works cited -...

231

Works Cited

ACDE. Preparing a profession: Report of the national standards and

guidelines for initial teacher education project. Canberra: Australian

Council of Deans of Education.1998. Print.

ACDE. New Learning: A Charter for Education in Australia. Canberra:

Australian Council of Deans of Education. 2001. Print.

ACE. Standards of professional practice for accomplished teaching in

Australian classrooms: A national discussion paper. Canberra:

Australian College of Education, Australian Curriculum Studies

Association, Australian Association for Research in Education Joint

Paper. 2000. Print.

ACE. Teacher standards, quality and professionalism: Towards a nationally

agreed framework. A statement by the Australian College of Education.

2001. Print.

Adams, C. Investing in Teachers: The English Experience. Unicorn 27(3): 21-

24. 2001. Print.

Australian Science Teachers Association, Professional standards project

briefing paper, no. 2. Available at: www.asta.edu.au. 2000. Print.

Anderson, L.W. Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer,

R.E., Pintich, P.R., Raths, J. and Wittrock, M.C., A taxonomy for

learning, teaching and assessing. A revision of Bloom's taxonomy of

232

educational objectives. (Abridged edition Ed.). New York: Longman.

2001. Print.

Agnes, Michael. E. Webster’s New World College Dictionary, Indianapolis, IN:

Wiley Publishing, Inc. 2004. Print.

Allwright, D. Exploratory practice: Rethinking practitioner research in

language teaching. Language Teaching Research, 7, 131-141. 2003.

Print.

Allwright, D. Developing principles of practitioner research: The case of

exploratory practice. Modern Language Journal, 89, 353-366. 2005.

Print.

Allwright, D. & Bailey, K. M. Focus on the language classroom: An

introduction to classroom research for language teachers. New York:

Cambridge University Press. 1991. Print.

Alexander, R. Still no pedagogy? Principle, pragmatism and compliance in

primary education, Cambridge Journal of Education. 2004 Print.

Alexander, R.J. Primary Teaching , London: Casell. 1984. Print.

Alexander, R.J. Versions of Primary Education, London: Routledge.1995 Print.

Alexander, R.J. Policy and Practice in Primary Education: local initiative,

national agenda,London: Routledge. 1997. Print.

233

Alexander, R.J. Culture and Pedagogy: international comparisons in primary

education, Oxford: Blackwell. 2001. Print.

Alexander, R.J. Talk for Learning: the first year, Northallerton: North

Yorkshire County Council. 2003. Print.

Alexander, R.J. Talk for Learning: the second year, Northallerton: North

Yorkshire County Council. 2004. Print.

Alexander, R.J. Teaching Through Dialogue: the first year, London: London

Borough of Barking and Dagenham. 2005. Print.

Alexander, R.J. Towards Dialogic Teaching: rethinking classroom talk , York:

Dialogos. 2005. Print.

Alexander, R.J. Willcocks, J., Nelson, N., ‘Discourse, pedagogy and the

National Curriculum: change and continuity in primary schools’,

Research Papers in Education, 11 (1) 81-120. 1996. Print.

Ausubel, D.P. Learning theory and Classroom Practice, Toronto: The Ontario

Institute of Studies in Education. 1967. Print.

Barnes, D. Britton, J., Rosen, H., Language, the Learner and the School,

Harmondsworth: Penguin Books. 1969. Print.

Ballantyne, R. Blaine, D. and Preston B. (forthcoming). Teacher Education

course and Completions: Initial Teacher Education Courses and 1999,

2000 and 2001 Completions. (Department of Education, Science and

Training) Print.

234

Bandura, Social Foundations of Thought and Action: A Social Cognitive

Theory, Englewood Cliffs, New Jersey, Prentice Hall. 1986. Print.

Bernstein , B. Pedagogy, Symbolic Control and Identity: Theory, Research,

Critique, London, Taylor and Francis. 1996.Print.

Bernstein, B. Social class and linguistic development: a theory of social

learning. In A.H. Halsey, J. Floud and C.A. Anderson (Eds.), Education,

economy and society. Glencoe: Free Press. 1961. Print.

