Discourse, Learning, and Schooling explores theoretical and methodological relationships between childrens' discourse--or socially used language--and their learning in educational settings. Authors in this volume address a range of issues, including literacy, authorship, the construction of self, and classroom interaction. The chapters range from research studies of classroom discourse to essays reflecting on discourse and literacies. Collectively these chapters reflect both sociocognitive perspectives on relations among discourse, learning, and schooling, and sociocultural perspectives on discourse and literacies among diverse cultural groups.
1. Introduction / Deborah Hicks 2. Going for the zone: the social and cognitive ecology of teacher-student interaction in classroom conversations / Frederick Erickson 3. Shifting participant frameworks: orchestrating thinking practices in group discussion / Mary Catherine O'Connor and Sarah Michaels 4. Contextual inquiries: a discourse-oriented study of classroom learning / Deborah Hicks 5. A literary model for psychology / Alex Kozulin 6. Selective traditions: readings of Vygotsky in writing pedagogy / Courtney B. Cazden 7. Sticking to the point: talk about magnets as a context for engaging in scientific discourse / Catherine E. Snow and Brenda F. Kurland 8. Biliteracy development in classrooms: social dynamics and cultural possibilities / Luis C. Moll and Joel E. Dworin 9. The role of the Black Church in growing up literate: implications for literacy research / Catherine Dorsey-Gaines and Cynthia M. Garnett.