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For more information about any Chèche Konnen-authored publications, please contact us.

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Ballenger, C. (2005). Meaning and context: Studying words in motion. In Y. Yerrick and W.M. Roth (Eds.). Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning, pp. 175-193. Mahwah, NJ: Lawrence Erlbaum. 

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Ballenger, C. (2003). "The puzzling child: Challenging assumptions about participation and meaning in talking science." Language Arts, 81(4), pp. 303-311.

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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.

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Ballenger, C. (1999). Teaching other people's children: Literacy and learning in a bilingual classroom. New York: Teachers College Press. 

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Ballenger, C. (1997). Social identities, moral narratives, scientific argumentation: Science talk in a bilingual classroom. Language and Education, 11(1), 1-14. 

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Ballenger, C. and Rosebery, A. (2003). What counts as teacher research? Continuing the conversation. Teachers College Record, 105(2), 297 - 314.

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Chèche Konnen Center and Boston Teacher Residency (2014). Practice-based inquiry in science: A professional development course in science for K-5 teachers in urban districts. Cambridge, MA: TERC. 

Practice-Based Inquiry in Science by Cheche Konnen Center at TERC is licensed under a Creative Common Attribution-NonCommercial 4.0 International License. Permissions beyond the scope of this license may be available at www.terc.edu.
Creative Commons License Download PDF (39 KB)

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Noble, T. & Suarez, C. (2010). Review of Three Elementary School Science Curricula and their Relationships to Two Focal Massachusetts State Standards (Technical Report Number 2). 

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Rosebery, A.S., Ogonowski, M., DiSchino, M., and Warren, B. (2010). "The Coat Traps All Your Body Heat": Heterogeneity as Fundamental to Learning. The Journal of the Learning Sciences, 19:3, 322 - 357.

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Children and Science Tests Research Team. (2008). Making sense of children's performance on achievement tests: The case of the 5th grade science MCAS.Symposium paper presented at the Annual Meeting of the American Educational Research Association. New York, NY, March 24-28, 2008.

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Conant, F., Rosebery, A., Warren, B. and

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Hudicourt-Barnes, J. and Ballenger, C. (20012008). The sound of drumsUsing students' conversational styles. In E. McIntyre, A. Rosebery , and NB. Gonzalez, Warren (Eds.), Classroom diversity: Connecting curriculum to students' lives, pp 51- 60. Portsmouth: HeinemannTeaching science to English language learners, pp. 21 -30. Arlington, VA: NSTA Press.

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Hudicourt-Barnes, J. (2003). The use of argumentation in Haitian Creole science classrooms. Harvard Educational Review, 73(1), 73-93.

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Ogonowski, M. (2008). Encouraging students' imagination. In A. Rosebery and B. Warren (Eds.), Teaching science to English language learners, pp. 31 - 38. Arlington, VA: NSTA Press.

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Hudicourt-BarnesRosebery, JA. and S. & Ballenger, C. (2008). Using students' conversational stylesCreating a foundation through student conversation. In A. Rosebery and B. Warren (Eds.),. Teaching science to English language learners, pp. 21 1 - 3012. Arlington, VA: NSTA Press.

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McIntyre, E., Rosebery, A. , and GonzalezWarren, NB. (2001Eds.) . (Eds2008).), Classroom diversity: Connecting curriculum to students' lives. Portsmouth: Heinemann Teaching science to English language learners. Arlington, VA: NSTA Press

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Monk, G. S. (2005). "Why would run be in speed?" Artifacts and situated actions in a curricular plan. In R. Nemirovsky, A. Rosebery, B. Warren, B., and J. Solomon, (Eds),Everyday Matters in Mathematics and Science: Studies of Complex Classroom Events, pp. 11-44. Mahwah, NJ: ErlbaumImage Added Read excerpts from Google Books

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Warren, B. and Rosebery, A. (2008). Using everyday experience to teach science. In A. Rosebery and B. Warren (Eds.), Teaching science to English language learners, pp. 39 -50. Arlington, VA: NSTA Press.