Bernstein, B. Pedagogy, symbolic control and identity. Theory, research,

critique. London: Taylor Francis.1996. Print.

Bernstein, B. Vertical and horizontal discourse: an essay. British Journal of

Sociology of Education, 20(2): pp.157–173. 1999. Print.

Bertram, C. Exploring the boundaries between everyday and history knowledge

in Grade 10 classrooms. Paper presented at the Kenton Education

Association/ Education Association of SA, Wilderness. 2006. Print.

Block, D., & Cameron, D. (Eds.). Globalization and language teaching. New

York: Routledge. 2001. Print.

Breen, M. P. Hird, B., Milton, M., Oliver, R., & Thwaite, A. Making sense of

language teaching: Teachers' principles and classroom practices.

Applied Linguistics, 22, 470-501. 2004. Print.

Bygate, M. (Ed). Tasks in language teaching (Special issue of Language

Teaching Research 4.3). 2000. Print.

235

Brown, H. D. Principles of Language Learning and Teaching ( 4 ed.). White

Plains,NY: Pearson. 2000. Print.

Bush Tony,Bell Less. The Principles and Practice of Educational Management.

SAGE Publisher. 2002. Print.

Bygate, M., & Samuda, V. Integrative planning through the use of task-

repetition. In R. Ellis (Ed.), Planning and task performance in a second

language (pp. 37-74). Amsterdam: Benjamins. 2005. Print.

Bygate, M., Skehan, P., & Swain, M. (Eds.). Researching pedagogic tasks:

Second language learning, teaching and testing. Harlow, England:

Pearson Education Limited. 2001. Print.

Byrnes, H. (Ed.). Advanced language learning: The contribution of Halliday

and Vygotsky. London: Continuum. 2006. Print.

Byrnes, H. Assessing content and language. In E. Shohamy (Ed.), Language

testing and assessment (pp. 37-52). Vol. 7 Encyclopedia of Language

Education, 2nd, revised ed., Nancy Hornberger, general editor.

Springer-Kluwer Academic Publishers. 2007. Print.

Byrnes, H., Crane, C., Maxim, H. H., & Sprang, K. A. Taking text to task:

Issues and choices in curriculum construction. ITL: International

Journal of Applied Linguistics, 19, 85-110. 2006. Print.

Black, P. and Wiliam, D. Assessment and classroom learning, Assessment in

Education, 5, 1, pp7-73. 1998. Print.

236

Bowman, B., Donovan, S. and Burns, M. (Eds.) Eager to Learn: Educating our

Pre-schoolers. Washington D.C.: National Academy Press. 2001. Print.

Brophy, J. and Good, T.L. Teacher behaviour and student achievement in M.C.

Wittrock (ed). Handbook of Research on Teaching. NY: McMillan.

1986. Print.

Bruner, J.S. The Culture of Education, Cambridge: Harvard University Press.

1996. Print.

Bloom, B.S. The 2 sigma problem: the search for methods of group instruction

as effective as one-to-one tutoring. Educational Researcher, 13(6):

pp.4–16. 1984. Print.

Bloom, B.S. Automaticity: ‘The hands and feet of genius’. Educational

Leadership, 43(5), pp.70–77. 1986. Print.

Bloom, B.S. Helping all children learn well in elementary school – and

beyond. Principal, 67(4): pp.12–17. 1988. Print.

Bloom, B.S. Davis, A. and Hess, R., Compensatory education for cultural

deprivation. New York: Holt, Rinehart and Winston, Inc. 1965. Print.

Brophy, G. Motivating students to learn. New York: McGraw Hill.1998. Print.

Canale, M. From communicative competence to communicative language

pedagogy. In J. C. Richards & R. W. Schmidt (Eds.), Language and

communication (pp. 2-27). London: Longman. 1983. Print.

237

Canale, M., & Swain, M. Theoretical bases of communicative approaches to

second language teaching and testing. Applied Linguistics, 1, 1-47.

1980. Print.

Cazden, C.B. Classroom Discourse: the language of teaching and learning,

2nd edition, Portsmouth NH: Heinemann. 2001. Print.

