When Smart Groups Fail

Adamson, L. B. & Bakeman, R. (1991). The development of shared attention during infancy. In R. Vasta (Ed.), Annals of child development (Vol. 8, pp. 1-41). Greenwich, CT: JAI.

Ames C., 1981, American Educational Research Journal, 18, 273, 10.3102/00028312018003273

Amigues R., 1988, Journal of Experimental Child Psychology, 45, 141, 10.1016/0022-0965(88)90054-9

Azmitia M., 1988, Child Development, 59, 87, 10.2307/1130391

Azmitia M., 1993, Social Development, 2, 202, 10.1111/j.1467-9507.1993.tb00014.x

Bakeman R., 1984, Child Development, 55, 1278, 10.2307/1129997

10.1207/S15327809JLS0904_2

10.1037//0022-0663.92.2.391

Barron, B., Martin, C., Roberts, E., Osipovich, A. & Ross, M. (2002). Assisting and assessing the development of technological fluencies: Insights from a project-based approach to teaching computer science. In G. Stahl (Ed.), Proceedings of the Computer-Supported Collaborative Learning Conference. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Bateson, G. (1972). Steps to an ecology of mind. New York: Ballantine.

Berkowitz M., 1983, Merrill-Palmer Quarterly, 29, 399

10.1080/002073900287435

10.1016/S0001-6918(01)90007-1

Brown, A. L. & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Shauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289-325). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Brown J. S., 1989, Educational Researcher, 18, 32, 10.3102/0013189X018001032

Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.

Clark, H. (1996). Using language. New York: Cambridge University Press.

10.1207/S15327809JLS11,2-3n_3

10.1207/S15327809JLS10-1-2_6

Cognition and Technology Group at Vanderbilt., 1992, Educational Psychologist, 27, 291, 10.1207/s15326985ep2703_3

Cognition and Technology Group at Vanderbilt. (1997). The Jasper Project: Lessons in curriculum, instruction, assessment, and professional development. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Cohen E. G., 1994, Review of Educational Research, 64, 1, 10.3102/00346543064001001

Cohen E. G., 1995, American Educational Research Journal, 32, 99, 10.3102/00028312032001099

Coleman E., 1998, The Journal of Learning Sciences, 7, 387, 10.1080/10508406.1998.9672059

Coultard, M. (1985). An introduction to discourse analysis. London: New York: Longman.

Crook, C. (1996). Computers and the collaborative experience of learning. Florence, KY: Taylor & Francis/Routledge.

Csikszentmihalyi, M. & Sawyer, R. K. (1995). Creative insight: The social dimension of a solitary moment. In R. J. Sternberg & J. E. Davidson (Eds.), The nature of insight (pp. 329-363). Cambridge, MA: MIT Press.

Dunbar, K. (1997) How scientists think: Online creativity and conceptual change in science. In T. B. Ward, S. M. Smith, & S. Vaid (Eds.), Conceptual structures and processes: Emergence discovery and change (pp. 461-493). Washington, DC: American Psychological Association.

Duschl R. A., 2002, Studies in Science Education, 38, 39, 10.1080/03057260208560187

10.1207/S1532690XCI2004_1

Erickson F., 1977, Educational Anthropology Quarterly, 8, 58, 10.1525/aeq.1977.8.2.05x1396r

Erickson, F. (1996). Going for the zone: The social and cognitive ecology of teacher-student interactions in classroom settings. In D. Hicks (Ed.), Discourse, learning, and schooling (pp. 29-62). Cambridge, England: Cambridge University Press.

Fogel, A. (1993). Developing through relationships: Origins of communication, self, and culture. Chicago: University of Chicago Press.

Forman, E. A. & Cazden, C. B. (1985). Exploring Vygotskian perspectives in education: The cognitive value of peer interaction. In J. V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 323-347). New York: Cambridge University Press.

Fuchs L. S., 1998, American Educational Research Journal, 35, 227, 10.3102/00028312035002227

Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In C. Geertz (Ed.), The interpretation of cultures (pp. 3-30). New York: Basic Books.

Goffman, E. (1981). Forms of talk. Philadelphia: University of Pennsylvania Press.

Greeno, J., Collins, A. & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Macmillan.

Gumpertz, J. J. (1982). Discourse strategies. Cambridge, England: Cambridge University Press.

Hatano, G. & Inagaki, K. (1991). Sharing cognition through collective comprehension activity. In L. B. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 331-348) Washington, DC: American Psychological Association.

10.1037//0033-2909.91.3.517

10.1207/S1532690XCI1704_2

Hutchins, E. (1993). Learning to navigate. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 35-63). Cambridge, England: Cambridge University Press.

Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.

10.1037//0033-2909.89.1.47

John-Steiner, V. (2000). Creative collaboration. New York: Oxford University Press.

Keenan E., 1976, Papers and Research on Child Language Development, 12, 127

Kendon, A. (1982). Conducting interaction: Patterns of behavior in focused encounters. Cambridge, England: Cambridge University Press.

