References page 395
students learning through model-based inquiry. Symposium presented at the annual meeting of
the American Educational Research Association, New York.
Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic reasoning in schools: A theoretical
framework for evaluating inquiry tasks. Science Education, 86, 175-218.
Chinn, C. A., O'Donnell, A. M., & Jinks, T. S. (2000). The structure of discourse in collaborative learning.
Journal of Experimental Education, 69, 77-97.
Cobb, P., McClain, K., & Gravemeijer, K. (2003). Learning about statistical covariation. Cognition and
Instruction, 21, 1-78.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of
reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction:
Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Erlbaum.
Davis, E. A. (2003). Prompting middle school science students for productive reflection: Generic and
directed prompts. Journal of the Learning Sciences, 12, 91-142.
Davis, E. A. (2004). Explorations of scaffolding in complex classroom systems. The Journal of the
Learning Sciences, 13, 265-272.
De Corte, E., Verschaffel, L., & Van De Ven, A. (2001). Improving text comprehension strategies in
upper primary school children: A design experiment. British Journal of Educational Psychology,
71 , 531-559.
De La Paz, S. (1999). Self-regulated strategy instruction in regular education settings: Improving
outcomes for students with and without learning disabilities. Learning Disabilities Research &
Practice, 14, 92-106.
De La Paz, S., Owen, B., Harris, K. R., & Graham, S. (2000). Riding Elvis' motorcycle: Using Self-
Regulated Strategy Development to PLAN and WRITE for a state writing exam. Learning
Disabilities Research & Practice, 15, 101-109.
Duffy, G. G., Roehler, L. R., & Herrmann, B. A. (1988). Modeling mental processes helps poor readers
become strategic readers. Reading Teacher, 41, 762-767.
Duffy, G. G., Roehler, L. R., Meloth, M. S., Vavrus, L. G., Book, C., Putnam, J., et al. (1986). The
relationship between explicit verbal explanations during reading skill instruction and student
awareness and achievement: A study of reading teacher effects. Reading Research Quarterly,
21 , 237-252.
Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science
education. Studies in Science Education, 38, 39-72.
Ergazaki, M., Komis, V., & Zogza, V. (2005). High-school students' reasoning while constructing plant
growth models in a computer-supported educational environment. International Journal of
Science Education, 27, 909-933.
Etkina, E., Matilsky, T., & Lawrence, M. (2003). Pushing to the edge: Rutgers Astrophysics Institute
motivates talented high school students. Journal of Research in Science Teaching, 10, 958-985.
Ford, M. J. (2005). The game, the pieces, and the players: Generative resources from two instructional
portrayals of experimentation. The Journal of the Learning Sciences, 14, 449-487.
Friend, R. (2001). Effects of strategy instruction on summary writing of college students. Contemporary
Educational Psychology, 26, 3-24.
Fung, I. Y. Y., Wilkinson, I. A. G., & Moore, D. W. (2003). L1-assisted reciprocal teaching to improve
ESL students' comprehension of English expository text. Learning and Instruction, 13, 1-31.
Gagné, E. D., Weidemann, C., Bell, M. S., & Anders, T. D. (1984). Training thirteen-year-olds to
elaborate while studying text. Human Learning: Journal of Practical Research & Applications, 3,
281-294.
Gaskins, I. W., Anderson, R. C., Pressley, M., Cunicelli, E. A., & al., e. (1993). Six teachers’ dialogue
during cognitive process instruction. Elementary School Journal, 93, 278-304.
Gaskins, I. W., Rauch, S., Gensemer, E., Cunicelli, E. A., O'Hara, C., Six, L., et al. (1997). Scaffolding
the development of intelligence among children who are delayed in learning to read. In K. Hogan
& M. Pressley (Eds.), Scaffolding student learning: Instructional approaches & issues (pp. 43-73).
Cambridge, MA: Brookline Books.
Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-
Language Learners. Exceptional Children, 66, 454-470.