Center For Research on Education, Research and Excellence. Five Standards

for Effective Pedagogy: (1) Joint productive activity: Teachers and

students learning together. http://crede.berkeley.edu/. 2006. Print.


for Effective Pedagogy: (2) Developing language across the curriculum.

http://crede.berkeley.edu/. 2006. Print.


for Effective Pedagogy: (3) Making meaning: Connecting school to

students’ lives. http://crede.berkeley.edu/. 2006. Print.


for Effective Pedagogy: (4) Teaching complex thinking: Challenging

students toward cognitive complexity. http://crede.berkeley.edu/. 2006.

Print.


for Effective Pedagogy: (5) Teaching through conversation: Engage

238

students through dialogue, especially the instructional conversation..

http://crede.berkeley.edu/. 2006. Print.

Crookes, G. SLA and language pedagogy: A socioeducational perspective.

Studies in Second Language Acquisition, 19, 93-116. 1997. Print.

Correy, P. Teachers for tomorrow: Continuity, challenge and change in

teacher education in NSW: Report of the committee to examine teacher

education in NSW. Sydney: Govt. printer. 1980. Print.

Creemers, B.P.M. The Effective Classroom. London: Cassell. 1994. Print.

Christie, F. and Martin, J.R. (Eds). Language, knowledge and pedagogy.

Functional linguistic and sociological perspectives. London:

Continuum. 2007. Print.

Daniels, H. Vygotsky and Pedagogy, London: Routledge-Falmer. 2001. Print.

Danielson, C. Mentoring beginning teachers: The case for mentoring. Teaching

and Change. vol. 6, no. 3, Spring, pp 251-257. 1999. Print.

Dalton, Stephanie S. Pedagogy matters: Standards for effective teaching

practice. University of California, Center for Research on Education,

Diversity and Excellence. 1998. Print.

Davison, C., & Williams, A. Integrating language and content: Unresolved

issues. In B. A. Mohan, C. Leung, & C. Davison (Eds.), English as a

second language in the mainstream: Teaching learning and identity (pp.

51-70). New York: Longman. 2001. Print.

239

Doughty, C. J., & Williams, J. Pedagogical choices in focus on form. In C. J.

Doughty & J. Williams (Eds.) Focus on form in classroom second

language acquisition (pp. 197- 261). New York: Cambridge University

Press. 1998. Print.

Duff, P. A., & Uchida, Y. The negotiation of teachers' sociocultural identities

and practices in postsecondary EFL classrooms. TESOL Quarterly, 31,

451-486. 1997. Print.

DeCourcy Hinds, M. Teaching as a Clinical Profession: A New Challenge for

Education. New York: Carnegie Corporation. 2002. Print.

Detya. The impact of educational research. Canberra: Department of

Education, Training and Youth Affairs. 2000. Print.

Dweck, C. Self-theories and goals: Their role in motivation, personality, and

development in R.A. Dienstbier (ed.). Perspectives on Motivation.

Nebraska Symposium on Motivation, 1990. Lincoln, NE: University of

Nebraska Press, pp. 199- 236. 1991. Print.

Dweck, C.S., and Leggett, E.L. A social-cognitive approach to motivation and

personality in Psychological Review, 95(2), pp.256-273. Print.

Earl, L., Watson, N., Levin, B., Leithwood, K., Fullan, M. (2003) Watching

and Learning 3: final report of the external evaluation of England’s

National Literacy and Numeracy Strategies, Toronto: OISE and

London: DfES. 1988. Print.

240

Ellis, R. SLA and language pedagogy: An educational perspective. Studies in

Second Language Acquisition, 19, 69-92. 1997. Print.

Ellis, R. Task-based language learning and teaching. Oxford: Oxford

University Press. (2003). Print.

Ellis, R. Planning and task performance: Theory and research. In R. Ellis (Ed.),

Planning and task performance in a second language (pp. 3-34).

Amsterdam: Benjamins. 2005. Print.

Edwards, A.D., Westgate, D.P.G. Investigating Classroom Talk , 2nd edition,

London: Falmer Press. 1994. Print.