King A., 1990, American Educational Research Journal, 27, 664, 10.3102/00028312027004664

Lampert M., 1986, Cognition and Instruction, 3, 305, 10.1207/s1532690xci0304_1

Lampert, M., Rittenhouse, P. & Crumbaugh, C. (1996). Agreeing to disagree: Developing sociable mathematical discourse. In D. R. Olson & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (pp. 731-764). Cambridge, MA: Blackwell.

Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, England: Cambridge University Press.

Lemke. J. L. (1990). Talking science: Language, learning, and science. Norwood, NJ: Ablex.

Levinson, S. (1983). Pragmatics. Cambridge, England: Cambridge University Press.

Linde C., 1988, Language in Society, 17, 375, 10.1017/S0047404500012951

Matusov, E., Bell, N. & Rogoff, B. (2002). Schooling as a cultural process: Shared thinking and guidance by children from schools differing in collaborative practices. In R. Kail & H. Reese (Eds.), Advances in child development and behavior (Vol. 29, pp. 129-160). San Diego, CA: Academic.

10.1080/01650250143000283

Michaels, S. & Sohmer, R. (2001, July). "A page so big no one can fall off": Intersubjectivity and apprenticeship in an after-school science program for at risk middle school students. Paper presented at the Eighth International Literacy and Education Research Network Conference on Learning, Spetses, Greece.

10.1111/1467-9507.00130

National Research Council. (2002). Scientific research in education. Washington, DC: National Academy Press.

Nicholls J. G., 1990, Journal for Research in Mathematics Education, 21, 109, 10.2307/749138

O'Connor, M. C. & Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In D. Hicks (Ed.), Discourse, learning, and schooling (pp. 63-103). Cambridge, England: Cambridge University Press.

10.1016/S0364-0213(99)80020-2

10.1037//0022-0663.81.4.639

Rafal C., 1996, The Journal of the Learning Sciences, 5, 279, 10.1207/s15327809jls0503_5

Resnick L. B., 1993, Cognition and Instruction, 11, 347, 10.1080/07370008.1993.9649029

Rogoff, B. (1998). Cognition as a collaborative process. In D. Kuhn, R. S. Siegler, & W. Damon (Eds.), Cognition, perception, and language: Vol. 2. Handbook of child psychology (5th ed., pp. 679-744). New York: Wiley.

Roschelle J., 1992, The Journal of the Learning Sciences, 2, 235, 10.1207/s15327809jls0203_1

10.1016/0883-0355(89)90018-9

Schieffelin, B. B. & Ochs, E. (1996). The microgenesis of competence: Methodology in language socialization. In D. I. Slobin, J. Gerhardt, A. Kyratzis, J. Guo, & S. M. Ervin-Tripp (Eds.), Social interaction, social context, and language: Essays in honor of Susan Ervin-Tripp (pp. 251-263). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Schwartz D. L., 1995, The Journal of the Learning Sciences, 4, 321, 10.1207/s15327809jls0403_3

Sfard, A. & Kieran, C. (2001). Cognition as communication: Rethinking learning-by-talking through multi-faceted analysis of students' mathematical interactions. Mind, Culture, & Activity, 8, 42-76.

10.1016/S0364-0213(02)00066-6

Stephenson, K. M. (2002). Language use, mathematical learning, and student outcomes in contrasting elementary mathematics classrooms. Unpublished doctoral dissertation, Stanford University, Stanford, CA.

Stern, D. (1977). The first relationship. Cambridge, MA: Harvard University Press.

10.1207/S15327809JLS0904_1

Stevens R. J., 1995, American Educational Research Journal, 32, 321, 10.3102/00028312032002321

Sternberg, R. J. (2000). Practical intelligence in everyday life. New York: Cambridge University Press.

Suchman, L. (1997). Centers of coordination: A case and some themes. In L. B. Resnick, R. Saljo, C. Pontecorvo, & B. Burge (Eds.), Discourse, tools and reasoning: Essays on situated cognition (pp. 41-62). Berlin: Springer-Verlag.

Tatar, D. (1998). Social and personal effects of a preoccupied listener. Unpublished doctoral dissertation, Stanford University, Stanford, CA.

Teasley, S. D. & Roschelle, J. (1993). Constructing a joint problem space: The computer as a tool for sharing knowledge. In S. P. Lajoie & S. J. Derry (Eds.), Computers as cognitive tools (pp. 229-258). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

10.1017/S0021963001006552

Vygotsky, L. S. (1978). Mind in society: The development of the higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.

Warren, B. & Rosebery, A. S. (1995) Equity in the future tense: Redefining relationships among teachers, students, and science in linguistic minority classrooms. In W. G. Secada, E. Fennema, & L. Byrd (Eds.), New directions for equity in mathematics education (pp. 298-328). New York: Cambridge University Press.

10.1037//0022-0663.76.1.33

Webb N. M., 1985, Theory Into Practice, 24, 32, 10.1080/00405848509543143

10.1016/0883-0355(89)90014-1

Webb, N. M. & Palinscar, A. S. (1996). Group processes in the classroom. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 841-873). New York: Prentice Hall.

10.1037//0022-0663.87.3.406

Webb, N., Zuniga, S. & Welner, K. M. (2001, April). Effects of group composition on high-ability student's achievement in science. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.