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The purpose of this four-year long ethnographic study was to examine classroom literature activities in English classes where teachers supported discussion of multiple interpretations to describe what role such open-forum discussion (Alvermann, 1989; Bridges, 1979) plays over time in developing students' creative and critical thinking. Of particular interest was how ten students moving from class to class and teacher to teacher made sense of the reading, writing and talking they encountered in classes during their high school years, what thinking they engaged in, and whether they used ways of thinking developed in literature class in their other school experiences. This report will focus on a descriptive-narrative analysis (Erickson, 1982) of individual students' developing inclinations and abilities to think in classroom activities over the first two years of the project. -
2voteCurrent conceptualizations of sociocultural theory draw heavily on the work of Vygotsky (1986), as well as later theoreticians (see, for example, Wertsch, 1991, 1998). According to Tharp and Gallimore (1988) "This view [the sociocultural perspective] has profound implications for teaching, schooling, and education. A key feature of this emergent view of human development is that higher order funct
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