Elmore, R. F. and D. Burney. Investing in Teacher Learning: Staff

Development and Instructional Improvement. In Teaching as the

Learning Profession: Handbook of Policy and Practice. G. Sykes and L.

Darling-Hammond. San Francisco: Jossey-Bass Publishers. 1999. Print.

Engeström, Y. Perspectives on Activity Theory, Cambridge: Cambridge

University Press. 1996. Print.

Flavell, J., Metacognitive aspects of problem solving. In Resnick, L. (Ed.) The

Nature of Intelligence. Hillsdale, New Jersey: Lawrence Erlbaum

Associates.1976. Print.

Freeman, D., & Johnson, K. E. Reconceptualizing the knowledge-base of

language teacher education. TESOL Quarterly, 32, 397-417. 1998.

Print.

241

Franklin, M. Meaning of Play in the Developmental Interaction Tradition, New

York: Sarah Lawrence College. 1999. Print.

Finn, B. Young people’s participation in post-compulsory education and

training. Canberra: AGPS. 1991. Print.

Gass, S., Bardovi-Harlig, K., Magnan, S. S., & Walz, J. (Eds.). Pedagogical

norms for second and foreign language learning and teaching: Studies

in honour of Albert Valdman. Amsterdam: Benjamins. 2002. Print.

Gagne, R.M. The conditions of learning and theory of instruction (4th edition

ed.). New York: Holt, Rinehart and Winston. 1985. Print.

Gage, N., Hard Gains in the Soft Science: The case of pedagogy, Phi Delta

Kappa CEDR Monograph, Bloomington, Indiana. 1985. Print.

Galton, M., Hargreaves, L., Comber, C., Wall, D., Pell, A. Inside the Primary

Classroom: 20 years on, London: Routledge. 1999. Print.

General Teaching Council for England. Continuing Professional development.

Advice to Government. London. 2000. Print.

Gitomer, H. D., Evaluating a teacher induction support program. Teaching and

Change. vol. 6, no. 3, Spring, pp 272-283. 1999. Print.

Gipps, C., McCallum, B., Hargreaves, E., What Makes a Good Primary School

Teacher? Expert Classroom Strategies. London: Falmer. 2000. Print.

242

GT Page and JB Thomas with AR Marshal, International Dictionary of

Education. London: ELBS and Kogan Page, p.332. 1979. Print.

Goldstein, H. Methods in School Effectiveness Research in School

Effectiveness & School Improvement, 8 (4), pp.369-395. 1997. Print.

Green, W. and Naidoo, D. Did you learn anything in science today?

Inequalities in opportunities to work with different levels of knowledge

and cognitive processes in two South African science classrooms. Paper

presented at the IOSTE, Malaysia. 2006. Print.

Hargreaves, A. Cultures of teaching: A focus for change. In A. Hargreaves &

M.Fullan (Eds.), Understanding teacher development. London: Cassell.

1992. Print.

Hargreaves, A. Changing Teachers, Changing Times: teachers’ work and

culture in the postmodern age. London: Cassell. 1994.Print.

Hargreaves, A. The four ages of professionalism and professional

learning.Unicorn vol. 23 no. 2 pp 86-114. 1997. Print.

Hawley, W. D. and L. Valli. The Essentials of Effective Professional

Development. Teaching as the Learning Profession: Handbook of Policy

and Practice. G. Sykes and L. Darling-Hammond. San Francisco:

Jossey-Bass Publishers. 1999. Print.

Haugen, C. A comparison of high and low performing students’ use of learning

principles/strategies – a critical approach to the claimed universality of

243

a learning strategy programme. Paper presented at the Fourth

International Basil Bernstein Symposium, Rutgers State University,

Newark, USA. 2006. Print.

Harris, A. Teaching and Learning in the Effective School. Aldershot: Ashgate

Publishing. 1999. Print.

Hay McBer. Research into Teacher Effectiveness: A Model of Teacher

Effectiveness. Research Report 216, London: DfEE. 2000. Print.

Halliday, M. A. K. Towards a language-based theory of learning. Linguistics

and Education, 5, 93-116. 1993. Print.