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Nasir, N., Rosebery, A., Warren, B., and Lee. C. (2006). Learning as a cultural process: Achieving equity through diversity. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences, pp. 489-504. Cambridge, England: Cambridge University Press. 

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NobleRosebery, T. & Suarez, CA. and Hudicourt-Barnes, J. (2010). Review of Three Elementary School Science Curricula and their Relationships to Two Focal Massachusetts State Standards (Technical Report Number 2). 

Image Removed Download PDF (529 KB)

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Ogonowski, M. (2008). Encouraging students' imagination. In A. Rosebery and B. Warren (Eds.), Teaching science to English language learners, pp. 31 - 38. Arlington, VA: NSTA Press.2006) Using diversity as a strength in the science classroom: The benefits of science talk. In K. Worth, M. Klentschy, and R. Douglas (Eds.), Linking Science and Literacy in the K-8 Classroom, pp. 305-320. Arlington, VA: NSTA Press.

Image Added Visit publisher's web site | Image Added Read excerpts from Google Books

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Ballenger, C. (2005). Meaning and context: Studying words in motion. In Y. Yerrick and W.M. Roth (Eds.). Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning, pp. 175-193. Mahwah, NJ: Lawrence Erlbaum. 

Image Modified Visit publisher's web site | Image Modified Read excerpts from Google Books

RoseberyMonk, AG. S. (2005). "What are we going to do next?" A case study of lesson planningWhy would run be in speed?" Artifacts and situated actions in a curricular plan. In R. Nemirovsky, A. Rosebery, B. Warren, B., and J. Solomon, (Eds), Everyday matters Matters in mathematics Mathematics and scienceScience: Studies of complex classroom eventsComplex Classroom Events, pp. 29911-32844. Mahwah, NJ: Erlbaum.

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Rosebery, A. S. & Ballenger, C. (2008). Creating a foundation through student conversation. In A. Rosebery and B. Warren (Eds.). Teaching science to English language learners, pp. 1 - 12. Arlington, VA: NSTA Press(2005). "What are we going to do next?" A case study of lesson planning. In R. Nemirovsky, A. Rosebery, B. Warren, B., and J. Solomon, (Eds), Everyday matters in mathematics and science: Studies of complex classroom events, pp. 299-328. Mahwah, NJ: Erlbaum.

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Rosebery, A. and Hudicourt-Barnes, J. (2006) Using diversity as a strength in the science classroom: The benefits of science talk. In K. Worth, M. Klentschy, and R. Douglas Warren, B., Ballenger, C. and Ogonowski, M. (2005). The generative potential of students' everyday knowledge in learning science. In T. Romberg, T. Carpenter and F. Dremock (Eds.), Linking Science and Literacy in the K-8 ClassroomUnderstanding mathematics and science matters, pp. 30555-32080. ArlingtonMahwah, VANJ: NSTA PressErlbaum.

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RoseberyWarren, AB. and Puttick, G.Ogonowski, M. & Pothier, S. (1998). Teacher professional development as situated sense-making: A case study in science education. Science Education, 82, 649-677. 

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Rosebery, A. and Warren, B. (Eds.) (2008). Teaching science to English language learners. Arlington, VA: NSTA Press. 2005). "Everyday" and "scientific": Re-thinking dichotomies in modes of thinking in science learning. In R. Nemirovsky, A. Rosebery, J. Solomon, & B. Warren (Eds.), Everyday matters in science and mathematics: Studies of complex classroom events, pp. 119-148. Mahwah, NJ: Erlbaum.

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RoseberyBallenger, A.S., Ogonowski, M., DiSchino, M., and Warren, B. (2010C. (2003). "The Coat Traps All Your Body Heat": Heterogeneity as Fundamental to Learning. The Journal of the Learning Sciences, 19:3, 322 - 357puzzling child: Challenging assumptions about participation and meaning in talking science." Language Arts, 81(4), pp. 303-311.

 Download PDF (483 248 KB) | Image Modified Visit publisher's web site

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Ballenger, C. and Rosebery, A. S. and Warren, B. (Eds.) (1998). Boats, balloons and classroom video: Science teaching as inquiry. Portsmouth: Heinemann. Image Removed(2003). What counts as teacher research? Continuing the conversation. Teachers College Record, 105(2), 297 - 314.

