AllingtonR. (1994). What's special about special programs for children who find learning to read difficult?Journal of Reading Behavior, 26, 95–115.
2.
AndradeR. A. C.MollL. C. (1993). The social worlds of children: An emic view. Journal of the Society for Accelerative Learning and Teaching, 18(1&2), 81–125.
3.
CraigM. (1994, April). Students as ethnographers. Paper presented at the meeting of the Society for Applied Anthropology, Cancun, Mexico.
4.
CrowellC. (1993). Living through war vicariously with literature. In PattersonL.SmithK.SantaC.ShortK. (Eds.), Teachers as researchers: Reflection and action (pp. 51–59). Newark, DE: International Reading Association.
5.
ElyM. (1991). Doing qualitative research: Circles within circles.London: Falmer.
6.
GonzálezN.AmantiC. (1992, November). Teaching ethnographic method to teachers: Successes and pitfalls. Paper presented at the meeting of the American Anthropological Association, San Francisco.
7.
GonzálezN.AmantiC.FloydM. (1994). Redefining “teachers as researchers”: The research/practice connection. Manuscript submitted for publication.
8.
GonzálezN.MollL. C.Floyd-TeneryM.RiveraA.RendónP.GonzalesR.AmantiC. (1993). Learning from households: Teacher research on funds of knowledge. Educational Practice Report.Santa Cruz: Center for the Study of Cultural Diversity and Second Language Learning, University of California.
9.
GoodsonI. (1991). Teachers' lives and educational research. In GoodsonI.WalkerR. (Eds.), Biography, Identity and Schooling: Episodes in Educational Research (pp. 137–149). London: Falmer.
10.
GreenbergJ. B. (1989, April). Funds of knowledge: Historical constitution, social distribution, and transmission. Paper presented at the meeting of the Society for Applied Anthropology, Santa Fe, NM.
11.
HensleyM. (1994, April). From untapped potential to creative realization: Empowering parents of multicultural backgrounds. Paper presented at the meeting of the Society for Applied Anthropology, Cancun, Mexico.
12.
JacobE. (1987). Qualitative research traditions: A review. Review of Educational Research, 57(1), 1–50.
13.
LipkaJ.McCartyT. L. (1994). Changing the culture of schooling: Navajo and Yup'ik cases. Anthropology and Education Quarterly, 25, 266–284.
14.
LytleS.Cochran-SmithM. (1990). Learning from teacher research: A working typology. Teachers College Record, 92(1), 83–103.
15.
McCartyT. L. (1989). School as community: the Rough Rock demonstration. Harvard Educational Review, 59, 484–502.
16.
McCartyT. L.LynchWallace R. H.BenallyA. (1991). Classroom inquiry and Navajo learning styles: A call for reassessment. Anthropology and Education Quarterly, 22(1), 42–59.
17.
MehanH. (1992). Understanding inequality in schools: The contribution of interpretive approaches. Sociology of Education, 65, 1–20.
18.
MercadoC. (1992). Researching research: A classroom-based student-teacher-researcher collaborative project. In AmbertA.AlvarezM. (Eds.), Puerto Rican children on the mainland: Interdisciplinary perspectives (pp. 167–192). New York: Garland.
19.
MollL. C. (1992). Bilingual classrooms and community analysis: Some recent trends. Educational Researcher, 21(2), 20–24.
20.
MollL. C.AmantiC.NeffD.GonzálezN. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141.
21.
MollL. C.DworinJ. (in press). Biliteracy in classrooms: social dynamics and cultural possibilities. In HicksD. (Ed.), Child discourse and social learning.Cambridge, England: Cambridge University Press.
22.
MollL. C.GreenbergJ. (1990). Creating zones of possibilities: combining social contexts for instruction. In MollL. C. (Ed.), Vygotsky and education (pp. 319–348). Cambridge, England: Cambridge University Press.
23.
MollL. C.TapiaJ.WhitmoreK. (1993). Living knowledge: The social distribution of cultural resources for thinking. In SalomonG. (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 139–163). Cambridge, England: Cambridge University Press.
24.
MollL. C.WhitmoreK. (1993). Vygotsky in educational practice. In FormanE.MinickN.StoneC. A. (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 19–42). New York: Oxford.
25.
OakesJ. (1986). Tracking, inequality, and the rhetoric of school reform: Why schools don't change. Journal of Education, 168, 61–80.
26.
OlsenL.MinicucciC. (1992, April). Educating limited English proficient students in secondary schools: Critical issues emerging from research in California schools. Paper presented at the meeting of the American Educational Research Association, San Francisco.
27.
RederS. (1994). Practice-engagement theory: A sociocultural approach to literacy across languages and cultures. In FerdmanB.WeberR.RamírezA. (Eds.), Literacy across languages and cultures (pp. 33–74). Albany, New York: SUNY.
28.
RoseberyA.WarrenB.ConantF. (1992). Appropriating scientific discourse: Findings from language minority classrooms. Journal of the Learning Sciences, 2(1), 1–94.
29.
RosaldoR. (1989). Culture and truth: The remaking of social analysis.Boston: Beacon.
30.
SmithF. (1985). A metaphor for literacy: creating worlds or shunting information? In OlsonD. R.TorranceN.HildyardA. (Eds.), Literacy, language, and learning (pp. 195–213). Cambridge, England: Cambridge University Press.
31.
Vélez-IbáñezC. G. (1988). Networks of exchange among Mexicans in the U.S. and Mexico: Local level mediating responses to national and international transformations. Urban Anthropology, 17(1), 27–51.
32.
Vélez-IbáñezGreenbergJ. (1992). Formation and transformation of funds of knowledge among U.S. Mexican households. Anthropology and Education Quarterly, 17(1), 27–51.
33.
WallaceC. (1989). Participatory approaches to literacy with bilingual adult learners. Language Issues, 3(1), 6–11.
34.
WarrenB.RoseberyA.ConantF. (1989). Cheche Konnen: Science and literacy in language minority classrooms (Report No. 7305). Cambridge, MA: Bolt, Beranek & Newman.
35.
WarrenB.RoseberyA.ConantF. (1994). Discourse and social practice: Learning science in a language minority classroom. In SpenerD. (Ed.), Adult biliteracy in the United States (pp. 191–210). Washington, DC: Center for Applied Linguistics.
36.
WellsG. (1990). Talk about text: Where literacy is learned andtaught. Curriculum Inquiry, 20, 369–405.
37.
WellsG.Chang-WellG. L. (1992). Constructing knowledge together: Classrooms as centers of inquiry and literacy.Portsmouth, NH: Heinemann.