Halliday, M. A. K. Language and education. J. Webster (Ed.), The collected

works of M.A. K. Halliday Vol. 9. London: Continuum. 2007. Print.

Halliday, M. Spoken and Written Language, Oxford: Oxford University Press.

1989. Print.

Hardman, F. Smith, F., Wall, K., Mroz, M. Interactive whole class teaching in

the National Literacy Strategy. Cambridge Journal of Education, 33(2).

2003. Print.

Hegarty, S. Teaching a knowledge-based activity in Oxford Review of

Educational Research, 26, (3&4), pp, 451-465. 2000. Print.

House of Commons Select Committee on Early Learning, Report HMSO. Hoy,

W.K. and Miskel, C.G. 1987 Educational Administration: Theory,

244

Research and Practice (3rd Edition). New York: Random House. 2001.

Print.

Heath, S.B. Ways With Words: language, life and work in communities and

classrooms, Cambridge: Cambridge University Press. 1983. Print.

Hoadley, U. Analysing pedagogy: the problem of framing. Journal of

Education, 40: pp.15–34. 2006. Print.

Hugo, W. Pedagogy and heirarchy: Plato and Bernstein. Journal of Education,

34: pp.103–126. 2004. Print.

Hunt, D.E. Review of educational research. Educational Programs:

Adolescence, 36(4): pp.463–473. 1966. Print.

Ingvarson, L. Professional development as the pursuit of professional

standards: The standards-based professional development system.

Teaching and Teacher Education, (14)127-140. 1998. Print.

Jack Richards, John Platt, and Heidi Weber. Longman Dictionary of Applied

Linguistics. Harlow, Essex: Longman Group, p.283. 1985. Print.

Jackson, P.W. Life in Classrooms, New York: Holt, Rinehart and Winston.

1968. Print.

Johnson Robert Keith. The Second Language Curriculum, Cambridge


245

Katz, L.G. and Raths, J.D. Dispositions as goals for teacher education in

Teaching and Teacher Education, 1(4), pp.301-307. 1985. Print.

Kumaravadivelu, B. Toward a postmethod pedagogy. TESOL Quarterly, 35,

537-560. 2001. Print.

Kohlberg, L. and Mayer, R. Development is the aim of education, Harvard

Education Review, Vol. 42, No. 4, pp449-496. 1972. Print.

Kolb, D.A. Experiential Learning. New York: Prentice Hall. 1984. Print.

Kemmis, S. The 2000 Radford Lecture. Educational research and evaluation:

Opening communicative space. The Australian Educational Researcher.

vol. 28. no. 1. pp 1 31. 2001. Print.

Lave, J., & Wenger, E. Situated learning: Legitimate peripheral participation.

New York: Cambridge University Press. 1991. Print.

Leach, J. and Moon, B. Learners and Pedagogy, London Paul Chapman/The

Open University. 1999. Print.

Linnell, P. Approaching Dialogue: talk, interaction and contexts in dialogical

perspective, Philadelphia: John Benjamins Publishing. 1998. Print.

Lohr, L. Assistance and review: Helping new teachers get started. Teaching

and Change, vol. 6, no. 3, Spring. pp 295-313. 1999. Print.

Lovat, T. and Smith, D. Curriculum: Action on reflection. (fourth edition).

Sydney: Social Science Press. 2003. Print.

246

Lightbown, P. M., & Spada, N. How languages are learned. Oxford: Oxford


Mayer, E. Employment-related key competencies for post-compulsory

education and training. Canberra: AGPS. 1992. Print.

Mercer, N. Words and Minds: how we use language to think together. London:

Routledge. 2000. Print.

McArthur, Tom. The Oxford Companion to the English Language. Oxford:

Oxford University Press, 1992. Print.

McLuhan, M. Understanding media: the extensions of man. New York:

McGraw Hill. 1964. Print.

Merril, M.D. Teaching concepts: an instructional design guide. New York:

Educational Technology Publications Inc. 1992. Print.

Morais, A. and Neves, I. Pedagogic contexts: studies for sociology of learning.

