284
Views
4
CrossRef citations to date
0
Altmetric
Articles

Coteaching, peer tutoring and curriculum writing: lasting effects of involving students in talking about science

Pages 369-383 | Received 11 Jul 2012, Accepted 02 Apr 2013, Published online: 06 Sep 2013

References

  • Bayne, G. (2009). Cogenerative dialogues: The creation of interstitial culture in the New York metropolis. In W.-M. Roth & K. Tobin (Eds.), World of science education: North America (pp. 513–527). Rotterdam: Sense.
  • Bayne, G. (2012). Capturing essential understandings of the urban science learning environment. Learning Environments Research, 15, 231–250.
  • Bayne, G. U. (2007). Identity, culture and shared experiences: The power of cogenerative dialogues in urban science education (Unpublished doctoral dissertation). The Graduate Center, City University of New York, New York, USA.
  • Bourdieu, P. (1986). The forms of capital. New York, NY: Greenwood Press.
  • Collins, R. (2004). Interaction ritual chains. Princeton, NJ: Princeton University Press.
  • Guba, E., & Lincoln, Y. S. (1989). Fourth generation evaluation. Beverly Hills, CA: SAGE.
  • Kincheloe, J. L., & McLaren, P. L. (1994). Rethinking critical theory and qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 138–157). Newbury Park, CA: SAGE.
  • Martin, S. N. (2006). Where practice and theory intersect in the chemistry classroom: Using cogenerative dialogue to identify the critical point in science education. Cultural Studies of Science Education, 1(4), 693–720.
  • Ritchie, S. M., Tobin, K., Sandhu, M., Sandhu, S., Henderson, S., & Roth, W.-M. (2013). Emotional arousal of beginning physics teachers during extended experimental investigations. Journal of Research in Science Teaching, 50(2), 137–161.
  • Roth, W. M. (2005). Doing qualitative research: Praxis of method. Rotterdam: Sense.
  • Roth, W.-M., & Hsu, P.-L. (2010). Analyzing communication: Praxis of method. Rotterdam: Sense.
  • Roth, W.-M., & Tobin, K. (Eds.). (2007). Science, learning, identity: Sociocultural and cultural-historical perspectives. Rotterdam: Sense.
  • Roth, W.-M., Tobin, K., & Ritchie, S. (2008). Time and temporality as mediators of science learning. Science Education, 92, 115–140.
  • Roth, W.-M., Tobin, K., & Zimmermann, A. (2002). Coteaching/cogenerative dialoging: Learning environments research as classroom praxis. Learning Environments Research, 5, 1–28.
  • Sewell, W. H. (1992). A theory of structure: Duality, agency and transformation. American Journal of Sociology, 98, 1–29.
  • Sewell, W. H. (1999). The concept(s) of culture. In V. E. Bonnell & L. Hunt (Eds.), Beyond the cultural turn: New directions in the study of society and culture (pp. 35–61). Berkeley: University of California Press.
  • Tobin, K. (2006). Aligning the cultures of teaching and learning science in urban high schools. Cultural Studies of Science Education, 1, 219–252.
  • Tobin, K. (2009). Tuning into others’ voices: Radical listening, learning from difference, and escaping oppression. Cultural Studies of Science Education, 4(3), 505–511.
  • Tobin, K., Elmesky, R., & Seiler, G. (Eds.). (2005). Improving urban science education. New York, NY: Rowman & Littlefield.
  • Tobin, K., & Roth, W.-M. (Eds.). (2006). Teaching to learn: A view from the field. Rotterdam: Sense.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.