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The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding
16 references·16 citing·29 second hopsampled
The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding (2004)The Teacher as Partner: Exploring Partici…The educational researcher (2021)The educational researcherCognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics (2018)Cognitive Apprenticeship: Tea…Design-Based Research: An Emerging Paradigm for Educational Inquiry (2003)Design-Based Research: An Eme…Design Experiments in Educational Research (2003)Design Experiments in Educati…Communities of practice learning, meaning, and identity (1999)Communities of practice learn…Communities of Practice (1998)Communities of PracticeLinguistic Anthropology (1997)Linguistic AnthropologyDesign Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Design Experiments: Theoretic…Talking science: language, learning, and values (1991)Talking science: language, le…Discourse Markers (1987)Discourse MarkersActual Minds, Possible Worlds. (1986)Actual Minds, Possible Worlds.Actual Minds, Possible Worlds (1986)Actual Minds, Possible WorldsThe Dialogic Imagination: Four Essays (1982)The Dialogic Imagination: Fou…Forms of talk (1981)Forms of talkLearning Lessons: Social Organization in the Classroom (1979)Learning Lessons: Social Orga…THE ROLE OF TUTORING IN PROBLEM SOLVING * (1976)THE ROLE OF TUTORING IN PROBL…Fading distributed scaffolds: the importance of complementarity between teacher and material scaffolds (2018)Fading distributed scaffolds:…Co-Organizing the Collective Journey of Inquiry With Idea Thread Mapper (2018)Co-Organizing the Collective …The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation (2015)The Learning Benefits of Bein…Using representational tools to learn about complex systems: A tale of two classrooms (2014)Using representational tools …The science classroom as a site of epistemic talk: A case study of a teacher's attempts to teach science based on argument (2014)The science classroom as a si…Does it matter if the teacher is there?: A teacher's contribution to emerging patterns of interactions in online classroom discussions (2014)Does it matter if the teacher…Defining and Operationalizing Appropriation for Science Learning (2014)Defining and Operationalizing…English Learners' Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities (2013)English Learners' Participati…Pedagogical Affordances of Multiple External Representations in Scientific Processes (2012)Pedagogical Affordances of Mu…“Noticing” as an Alternative Transfer of Learning Process (2012)“Noticing” as an Alternative …Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms (2011)Examining Teachers’ Instructi…Identity Process and Transformative Pedagogy: Teachers as Agents of Identity Formation (2010)Identity Process and Transfor…Comparing Classroom Enactments of an Inquiry Curriculum: Lessons Learned From Two Teachers (2007)Comparing Classroom Enactment…Reconstructing Context: Negotiating the Tension Between Exogenous and Endogenous Educational Design (2004)Reconstructing Context: Negot…Incorporating Internet resources into classroom practice: pedagogical perspectives and strategies of secondary-school subject teachers (2004)Incorporating Internet resour…Dialogic Activity Structures for Project-Based Learning Environments (2004)Dialogic Activity Structures …Plans and the structure of behavior. (1960)Studies in cognitive growth (1966)Carmichael's Manual of Child Psychology (1972)Supporting and Promoting Argumentation Discourse in Science Education (2002)Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development (2006)Learning by Expanding (2014)The origins of intelligence in children. (1952)Mind in Society: The Development of Higher Psychological Processes (1978)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING (2000)Design-Based Research (2012)The Presentation of Self in Everyday Life. (1956)Studies in Ethnomethodology. (1968)Establishing the norms of scientific argumentation in classrooms (2000)Enhancing the quality of argumentation in school science (2004)Where's the evidence that active learning works? (2006)Distinction: A Social Critique of the Judgement of Taste* (2018)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)Positioning: The Discursive Production of Selves (1990)Identity and interaction: a sociocultural linguistic approach (2005)Stories of Experience and Narrative Inquiry (1990)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)What Is Agency? (1998)Reconsidering research on teachers’ professional identity (2004)Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? (2010)The Four-Phase Model of Interest Development (2006)Focus on Formative Feedback (2008)
this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1998Communities of Practice23,452 cited
  • 1976THE ROLE OF TUTORING IN PROBLEM SOLVING *8,828 cited
  • 1986Actual Minds, Possible Worlds8,655 cited
  • 1982The Dialogic Imagination: Four Essays7,540 cited
  • 1986Actual Minds, Possible Worlds.6,608 cited
  • 1981Forms of talk4,644 cited
  • 1992Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings3,999 cited
  • 1991Talking science: language, learning, and values3,996 cited
  • 2018Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics3,674 cited
  • 2003Design Experiments in Educational Research3,545 cited
  • 2021The educational researcher3,059 cited
  • 1987Discourse Markers2,820 cited
  • 2003Design-Based Research: An Emerging Paradigm for Educational Inquiry2,697 cited
  • 1979Learning Lessons: Social Organization in the Classroom2,125 cited
  • 1997Linguistic Anthropology1,681 cited

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Cited by

  • 2014The science classroom as a site of epistemic talk: A case study of a teacher's attempts to teach science based on argument153 cited
  • 2013English Learners' Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities149 cited
  • 2012Pedagogical Affordances of Multiple External Representations in Scientific Processes125 cited
  • 2018Co-Organizing the Collective Journey of Inquiry With Idea Thread Mapper116 cited
  • 2015The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation106 cited
  • 2004Incorporating Internet resources into classroom practice: pedagogical perspectives and strategies of secondary-school subject teachers106 cited
  • 2004Dialogic Activity Structures for Project-Based Learning Environments104 cited
  • 2007Comparing Classroom Enactments of an Inquiry Curriculum: Lessons Learned From Two Teachers95 cited
  • 2012“Noticing” as an Alternative Transfer of Learning Process95 cited
  • 2014Using representational tools to learn about complex systems: A tale of two classrooms89 cited
  • 2011Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms81 cited
  • 2010Identity Process and Transformative Pedagogy: Teachers as Agents of Identity Formation79 cited
  • 2004Reconstructing Context: Negotiating the Tension Between Exogenous and Endogenous Educational Design70 cited
  • 2018Fading distributed scaffolds: the importance of complementarity between teacher and material scaffolds65 cited
  • 2014Defining and Operationalizing Appropriation for Science Learning64 cited
  • 2014Does it matter if the teacher is there?: A teacher's contribution to emerging patterns of interactions in online classroom discussions63 cited