Can We Trace the "Efficacy of Social Constructivism"?

[1]  E. Ellsworth.  Why Doesn't This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy , 1989 .

[2]  B. Rogoff.  Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship , 1995 .

[3]  M. Cole.  Cultural psychology: a once and future discipline? , 1996, Nebraska Symposium on Motivation. Nebraska Symposium on Motivation.

[4]  Judith A. Langer,et al.  How Writing Shapes Thinking: A Study of Teaching and Learning. NCTE Research Report No. 22. , 1987 .

[5]  R. Moses.  Remarks on the struggle for citizenship and math/science literacy , 1994 .

[6]  Taffy E. Raphael,et al.  Changing Talk About Text: New Roles for Teachers and Students , 1996, Language Arts.

[7]  James Paul Gee.  Discourse, learning, and schooling: Vygotsky and current debates in education: some dilemmas as afterthoughts to Discourse, Learning, and Schooling , 1996 .

[8]  J. Wertsch.  The Concept of Activity in Soviet Psychology , 1981 .

[9]  M. Cole,et al.  The psychology of literacy , 1983 .

[10]  P. Cobb.  Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development , 1994 .

[11]  Exchanging Writing, Exchanging Cultures: Lessons in School Reform from the United States and Great Britain , 1994 .

[12]  Philip J. Davis,et al.  The Mathematical Experience , 1982 .

[13]  P. Berger,et al.  Social Construction of Reality , 1991, The SAGE International Encyclopedia of Mass Media and Society.

[14]  N. Minick,et al.  Contexts for Learning: Sociocultural Dynamics in Children's Development , 1993 .

[15]  Dixie Goswami,et al.  The web of meaning : essays on writing, teaching, learning, and thinking , 1983 .

[16]  Carole Edelsky.  With Literacy and Justice for All: Rethinking the Social in Language and Education , 1991 .

[17]  Luis C. Moll.  Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology , 1991 .

[18]  P. Berger,et al.  The Social Construction of Reality , 1966 .

[19]  H. Graff.  The Literacy Myth , 1991 .

[20]  J. Wertsch.  Vygotsky and education: The voice of rationality in a sociocultural approach to mind , 1990 .

[21]  E. Schegloff,et al.  Opening up Closings , 1973 .

[22]  J. Dewey.  Democracy and education : an introduction to philosophy of education / John Dewey , 1916 .

[23]  Ira Shor.  Freire for the Classroom: A Sourcebook for Liberatory Teaching , 1987 .

[24]  J. Wertsch.  Vygotsky and the Social Formation of Mind , 1985 .

[25]  G. Hatano.  Commentary: Time to merge Vygotskian and constructivist conceptions of knowledge acquisition. , 1993 .

[26]  J. Greeno.  On Claims That Answer the Wrong Questions , 1997 .

[27]  Jonathan Boyarin,et al.  Natural Histories of Discourse. , 1997 .

[28]  Martin A. Simon,et al.  Justification in the mathematics classroom: A study of prospective elementary teachers , 1996 .

[29]  Donald H. Graves.  Writing Teachers and Children At Work , 1983 .

[30]  James V. Wertsch,et al.  Culture, communication, and cognition : Vygotskian perspectives , 1987 .

[31]  G. Salomon.  Distributed cognitions : psychological and educational considerations , 1997 .

[32]  L. Steffe,et al.  Constructivism in education. , 1995 .

[33]  J. Hayes,et al.  A Cognitive Process Theory of Writing , 1981, College Composition & Communication.

[34]  J. Wertsch,et al.  Sociocultural studies of mind: Human action: historical and theoretical foundations , 1995 .

[35]  N. Minick,et al.  The Development of Vygotsky’s Thought: An Introduction , 1987 .

[36]  L. Vygotsky.  Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .

[37]  L. Flower,et al.  Reading-to-Write: Exploring a Cognitive and Social Process , 1990 .

[38]  P. Cobb,et al.  Discourse, mathematical thinking, and classroom practice. , 1993 .

