Brophy, J. (2008). Looking into classrooms. Boston, MA: Allyn & Bacon.
   Google Scholar
• Good, T., & Weinstein, R. (1986). Teacher expectations: A framework for exploring classrooms. In K. Zumwalt (Ed.), Improving Teaching. Alexandria, VA: ASCD.
   Google Scholar
• Greenfield, P. M. (1994). Independence and interdependence as developmental scripts: Implications for theory, research, and practice. In P. M. Greenfield & R. R. Cocking (Eds.), Cross-cultural roots of minority child development. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Gumperz, J. J. (1982). Discourse strategies. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Gutiérrez, R. (2008). A” gap-gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), 357–364.
   Web of Science ®Google Scholar
• Hakuta, K., & García, E. (1989). Bilingualism and education. American Psychologist, 44(2), 374–379. doi:10.1037/0003-066X.44.2.374
   Web of Science ®Google Scholar
• Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York, NY: Cambridge University Press.
   Google Scholar
• Hemphill, F. C., Vanneman, A., & Rahman, T. (2011). Achievement gaps: How Hispanic and White students perform in mathematics and reading on the National Assessment of Educational Progress. Washington, DC: National Center for Education Statistics.
   Google Scholar
• Hill, H. C., Charalambous, C. Y., & Kraft, M. A. (2012). When rater reliability is not enough teacher observation systems and a case for the generalizability study. Educational Researcher, 41(2), 56–64. doi:10.3102/0013189X12437203
   Web of Science ®Google Scholar
• Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
   Google Scholar
• Hollins, E. R. (2015). Culture in school learning: Revealing the deep meaning. New York, NY: Routledge.
   Google Scholar
• Jensen, B. (2014). Framing sociocultural interactions to design equitable learning environments. In J. L. Polman, E. A. Kyza, D. K.O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee,and L. D’Amico (Eds.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS), Vol. 2., (pp. 903–910). Boulder, CO: International Society of the Learning Sciences.
   Google Scholar
• Jensen, B., Mejía-Arauz, R., & Aguilar Zepeda, R. (2017). Equitable teaching for returnee children in Mexico. Sinéctica, 48, 1–20.
   Google Scholar
• Jensen, B., Pérez Martínez, G. M., & Aguilar Escobar, A. (2016). Framing and assessing classroom opportunity to learn: The case of Mexico. Assessment in Education: Principles, Policy & Practice, 23(1), 149–172. doi:10.1080/0969594X.2015.1111192
   Web of Science ®Google Scholar
• Jensen, B., Reese, L., Hall-Kenyon, K., & Bennett, C. (2015). Social competencies and oral language development for young Latino children of immigrants. Early Education & Development, 26(7), 933–955. doi:10.1080/10409289.2015.1005728
   Web of Science ®Google Scholar
• Jensen, B., Rueda, R., Reese, L., & García, E. (2014). Designing sociocultural interactions to improve relevant learning opportunities for underperforming minority students. Unpublished manuscript.
   Google Scholar
• Jensen, B., & Sawyer, A. (Eds.). (2013). Regarding educación: Mexican American schooling, immigration, and binational improvement. New York, NY: Teachers College Press.
   Google Scholar
• Kane, T. J., Kerr, K. A., & Pianta, R. C. (Eds.). (2014). Designing teacher evaluation systems: New guidance from the Measures of Effective Teaching Project. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Kane, T. J., & Staiger, D. (2012). Gathering feedback for teaching: Combining high quality observations with student surveys and achievement gains. Research paper. Seattle, WA: Bill & Melinda Gates Foundation.
   Google Scholar
• Kim, M. S. (2002). Non-western perspectives on human communication: Implications for theory and practice. Thousand Oaks, CA: Sage.
   Google Scholar
• Kim, M. S., Hunter, J. E., Miyahara, A., Horvath, A. M., Bresnahan, M., & Yoon, H. J. (1996). Individual- vs. culture-level dimensions of individualism and collectivism: Effects on preferred conversational styles. Communication Monographs, 63, 29–49. doi:10.1080/03637759609376373
   Web of Science ®Google Scholar
• Labov, W. (1970). The study of language in its social context. Studium Generale, 23, 30–87.
