Consequential progressions: Exploring collective-individual development in a bilingual classroom

By LeAnn G. Putney, Judith L. Green, C. Dixon. 2000

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Assessing English-Language Learners’ Achievement (2008, background): “…possible to use ethnography to trace students’ progression through learning sequences that provide interactional evidence of how young elementary school ELL students form ongoing identities as early learners of social science (Putney et al., 2000) or natural science (Reveles, Kelly, & Durán, 2007).”
The influence of framing on transfer: initial evidence from a tutoring experiment (2011, background): “By making links between the classroom and other contexts, the teacher’s first framing created what is referred to as ‘‘intercontextuality’’ between contexts while the second framing did not (Bloome et al. 2005; Floriani 1994; Gee and Green 1998; Leander 2001; Putney et al. 2000).”