SEARCH

SEARCH BY CITATION

References

  • Aikenhead, G., & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural Studies of Science Education, 2(3), 539620. DOI: 10.1007/s11422-007-9067-8
  • Balkin, J. M. (1998). Cultural software: A theory of ideology. New Haven, CT: Yale Univeristy Press.
  • Bar-Yam, Y. (2004). Making things work: Solving complex problems in a complex world. Cambridge, MA: NECSI Knowledge Press.
  • Barnsley, M. F. (1988). Fractals everywhere. San Diego, CA: Academic Press.
  • Barton, A., & Yang, K. (2000). The culture of power and science education: Learning from Miguel. Journal of Research in Science Teaching, 37(8), 871889.
  • Bednar, J., & Page, S. (2007). Can game(s) theory explain culture? Rationality and Society, 19(1), 6597. DOI: 10.1177/1043463107075108
  • Bourdieu, P. 1977. Outline of a Theory of Practice, ISBN 9780521291644.
  • Bourdieu, P. (1985). Social space for the genesis of groups. Theory and Society, 14(6), 723744.
  • Bourdieu, P. (1987). Social space and symbolic power. University of California. A French version appeared in P. Bourdieu, Choses Dites, Paris, Editions de Minuit, pp. 147–166.
  • Bransford, J. D. Brown, A. L. & Cocking, R. R. (Eds.), (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
  • Brown, B. A. (2004). Discursive identity: Assimilation into the culture of science and its implications for minority students. Journal of Research in Science Teaching, 41(8), 810834.
  • Brown, B. A. (2006). “ It isn't no slang that can be said about this stuff”: Language, identity, and appropriating science discourse. Journal of Research in Science Teaching, 43, 96126. DOI: 10.1002/tea.20096
  • Buck, J. B. (1935). Synchonous flashing of fireflies experimentally induced. Science, 81(2101), 339340. DOI: 10.1126/science.81.2101.339
  • Buxton, C. A. (2005). Creating a culture of academic success in an urban science and math magnet high school. Science Education, 89(3), 392417.
  • Camazine, S. (2003). Self-organization in biological systems. Princeton, NJ: Princeton University Press.
  • Carlone, H. B. (2003). Innovative science within and against a culture of “achievement”. Science Education, 87, 307328. DOI: 10.1002/sce.10071
  • Carlone, H. B. (2004). The Cultural production of science in reform-based physics: Girls' access, participation, and resistance. Journal of Research in Science Teaching, 41(4), 392414.
  • Carlone, H. B., Haun-Frank, J., & Webb, A. (2011). Assessing equity beyond knowledge- and skills-based outcomes: A comparative ethnography of two fourth-grade reform-based science classrooms. Journal of Research in Science Teaching, 48(5), 459485. DOI: 10.1002/tea.20413
  • Chinn, P. (2006). Preparing science teachers for culturally diverse students: Developing cultural literacy through cultural immersion, cultural translators, and communities of practice. Cultural Studies of Science Education, 1(2), 367402.
  • Cobern, W. W., & Aikenhead, G. S. (1997). Cultural aspects of learning science. In K. Tobin & B. Fraser (Eds.), International handbook of science education (pp. 3952). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge MA: Harvard University Press.
  • Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching, and research. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Dawkins, R. (1976). The selfish gene. Oxford, UK: Oxford University Press.
  • Doll, W. C. J. Fleener, M. J. Truit, D. & St. Julien, J. (Eds.). (2005). Chaos, complexity, curriculum, and culture: A conversation (Vol. 6). New York, NY: Peter lang Publishing, Inc.
  • Eisenhart, M. (2001). Changing conceptions of culture and ethnographic methodology: Recent thematic shifts and their implications for research on teaching. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 209225). Washington, DC: American Educational Research Association.
  • Ferraro, G. (2008). Cultural anthropology: An applied perspective EDN (7th ed.). Belmont, CA: Thomson Higher Education.
  • Gleick, J. (1987). Chaos: Making a new science. New York: The Viking Press.
