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1Allen, S. (2002). Transcripts from research from the Frogs exhibit. Unpublished.
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2Blum-Kulka, S. (1997). Dinner Talk: Cultural Patterns of Sociability and Socialization in Family Discourse. Mahwah, NJ: Lawrence Erlbaum Associates.
Callanan, M.A., Shrager, J., and Moore, J. (1995). Parent-child collaborative explanations: Methods of identification and analysis. Journal of the Learning Sciences, 4, 105-129.
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3Blum-Kulka, S. (2002). Do you believe that Lot’s wife is blocking the road (to Jericho)? Co-constructing theories about the world with adults. In S. Blum-Kulka and C.E. Snow (Eds.), Talking to Adults: The Contribution of Multiparty Discourse to Language Acquisition (pp. 85-116). Mahwah, NJ: Lawrence Erlbaum Associates.
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5National Research Council. (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. Committee on Science Learning, Kindergarten Through Eighth Grade. R.A. Duschl, H.A. Schweingruber, and A.W. Shouse (Eds.). Washington, DC: The National Academies Press.
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6Reiser, R.A., Tessmer, M.A., and Phelps, P.C. (1984). Adult-child interaction in children’s learning from Sesame Street. Educational Communications and Technology, 32(4), 217-233.
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7Haefner, M.J., and Wartella, E.A. (1987). Effects of sibling coviewing on children’s interpretations of television programming. Journal of Broadcasting and Electronic Media, 31(2), 153-168.
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8Moll, L., Amanti, C., Neff, D., and Gonzalez, N. (2005). Funding of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. In L. Moll, C. Amanti, and N. Gonzalez (Eds.), Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms (pp. 71-88). London: Routledge.
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