   Google Scholar
• Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Journal of Educational Research, 32(3), 465–491. doi:10.3102/00028312032003465
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review, 84(1), 74–84. doi:10.17763/haer.84.1.p2rj131485484751
   Web of Science ®Google Scholar
• Lee, C. D. (1995). A culturally based cognitive apprenticeship: Teaching African American high school students skills in literary interpretation. Reading Research Quarterly, 30(4), 608–630. doi:10.2307/748192
   Web of Science ®Google Scholar
• Lee, C. D. (2012). Conceptualizing cultural and racialized process in learning. Human Development, 55, 348–355. doi:10.1159/000345326
   Web of Science ®Google Scholar
• Lee, J. (2002). Racial and ethnic achievement gap trends: Reversing the progress toward equity? Educational Researcher, 31(1), 3–12. doi:10.3102/0013189X031001003
   Google Scholar
• Livas-Stein, G., García Coll, C., & Huq, N. (2013). Fostering resilience in Mexican American youth through cultural and family assets. In B. Jensen & A. Sawyer (Eds.), Regarding Educación: Mexican-American Schooling, Immigration, and Bi-national Improvement. New York, NY: Teachers College Press.
   Google Scholar
• McCarthey, S., & Moje, E. B. (2002). Identity matters. Reading Research Quarterly, 37, 228–237. doi:10.1598/RRQ.37.2.6
   Web of Science ®Google Scholar
• McInerney, D. M., Roche, L. A., McInerney, V., & Marsh, H. W. (1997). Cultural perspectives on school motivation: The relevance and application of goal theory. American Educational Research Journal, 34(1), 207–236. doi:10.3102/00028312034001207
   Web of Science ®Google Scholar
• Mehan, H. (1998). The study of social interaction in educational settings: Accomplishments and unresolved issues. Human Development, 41, 245–269. doi:10.1159/000022586
   Web of Science ®Google Scholar
• Mejía‐Arauz, R., Rogoff, B., Dexter, A., & Najafi, B. (2007). Cultural variation in children’s social organization. Child Development, 78(3), 1001–1014. doi:10.1111/j.1467-8624.2007.01046.x
   PubMed Web of Science ®Google Scholar
• Miller, L. S. (1997). An American imperative: Accelerating minority educational advancement. New Haven, CT: Yale University Press.
   Google Scholar
• Moss, P. A., & Haertel, E. H. (2016). Engaging methodological pluralism. In D. H. Gitomer & C. A. Bell (Eds.), Handbook of Research on Teaching (5th ed., pp. 127–247). Washington, DC: American Educational Research Association.
   Google Scholar
• Nasir, N. S., & Hand, V. M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76(4), 449–475. doi:10.3102/00346543076004449
   Web of Science ®Google Scholar
• Ogbu, J. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5–24. doi:10.3102/0013189X021008005
   Google Scholar
• Ogbu, J., & Simons, H. (1998). Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education. Anthropology & Education Quarterly, 29(2), 155–188. doi:10.1525/aeq.1998.29.2.155
   Web of Science ®Google Scholar
• Palincsar, A. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345–375. doi:10.1146/annurev.psych.49.1.345
   PubMed Web of Science ®Google Scholar
• Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. doi:10.3102/0013189X12441244
   Web of Science ®Google Scholar
• Penuel, W. R., & Gallagher, D. J. (2017). Creating research-practice partnerships in education. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Pianta, R. C., & Hamre, B. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119. doi:10.3102/0013189X09332374
   Web of Science ®Google Scholar
• Pianta, R. C., La Paro, K., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS). Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Reardon, S. (2011). The widening academic achievement gaps between the rich and poor: New evidence and possible explanations. In G. Duncan & R. Murnane (Eds.), Whither opportunity? Rising inequality, schools, and children’s life chances. New York, NY: Russell Sage Foundation.
   Google Scholar
• Reardon, S. F., & Galindo, C. (2009). The Hispanic-White achievement gap in math and reading in the elementary grades. American Educational Research Journal, 46, 853–891. doi:10.3102/0002831209333184
   Web of Science ®Google Scholar
• Reese, L., Balzano, S., Gallimore, R., & Goldenberg, C. (1995). The concept of “educación”: Latino family values and American schooling. International Journal of Education Research, 23(1), 57–81. doi:10.1016/0883-0355(95)93535-4
   Google Scholar
• Reese, L., Jensen, B., & Ramírez, D. (2014). Emotionally supportive classroom contexts for young Latino children in rural California. The Elementary School Journal, 114(4), 501–526. doi:10.1086/675636
   Web of Science ®Google Scholar
• Rivkin, S., Hanushek, E., & Kain, J. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458. doi:10.1111/ecta.2005.73.issue-2
   Web of Science ®Google Scholar
• Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.