[39]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[40]  Marilyn Frankenstein.  Critical Mathematics Education: An Application of Paulo Freire's Epistemology , 1983 .

[41]  L. Delpit,et al.  Skills and Other Dilemmas of a Progressive Black Educator. , 1986 .

[42]  D. Ball.  With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics , 1993, The Elementary School Journal.

[43]  Courtney B. Cazden,et al.  Discourse, learning, and schooling: Selective traditions: readings of Vygotsky in writing pedagogy , 1996 .

[44]  Michael Lynch,et al.  Discipline and the Material Form of Images: An Analysis of Scientific Visibility , 1985 .

[45]  Deborah Brandt,et al.  The Cognitive as the Social , 1992 .

[46]  Merlyn J. Behr,et al.  Number concepts and operations in the middle grades , 1988 .

[47]  E. Goldenberg,et al.  Habits of mind: An organizing principle for mathematics curricula , 1996 .

[48]  Anne Haas Dyson,et al.  Social Worlds of Children Learning to Write in an Urban Primary School , 1994 .

[49]  M. Clay,et al.  Vygotsky and education: A Vygotskian interpretation of Reading Recovery , 1990 .

[50]  David Sudnow.  Ways of the hand : the organization of improvised conduct , 1978 .

[51]  A. Schoenfeld.  Cognitive Science and Mathematics Education , 1987 .

[52]  P. Bourdieu,et al.  Reproduction in education, society and culture , 1970 .

[53]  Paul Cobb,et al.  Cultural Tools and Mathematical Learning: A Case Study. , 1995 .

[54]  Ann L. Brown,et al.  Interactive Learning Environments: A New Look at Assessment and Instruction , 1992 .

[55]  Hugh Mehan,et al.  The reality of ethnomethodology , 1975 .

[56]  J. Bruner.  The Process of Education , 1960 .

[57]  L. Delpit.  The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children , 1988 .

[58]  Alan H. Schoenfeld,et al.  Mathematical Problem Solving , 1985 .

[59]  Timothy J. Lensmire,et al.  Writing workshop as carnival: Reflections on an alternative learning environment: Teachers Reflect on their Own Classroom Practice , 1994 .

[60]  L. Vygotsky,et al.  Thought and Language , 1963 .

[61]  M. Cole.  Sociocultural studies of mind: Socio-cultural-historical psychology: some general remarks and a proposal for a new kind of culturalgenetic methodology , 1995 .

[62]  L. Quéré.  Cognition in Practice , 1996 .

[63]  J. Gee.  Social Linguistics and Literacies , 1990 .

[64]  James V. Wertsch,et al.  Sociocultural studies of mind: The need for action in sociocultural research , 1995 .

[65]  Mieko Kamii,et al.  The Algebra Project: Organizing in the Spirit of Ella , 1989 .

[66]  Richard S. Prawat,et al.  Misreading Dewey: Reform, Projects, and the Language Game , 1995 .

[67]  Anne Haas Dyson,et al.  Writing superheroes : contemporary childhood, popular culture, and classroom literacy , 1998 .

[68]  Ricardo Nemirovsky.  On ways of symbolizing: The case of Laura and the velocity sign , 1994 .

[69]  Cynthia J. Neal,et al.  Vygotsky and education: The social origins of self-regulation , 1990 .

[70]  Walter G. Secada,et al.  New directions for equity in mathematics education , 1995 .

[71]  Paul Cobb,et al.  Constructivism in Mathematics and Science Education , 1994 .

[72]  Susan Leigh Star,et al.  Simplification in Scientific Work: An Example from Neuroscience Research , 1983 .

[73]  Sarah Warshauer Freedman,et al.  Response to Student Writing , 1987 .

[74]  D. C. Phillips.  The Good, the Bad, and the Ugly: The Many Faces of Constructivism , 1995 .

[75]  J. Wertsch.  Voices of the Mind: A Sociocultural Approach to Mediated Action , 1992 .