  • Gould, S. J. (1992). The panda's thumb: More reflections in natural history. New York: W. W. Norton & Company.
  • Hastings, J. W. (1996). Chemistries and colors of bioluminescent reactions: A review. Gene, 173(1), 511. DOI: 10.1016/0378-1119(95)00676-1
  • Johnson, A., Brown, J., Carlone, H., & Cuevas, A. K. (2011). Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science. Journal of Research in Science Teaching, 48, 339366. DOI: 10.1002/tea.20411
  • Kahneman, D. (2011). Thinking, fast and slow. New York, NY: Farrar, Straus and Giroux.
  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry based teaching. Educational Psychologist, 41, 7586.
  • Meadows, D. H. (2008). Thinking in systems: A primer. River Junction, VT: Chelsea Green Publishing.
  • Mason, M. B. (Ed.), (2008). Complexity theory and the philosophy of education. Oxford, UK: Wiley-Blackwell.
  • Morrison, K. (2008). Educational philosophy and the challenge of complexity theory. Educational Philosophy and Theory, 40(1), 1934. DOI: 10.1111/j.1469-5812.2007.00394.x
  • Mulcahy, K. V. (2006). Cultural policy: Definitions and theoretical approaches. Journal of Arts Management, Law & Society, 35(4), 319330.
  • No Child Left Behind Act of 2001. (2001). H.R. 1, 107th Cong., 1st Sess., 147 Cong. Rec. H2396–H2446.
  • Page, S. E. (2011). Diversity and complexity. Princeton, NJ: Princeton University Press.
  • Paul, J., & Marfo, K. (2001). Preparation of educational researchers in philosophical foundations of inquiry. Review of Educational Research, 71(4), 525547.
  • Parsons, E. (2008). Learning contexts, black cultural ethos, and the science achievement of African American students in an urban middle school. Journal of Research in Science Teaching, 45(6), 665683.
  • Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (2008). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York, NY: Peter Lang Publishing.
  • Richmond, G., & Kurth, L. (1999). Moving from outside to inside: High school students' use of apprenticeship as vehicles for entering the culture and practice of science. Journal of Research in Science Teaching, 36(6), 677697.
  • Roth, W. M., & Duit, R. (2003). Emergence, flexibility, and stabilization of language in a physics classroom. Journal of Research in Science Teaching, 40, 869897. DOI: 10.1002/tea.1011
  • Sanders, T. I. (1998). Strategic thinking and the new science: Planning in the midst of chaos, complexity and change. New York, NY: The Free Press.
  • Skoog, D. A., Holler, F. J., & Nieman, T. A. (1998). Principles of instrumental analysis (5th ed.). Philadelphia: Saunders College Publishing.
  • Solomon, J. (2003). Home-school learning of science: The culture of homes and pupils' difficult border-crossing. Journal of Research in Science Teaching, 40(2), 219233.
  • Storck, T. (2009). Culture and embodiment of cultural ideals as preliminary to a philosophy of culture. [Article]. Forum Philosophicum: International Journal for Philosophy, 14(1), 6986.
  • Taras, V., Rowney, J., & Steel, P. (2009). Half a century of measuring culture: Review of approaches, challenges, and limitations based on the analysis of 121 instruments for quantifying culture. Journal of International Management, 15(4), 357373. DOI: 10.1016/j.intman.2008.08.005
  • Tobin, K. (2006). Aligning the cultures of teaching and learning science in urban high schools. Cultural Studies of Science Educaiton, 1(2), 219252.
  • van Elijck, M., & Wolff-Roth, M. (2011). Cultural diversity in science education through Novelization: Against the epicization of science and culture centralization. Journal of Research in Science Teaching, 48(7), 824847.
  • Warren, B., Ballenger, C., Ogonowski, M., Rosenbery, A. S., & Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38, 529552.
  • Weaver, W. (1948). Science and complexity. American Scientist, 36, 536544.
  • Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press.
  • Wood, N. B., Lawrenz, F., & Haroldson, R. (2009). A judicial presentation of evidence of a student culture of “dealing”. Journal of Research in Science Teaching, 46(4), 421441.