Publications

I. Studies of Classroom Discourse and Learning II. Studies of Teacher Professional Development and Discourse

I. Studies of Classroom Discourse and Learning

  1. Ballenger, C. (1997). Social identities, moral narratives, scientific argumentation: Science talk in a bilingual classroom. Language and Education 11(1): 1-14.
  2. Ballenger, C. (2000). Bilingual in two senses. In Z. Beykont (Ed.), Lifting every voice: Pedagogy and the politics of bilingualism, pp. 95-112. Cambridge, MA: Harvard Education Publishing Group.
  3. Ballenger, C. (2001). The logic of everyday languages. Hands On! 24(2): 16-19.
  4. Conant, F. (1996). Drums in the science lab. Hands On! 19(1): 7-10.
  5. Conant, F., A. Rosebery, B. Warren and J. Hudicourt-Barnes. (2001). The sound of drums. In E. McIntyre, A. Rosebery and N. Gonzalez (Eds.), Building bridges: Linking home and school, pp. 51-60. Portsmouth NH, Heinemann.
  6. DiSchino, M. (1998). Why do bees sting and why do they die afterward? In A. Rosebery and B. Warren (Eds.), Boats, balloons, and classroom video: Science teaching as inquiry, pp. 109-133. Portsmouth, NH, Heinemann.
  7. Hanlon, J. (1998). Exploring rust, talking science. In A. Rosebery and B. Warren (Eds.), Boats, balloons and classroom video: Science teaching as inquiry, pp. 95-108. Portsmouth, NH, Heinemann.
  8. Hudicourt-Barnes, J. (2001). Bay odyans: Argumentation in Haitian Creole classrooms. Hands On! 24(2): 7-9.
  9. Hudicourt-Barnes, J. (in press). Argumentation in Haitian Creole classrooms. Harvard Educational Review.
  10. Monk, G. S. (in press). Why would run be in speed? Artifacts and situated actions in a curricular plan. To appear in R. Nemirovsky, A. Rosebery, J. Solomon and B. Warren (Eds.), Everyday Matters in Science and Mathematics. Mahwah, NJ: Lawrence Erlbaum Associates.
  11. Rosebery, A., B. Warren, M. Ogonowski and C. Ballenger (in press). The generative potential of students' everyday knowledge in learning science. To appear in T. Carpenter and T. Romberg (Eds.), Understanding matters: Improving student learning in mathematics and science. Mahwah, NJ: Erlbaum Associates.
  12. Rosebery, A., B. Warren and F. Conant (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences 2: 61-94. Rosebery,
  13. A. and B. Warren (2001). Understanding diversity in science and mathematics. Hands On! 24(2): 1, 4-6.
  14. Sylvan, L. (1995). Scientific sense-making in bilingual education. Hands On! 18: 14-16.
  15. Warren, B., C. Ballenger, M. Ogonowski, A. Rosebery and J. Hudicourt-Barnes. (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching 38: 1-24.
  16. Warren, B. (in press). Everyday experience and learning. To appear in R. Nemirovsky, A. Rosebery, J. Solomon and B. Warren (Eds.), Everyday Matters in Science and Mathematics. Mahwah, NJ: Erlbaum Associates.
  17. Warren, B. and A. Rosebery (1996). This question is just too, too easy! Perspectives from the classroom on accountability in science. In L. Schauble and R. Glaser (Eds.), Innovations in learning: New environments for education, pp. 97-125. Hillsdale, NJ: Erlbaum.
  18. Warren, B., A. Rosebery and F. Conant (1994). Discourse and social practice: Learning science in language minority classrooms. In D. Spener (Ed.), Adult biliteracy in the United States, pp. 191-210. McHenry IL: Center for Applied Linguistics and Delta Systems Co.
  19. Wright, T. (2001). Karen in motion. Hands On! 24(2): 12-15.
  20. Wright, T. (2001). Karen in motion: The role of physical enactment in developing an understanding of distance, time and speed. Journal of Mathematical Behavior 20: 145-162.

II. Studies of Teacher Professional Development and Discourse

  1. Ballenger, C. (1998). Three teachers' perspectives on knowing in science. In A. Rosebery and B. Warren, (Eds.), Boats, balloons and classroom video: Science teaching as inquiry, pp. 61-72. Portsmouth, NH: Heinemann.
  2. Ballenger, C. (1999). Teaching other people's children: Literacy and learning in a bilingual classroom. New York: Teachers College Press.
  3. Ballenger, C. and A. Rosebery (in press). What counts as teacher research? Teachers College Record.
  4. Bodwell, M. B. (1998). Talking in depth about why things float. In A. Rosebery and B. Warren (Eds.), Boats, balloons and classroom video: Science teaching as inquiry, pp. 35-42. Portsmouth, NH: Heinemann.
  5. Cook Dennis, E. (1998). Floating balloons, floating theories. In A. Rosebery and B. Warren (Eds.), Boats, balloons and classroom video: Science teaching as inquiry, pp. 13-24. Portsmouth, NH: Heinemann.
  6. DiSchino, M., L. Sylvan and Whitbeck, C. (1996). Teachers' perspectives on children's talk in science. Working Papers Series, No. 2, Cambridge, MA: TERC.
  7. Hudicourt-Barnes, J. (1999). "Our kids can't." Hands On! 22(1): 4-8.
  8. Ogonowski, M. (1998). Is Alewife Pond healthy? In A. Rosebery and B. Warren (Eds.), Boats, balloons and classroom video: Science teaching as inquiry, pp. 25-34. Portsmouth, NH: Heinemann.
  9. Puttick, G. (1998). Working backwards from scientific explanations. In A. Rosebery and B. Warren (Eds.), Boats, balloons and classroom video: Science teaaching as inquiry, pp. 43-50. Portsmouth, NH: Heinemann.
  10. Rosebery, A. (1998). Investigating a teacher's questions through video. In A. Rosebery and B. Warren (Eds.), Boats, balloons and classroom video: Science teaching as inquiry, pp. 73-80. Portsmouth, NH: Heinemann.
  11. Rosebery, A. (in press). What are we going to do next? A case study of lesson planning. To appear in R. Nemirovsky, A. Rosebery, J. Solomon and B. Warren (Eds.), Everyday Matters in Science and Mathematics. Mahwah, NJ: Erlbaum Associates.
  12. Rosebery, A. and G. Puttick (1998). Teacher professional development as situated sense-making: A case study in science education. Science Education 82: 649-677.
  13. Rosebery, A. and B. Warren (Eds.). (1998). Boats, balloons and classroom video: Science teaching as inquiry. Portsmouth, NH: Heinemann.
  14. Warren, B. (1998). That's another meaning for volume then, for me: On learning what children say. In A. Rosebery and B. Warren (Eds.), Boats, balloons and classroom video: Science teaching as inquiry, pp. 51-60. Portsmouth, NH: Heinemann.
  15. Warren, B. and M. Ogonowski (November, 1998). From knowledge to knowing: An inquiry into teacher learning in science. Center for the Development of Teaching Paper Series, Newton, MA: Education Development Center.
  16. Warren, B., G. Puttick, F. Conant and A. Rosebery (1992). Sense-making practices in science: Case study of an ESL teacher. Hands On! 15(2): 4-19.
  17. Warren, B. and A. Rosebery (1995). Equity in the future tense: Redefining relationships among teachers, students, and science in linguistic minority classrooms. In W. Secada, E. Fennema and L. Adajian (Eds.), New directions for equity in mathematics education, pp. 298-328. NY: Cambridge University Press.
 

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