PREVIOUS  I  TABLE OF CONTENTS

EXPANDING INTERESTS, MOTIVATION AND ATTITUDES

SELECTED READINGS

Alexander, P. A. (2005). The Path to Competence: A Lifespan Developmental Perspective on Reading. Journal of Literacy Research, 37(4), 413–436.

Appleyard, J. (1991). Becoming a reader: the experience of fiction from childhood to adulthood. Cambridge: Cambridge University Press.

Bajaj, M. (2009). “I have big things planned for my future”: the limits and possibilities of transformative agency in Zambian schools. Compare: A Journal of Comparative and International Education, 39(4), 551–568. doi:10.1080/03057920701844503

Bauman, Z. (1999). Culture as Praxis. London: SAGE Publications.

Brown-Jeffy, S., & Cooper, J. E. (2011). Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature. Teacher Education Quarterly, 38(1), 65–84.

Butler, D. L., Schnellert, L., & Cartier, S. C. (2005). Adolescents’ engagement in” reading to learn”: Bridging from assessment to instruction. BC Educational Leadership Research, 2.

Chiu, M. M., & Chow, B. W. Y. (2010). Culture, motivation, and reading achievement: High school students in 41 countries. Learning and Individual Differences, 20(6), 579–592.

Chiu, M. M., McBride-Chang, C., & Lin, D. (2012). Ecological, psychological, and cognitive components of reading difficulties: testing the component model of reading in fourth graders across 38 countries. Journal of Learning Disabilities, 45(5), 391–405. doi:10.1177/0022219411431241

Chiu, M. M., Pong, S., Mori, I., & Chow, B. W.-Y. (2012). Immigrant students’ emotional and cognitive engagement at school: a multilevel analysis of students in 41 countries. Journal of Youth and Adolescence, 41(11), 1409–25. doi:10.1007/s10964-012-9763-x

Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6 – 11, 38–46.

D’Amato, J. (1987). The belly of the beast: on cultural differences, castelike status, and the politics of school. Anthropology and Education Quarterly, 18, 357 – 361.

De Fina, A., Schiffrin, D., & Bamberg, M. (Eds.). (2006). Discourse and identity. Cambridge: Cambridge University Press.

Deci, E., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist. doi:10.1207/s15326985ep2603&4_6

Ecclestone, K., Biesta, G., & Hughes, M. (2010). Transitions in the lifecourse: The role of identity, agency and structure. In K. Ecclestone, G. Biesta, & M. Hughes (Eds.), Transitions and Learning through the Lifecourse (pp. 1–15). London: Routledge.

Englund, M. M., Egeland, B., & Collins, W. A. (2009). Exceptions to High School Dropout Predictions in a Low-Income Sample: Do Adults Make a Difference? Journal of Social Issues, 64(1), 77–94. doi:10.1111/j.1540-4560.2008.00549.x.Exceptions

Ericsson, K., & Smith, H. (1991). Toward a general theory of expertise: prospects and limits. Cambridge: Cambridge University Press.

Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology.

Gee, J. P. (2000a). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99 – 125.

Gee, J. (2000b). New people in new worlds: networks, the new capitalism and schools. In B. Cope & M. Kalanzis (Eds.), Multiliteracies: literacy learning and the design of social futures (pp. 43 – 68). Melbourne: Macmillan Publishers Australia.

Geekie, P., Cambourne, B., & Fitzsimmons, P. (2004). Learning as puzzle solving. In T. Grainger (Ed.), The RoutledgeFalmer reader in language and literacy (pp. 107–118). London: Routledge Falmer.

Guthrie, J. T. (2001). Contexts for Engagement and Motivation in Reading. Reading Online, 4(8). Retrieved from http://www.readingonline.org/articles/handbook/guthrie/

Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture and Activity, 6(4), 286–303.

Hall, K. (2002). Co-Constructing Subjectivities and Knowledge in Literacy Class: An Ethnographic–Sociocultural Perspective. Language and Education, 16(3), 178–194. doi:10.1080/09500780208666827

Haneda, M. (2006). Becoming Literate in a Second Language: Connecting Home, Community, and School Literacy Practices. Theory Into Practice, 45(4), 337–345. doi:10.1207/s15430421tip4504_7

Kumsa, M. K. (2006). “No! I”m not a refugee!’ The poetics of belonging among young Oromos in Toronto. Journal of Refugee Studies, 19(2), 230–255.

Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide positive behaviour support to academic achievement in an urban middle school. Psychology in the Schools, 43(6), 701 – 712.

Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.

Martinez, R., Aricak, O. T., & Jewell, J. (2008). Influences of reading attitude on reading achievement: a test of the temporal-interaction model. Psychology in the Schools, 45(10), 1010–1023. doi:10.1002/pits

McKenna, M. (2001). Development of reading attitudes. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 135–158). Mahwah, NJ: Lawrence Erlbaum Associates.

Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88(2), 203-214
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Munns, G., Martin, A. J., & Craven, R. G. (2006). What Can Free the Spirit? Motivating Indigenous Students to be Producers of their Own Educational Futures. In Paper presented at the Fourth International Biennial SELF Research Conference: self-concept, motivation, social and personal identity for the 21st century. Ann Arbor, MI.

Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65(4), 781–791.

Rex, L. A. (2002). Exploring Orientation in Remaking High School Readers’ Literacies and Identities. Linguistics and Education, 13(3), 271–302. doi:10.1016/S0898-5898(02)00090-6

Rogoff, B. (1995). Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship. In J. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139 – 164). Cambridge University Press.

Rueda, R., & Dembo, M. (1995). Motivational processes of learning: A comparative analysis of cognitive and sociocultural frameworks. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement: culture, motivation and achievement (pp. 255 – 289). Greenwich, CT: JAI Press.

Rueda, R., & Moll, L. C. (1994). A sociocultural perspective on motivation. In H. F. O’Neil Jr. & M. Drillings (Eds.), Motivation: Theory and research (pp. 117–137). Lawrence Erlbaum.

Siegel, D. J. (2001). Toward an interpersonal neurobiology of the developing mind: attachment, relationships, “mindsight” and neural integration. Infant Mental Health Journal, 22(1-2), 67–94. doi:10.1002/1097-0355(200101/04)22:1<67::AID-IMHJ3>3.0.CO;2-G

Smeyers, P., & Burbles, N. (2010). Education as initiation into practices. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 183 – 198). London: Paradigm Publishers.

Suárez-orozco, C., Pimentel, A., & Martin, M. (2009). The Significance of Relationships: Academic Engagement and Achievement Among Newcomer Immigrant Youth. Teachers College Record, 111(3), 712–749.

Temple, J., & Snow, C. (2001). Conversations about literacy: social mediation and psycholinguistic activity. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 55 – 70). New Jersey: Lawrence Erlbaum Associates.

Tomasello, M. (1999). The Human Adaption for Culture. Annual Review of Anthropology, 28, 509–529.

Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: the origins of cultural cognition. The Behavioral and Brain Sciences, 28(5), 675–91; discussion 691–735. doi:10.1017/S0140525X05000129

Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.

Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.

Walls, T. A., & Little, T. D. (2005). Relations Among Personal Agency, Motivation, and School Adjustment in Early Adolescence. Journal of Educational Psychology. doi:10.1037/0022-0663.97.1.23

Wertsch, J. V. (1985). Vygostky and the social formation of mind. Cambridge, MA: Cambridge University Press.

Wertsch, J. V. (1998). Mind as action. Oxford, UK: Oxford University Press.