In Morais. A, M., Davies, B and Daniels, H. (Eds), Towards a sociology

of pedagogy: the contribution of Basil Bernstein to research. New York:

Peter Lang. 2001. Print.

Medwell, J., Wray, D., Poulson, L. and Fox, R. Effective Teachers of Literacy.

Final Report to TTA, School of Education, Exeter University.1998.

Print.

Moriarty, V. and Siraj- Blatchford, I. An Introduction to the Curriculum 3-5,

Ticknell: Education Now Books.1998. Print.

247

Mortimore, P. Managing teaching and learning: The search for a match, in M.

Busher and M. Smith (eds.). Managing Educational Institutions.

Sheffield Papers in Educational Management: University of Sheffield.

1993. Print.

Mortimore, P. (Ed.) Understanding Pedagogy and its impact on learning,

London, Paul Chapman Publishing. 1999. Print.

Muller, J. On the shoulders of giants: verticality of knowledge and the school

curriculum. In R. Moore, M. Arnot, J. Beck and H. Daniels (Eds),

Knowledge, power and educational reform. New York and London:

Routledge. 2006. Print.

Myhill, D. Teaching and learning in whole class discourse, Exeter: University

of Exeter School of Education. 2005. Print.

Mouly, G.J. Psychology for effective teaching, 2nd ed., New York: Holt,

Rinehart and Winston. 1968. Print.

Nelson, B. Higher education at the crossroads. Canberra: Department of

Education, Science and Training Review of Higher Education (series of

papers). 2002. Print.

Newmann, F. and associates. Authentic achievement: Restructuring schools for

intellectual quality. San Francisco: Jossey Bass. 1996. Print.

Newton, D.P. Frameworks for thinking: a handbook for teaching and learning.

Cambridge: Cambridge University Press. 2005. Print.

248

Nunan David. Syllabus Design, Oxford University Press. 1988. Print.

NBPTS. The five propositions of accomplished teaching. Available at:

http://www.nbpts.org. 1999. Print.

NSW. Raising the standing of teachers and teaching. Sydney: Ministerial

Advisory Committee on the Quality of Teaching. 1997. Print.

NSW, Towards identifying professional teaching standards for NSW schools.

Sydney: Department of Education and Training. 1998. Print.

NSW, Identifying the challenges: Initial and continuing teacher education for

the 21st century. Sydney: Ministerial Advisory Committee on the

Quality of Teaching. 1999. Print.

NSW, Pedagogy for the future: Three year strategic submission NSW. Sydney:

NSWDET Quality Teacher Project. 2000. Print.

Nystrand, M., Gamoran, A., Kachur, R. and Prendergast, C. Opening Dialogue:

understanding the dynamics of language and learning in the English

classroom, New York: Teachers College Press. 1997. Print.

OECD, Quality in teaching. Paris: Organization for Economic Cooperation

and Development. 1994. Print.

OECD, Lifelong learning for all. Paris: Organization for Economic

Cooperation and Development. 1996. Print.

249

Okumbe J.A. Educational Management: Theory and Practice.Bairobi


Ontario College of Teachers, Standards of practice for the teaching profession.

Available at: http://www.oct.on.ca. 1999. Print.

Phillips, D. Constructivism in education: Opinions and second opinions on

controversial issues. Chicago: University of Chicago Press. 2000. Print.

Palmer, J. and Cooper, D. Fifty modern thinkers on education: from Piaget to

the present. London: Routledge. 2004. Print.

Palincsar, A.S. Brown, A.L., Reciprocal teaching of comprehension fostering

and monitoring activities: cognition and instruction, Hillsdale:

Lawrence Erlbaum. Reboul-Scherrer, F. 1989 Les Premiers Instituteurs,

1833-1882, Paris: Hachette. 1984. Print.

Porter, A.C. and Brophy, J. Synthesis of research on good teaching: insights

from the work of the Institute for Research on Teaching in Educational

Leadership, 46, pp.74-85. 1988. Print.

Preedy Margaret, Glatter Ron. Educational Management : Strategy, Quality,

and Resources. Open University Press. 1997. Print.