   Google Scholar
• Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University.
   Google Scholar
• Rogoff, B. (2014). Learning by observing and pitching in to family and community endeavors: An orientation. Human Development, 57(2–3), 69–81. doi:10.1159/000356757
   Web of Science ®Google Scholar
• Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affectiveteacher-student relationships on students’ school engagement and achievement: A meta- analytic approach. Review of Educational Research, 81(4), 493–529. doi:10.3102/0034654311421793
   Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037/0003-066X.55.1.68
   PubMed Web of Science ®Google Scholar
• Saunders, W., Goldenberg, C., & Hamann, J. (1992). Instructional conversations beget instructional conversations. Teaching and Teacher Education, 8(2), 199–218. doi:10.1016/0742-051X(92)90009-R
   Web of Science ®Google Scholar
• Sensoy, O., & DiAngelo, R. (2012). Is everyone really equal? An introduction to key concepts in social justice education. New York, NY: Teachers College Press.
   Google Scholar
• Shavelson, R. J., & Webb, N. M. (1991). Generalizability theory: A primer. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86(2), 420–428.
   PubMed Web of Science ®Google Scholar
• Slavin, R. E. (2010). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of Research on Learning and Instruction. New York, NY: Routledge.
   Google Scholar
• Sleeter, C. (2012). Confronting the marginlization of culturally responsive pedagogy. Urban Education, 47(3), 562–584. doi:10.1177/0042085911431472
   Web of Science ®Google Scholar
• Stallings, J. (1980). Allocated academic learning time revisited, or beyond time on task. Educational Researcher, 9(11), 11–16. doi:10.3102/0013189X009011011
   Google Scholar
• Tharp, R. G. (1989). Psychocultural variables and constants: Effects on teaching and learning in schools. American Psychologist, 44(2), 349–359. doi:10.1037/0003-066X.44.2.349
   Web of Science ®Google Scholar
• Tharp, R. G., & Dalton, S. (2007). Orthodoxy, cultural compatibility, and universals in education. Comparative Education, 43(1), 53–70. doi:10.1080/03050060601162404
   Web of Science ®Google Scholar
• Tharp, R. G., Estrada, P., Dalton, S., & Yamauchi, L. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder, CO: Westview Press.
   Google Scholar
• Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York, NY: Cambridge University Press.
   Google Scholar
• Trueba, H. T. (1988). Culturally based explanations for minority students’ academic achievement. Anthropology & Educational Quarterly, 19(3), 270–287. doi:10.1525/aeq.1988.19.3.05x1565e
   Web of Science ®Google Scholar
• Valdés, G. (1996). Con respeto: Bridging the differences between culturally diverse families and schools. New York, NY: Teachers College Press.
   Google Scholar
• Valencia, R. R. (2015). Students of color and the achievement gap: Systemic challenges, systemic transformations. New York, NY: Routledge.
   Google Scholar
• Vanneman, A., Hamilton, L., Anderson, J. B., & Rahman, T. (2009). Achievement gaps: How black and white students in public schools perform in mathematics and reading on the National Assessment of Educational Progress. Washington, DC: National Center for Education Statistics.
   Google Scholar
• Varelas, M., Martin, D. B., & Kane, J. M. (2012). Content learning and identity construction: A framework to strengthen African American students’ mathematics and science learning in urban elementary schools. Human Development, 55, 319–339. doi:10.1159/000345324
   Web of Science ®Google Scholar
• Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32. doi:10.1177/0022487102053001003
   Web of Science ®Google Scholar
• Waxman, H. C., Tharp, R. G., & Hilberg, R. S. (Eds.). (2004). Observational research in U.S. classrooms: New approaches for understanding cultural and linguistic diversity. New York, NY: Cambridge University Press.
   Google Scholar
• Webb, N. M., & Farivar, S. (1994). Promoting helping behavior in cooperative small groups inmiddle school mathematics. American Educational Research Journal, 31(2), 369–395. doi:10.3102/00028312031002369
   Web of Science ®Google Scholar
• Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Wertsch, J. V., & Toma, C. (1995). Discourse and learning in the classroom: A sociocultural approach. In L. Steffe & J. Gale (Eds.), Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• White, M., & Rowan, B. (2014). User guide to the Measures of Effective Teaching Longitudinal Database (MET LDB). Ann Arbor, MI: Inter-University Consortium for Political and Social Research, The University of Michigan.
   Google Scholar