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Lesley A. Rex Selected
Publications |
Jurasaite-Harbison, E., & Rex, L.A. (2013). Teachers as informal learners: Workplace professional learning in the United States and Lithuania. Pedagogies, 8(1), 1-23.
Jurasaite-Harbison, E., & Rex, L. (2010). School Cultures as Contexts for Informal Teacher Learning. Teaching and Teacher Education, 26(2), 267-277.
Rex, L. A. (2010). Respecting the struggle: deciding what to research and why. Australian Educational Researcher, 37(1), 1-19
Rex, L. A., Bunn, M., Davila, B., Dickinson, H., Ford, A.C., Gerber, C., McBeeOrzulak, M., & Thompson, H. (2010). A review of discourse analysis in literacy research: Equitable access. Reading Research Quarterly, 45(1), 94-115.
Rex, L . A., Thomas, E. E., & Engel, S. (2010). Applying Toulmin: Teaching logical reasoning and argumentative writing, English Journal, 99(6): 56-62. Rex, L. A. (2006). Acting “cool” and
“appropriate”: Toward a framework for considering literacy classroom
interactions when race is a factor. Journal of Literacy Research, 38 (3),
275-325. Rex, L. A. (Ed.) (2006). Discourse of Opportunity: How Talk in Learning
Situations Creates and Constrains. Interactional Ethnographic Studies in Teaching and
Learning. Discourse and Social Processes Series, Cresskill, NJ: Hampton
Press. Rex, L.,
Steadman, S., Graciano, M. (2006). Researching the
Complexity of Classroom Interaction . In J.
Green, G. Camilli, P. Elmore (Eds.) Complementary
Methods for Research in Education. Washington DC: American Educational
Research Association. ( Tables ) Rex, L., Brown, D., Denstaedt,
L., Haniford, L., Schiller, L., (2005).
Understanding and exercising one’s own grammar: Four applications of
linguistic and discourse knowledge. English Teaching: Practice and Critique, 4(3):
110-139. Rex. L.A.
& Nelson, M. C. (2001). Teachers'(ings') tug of war: Exploring complex relationships
between high stakes test accountability pressures, teaching, and student
performance. Conference of the National Council of Teachers of English,
Baltimore. Rex, L. A.
(2001). The remaking of a high school reader. Reading Research
Quarterly, 36(3). Rex, L.
(2000). Judy constructs a genuine question : A case for interactional inclusion.Teaching and Teacher
Education, 16(2), 315-333. Rex, L. &
McEachen, D. (1999).
"If anything is odd, inappropriate, confusing, or boring, it's probably
important" : The emergence of inclusive
academic literacy through English classroom discussion practices. Research in the
Teaching of English, 34(1), 65-129. |
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