Ramsey, G. Quality matters: Revitalizing teaching: Critical times, critical

choices. Sydney: Ministry of Education and Training. 2000. Print.

Reigeluth, C. Instructional design theories and models: a new paradigm of

instructional theory. New Jersey: LEA. 1999. Print.

250

Resnick, L. B. Education and Learning to Think. Washington, DC: National

Academy Press. 1987. Print.

Rogers, C. Freedom to Learn, Columbus, Merrill. 1983. Print.

Robinson, P. (Ed.). Cognition and second language instruction. New York:

Cambridge University Press. 2001. Print.

Robinson, P. (Ed.). Individual differences and instructed language learning.

Amsterdam: Benjamins. 2002. Print.

Rumbold Report, Starting with Quality London: DES. Sadler, R. 1998

Formative assessment: revisiting the territory, Assessment in Education,

5, 1, pp. 77-84. DES 1990. Print.

Rogoff, B. Apprenticeship in Thinking: cognitive development in social

context, Oxford: Oxford University Press. 1990. Print.

Shweder, R.A. Thinking Through Cultures: expeditions in cultural psychology,

Cambridge: Harvard University Press. 1991. Print.

Stern, H.H. Fundamental Concepts of Language Teaching, Oxford University

Press. 1985. Print.

Skidmore, D., Perez -Parent, M., Arnfield, S.Teacher-pupil dialogue in the

guided reading session, Reading: Literacy and Language, 37(2), 47-53.

2003. Print.

251

Shulman, L. ‘Those who understand: knowledge growth in teaching’,

Educational Researcher 15(2) pp.4-14. 1986. Print.

Siraj-Blatchford, I. and Sylva, K. Effective Pedagogy in the Early Years,

Unpublished proposal to the DfEE. 2000 Print.

Smith, F., Hardman, F., Wall, K., Mroz, M. Interactive whole class teaching in

the National Literacy and Numeracy Strategies, British Educational

Research Journal, 30(3). 2004. Print.

Skehan, P. A cognitive approach to language learning. Oxford: Oxford


Tharpe, R. G. and Gallimore, R. Rousing Minds to Life. Cambridge: Cambridge


Verma, S. K., & Krishnaswamy, N. Modern Linguistics: An Introduction.New

Delhi. Oxford University Press. 1989. Print.

Vygotksy, L.S. Thought and Language. Cambridge: MIT Press. 1962. Print.

Vygotsky, L. Mind in Society. Cambridge: Harvard University Press. 1978.

Print.

Valdman, A., & Warriner-Burke, H. P. Major surgery due: Redesigning the

syllabus and texts. Foreign Language Annals, 15, 261-270. 1980. Print.

Wells, G. Dialogic Enquiry: towards a sociocultural practice and theory of

education, Cambridge: Cambridge University Press. 1999. Print.

252

Wells, G. Language, Learning and Education. Windsor: NFER/Nelson. 1985.

Print.

Wood, D. and Wood, H. Vygotsky, Tutoring and Learning in Oxford Review of

Education, 22(1), pp.5-16. 1996. Print.

Wolfe, S. Making activity theory work for empirical studies of teaching and

learning in classroom settings. paper presented at the 2005 ISCAR

conference, Seville. 2005. Print.

Wood, D., Bruner, J.S., Ross, G. The role of tutoring in problem solving’,

Journal of Child Psychology and Psychiatry, 17(2), 89-100. 1976 Print.

253

Dictionaries

Elliott, Julia (ed). Oxford Dictionary and Thesaurus. Oxford: Oxford


Guralnik, D (ed). Webster’s New World Dictionary (Bombay: Oxford &

IBH Publishers). 1976. Print.

Reader’s Digest. Family Word Finder: A New Thesaurus of Synonyms

and Antonyms in Dictionary Form. Pleasantville, New York: The

Reader’s Digest Association, Inc. 1977. Print.

Richards, J; J Platt, and H Weber (eds). Longman Dictionary of Applied

Linguistics. Harlow, Essex: Longman. 1985. Print.

works cited -...

Documents