Image Added Visit publisher's web site

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Hudicourt-Barnes, J. (2003). The use of argumentation in Haitian Creole science classrooms. Harvard Educational Review, 73(1), 73-93.

Image Added Visit publisher's web site

Image RemovedImage Added

Conant, F., Rosebery, A., Warren, B. , Ballenger, C. and Ogonowski, M. (2005and Hudicourt-Barnes, J. (2001). The generative potential of students' everyday knowledge in learning sciencesound of drums. In TE. RombergMcIntyre, TA. Carpenter Rosebery, and FN. Dremock Gonzalez, (Eds.) Understanding mathematics and science matters, pp. 55-80. Mahwah, NJ: ErlbaumClassroom diversity: Connecting curriculum to students' lives, pp 51- 60. Portsmouth: Heinemann.

 Visit publisher's web site | Image Removed Read excerpts from Google Books

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Rosebery, A., Warren, B

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McIntyre, E., Rosebery, A., and ConantGonzalez, FN. (19922001). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2, 61-94. Image Removed(Eds.), Classroom diversity: Connecting curriculum to students' lives. Portsmouth: Heinemann. 

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Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. and Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sensemaking.Journal of Research in Science Teaching, 38, 529-552.

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WarrenWright, B. and Ogonowski, M. (1998). From knowledge to knowing: An inquiry into teacher learning in science. Center for the Development of Teaching Paper Series. Newton, MA: EDC. 

Image Removed Download PDF from Education Resources Information Center

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Warren, B., Ogonowski, M. & Pothier, S. (2005). "Everyday" and "scientific": Re-thinking dichotomies in modes of thinking in science learning. In R. Nemirovsky, A. Rosebery, J. Solomon, & B. Warren (Eds.), Everyday matters in science and mathematics: Studies of complex classroom events, pp. 119-148. Mahwah, NJ: Erlbaum.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. 

Image Added Visit publisher's web site

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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.

Image Added Visit publisher's web site

Image Added

Ballenger, C. (1999). Teaching other people's children: Literacy and learning in a bilingual classroom. New York: Teachers College Press. 

Image Added Visit publisher's web site

Image Added

Rosebery, A. and Puttick, G.M. (1998). Teacher professional development as situated sense-making: A case study in science education. Science Education, 82, 649-677. 

Image Added Visit publisher's web site

Image Added

Rosebery, A.S. and Warren, B. (Eds.) (1998). Boats, balloons and classroom video: Science teaching as inquiry. Portsmouth: Heinemann. 

 Visit publisher's web site | Image Removed Read excerpts from Google Books

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Warren, B. and RoseberyOgonowski, AM. (20081998). Using everyday experience to teach science. In A. Rosebery and B. Warren (Eds.), Teaching science to English language learners, pp. 39 -50. Arlington, VA: NSTA Press.Image RemovedFrom knowledge to knowing: An inquiry into teacher learning in science. Center for the Development of Teaching Paper Series. Newton, MA: EDC. 

Image Added Download PDF from Education Resources Information Center

Image Added

Ballenger, C. (1997). Social identities, moral narratives, scientific argumentation: Science talk in a bilingual classroom. Language and Education, 11(1), 1-14. 

Image Added Visit publisher's web site | Image Removed Read excerpts from Google Books

Warren, B., and Rosebery, A. (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: Erlbaum. 

 Download PDF from Education Resources Information Center

Warren, B., and Rosebery, A. (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. New York: Cambridge University Press

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Warren, B., Rosebery, A.S., and Conant, F. (1994). Discourse and social practice: Learning science in language minority classrooms. In Spener, D. (Ed.), Adult biliteracy in the United States, pp. 191-210. McHenry, IL: Center for Applied Linguistics and Delta Systems Co. 

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WrightRosebery, T. (2001). Karen in motion: The role of physical enactment in developing an understanding of distance, time and speed. Journal of Mathematical Behavior, 20, 145-162A., Warren, B., and Conant, F. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2, 61-94

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