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217 Social Sciences I
Santa Cruz, CA 95064

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C. Gordon Wells

C. Gordon Wells   
    Title:  Professor of Education
    Specialization:  Social Context
    Email:  gwells@ucsc.edu
    Phone:  (831) 459-4701 Office
    Office:  Social Sciences 1, 233
    Personal Page:  http://people.ucsc.edu/~gwells/

Education History 
Ph.D., Psycholinguistics
University of Bristol

Courses Taught 
EDUC 92B Introduction to Theories of Education
EDUC 205 Teaching, Learning, and Schooling in a Diverse Society
EDUC 251 Analysis of Activity and Interaction in Educational Settings
EDUC 261 Thinking, Learning, and Teaching
EDUC 290 CHAT and Educational Practice and Research

Research Focus 
Language and literacy development, analysis of discourse in learning and teaching, inquiry oriented curriculum, sociocultural theory and education, collaborative action research.

Selected Publications 

Learning and Teaching for Understanding: The Key Role of Collaborative Knowledge building. In J. Brophy (Ed.) Social Constructivist Teaching: Affordances and Constraints. Advances in Research on Teaching, Vol. 9. Dordrecht, Neth erlands: Elsevier JAI, in press.

Dialogic Inquiry in Education: Building on Vygotsky's Legacy. Invited presentation at National Council of Teachers of English meeting, Detroit, November 1997. In C. D. Lee and P. Smagorinsky (Eds.), Vygotskian Perspectives on Literacy Research. Cambridge, England and New York: Cambridge University Press, 2001.

From Action to Writing: Modes of Representing and Knowing. In J. W. Asington (Ed.), Minds in the Making: Essays in Honor of David R. Olson. Oxford, England, and Malden, Mass.: Blackwell Publishers, 2000.

Action, Talk, and Text: Learning and Teaching through Inquiry. (Ed.). New York: Teachers College Press, 2000.

What's the Use of Triadic Dialogue? An Investigation of Teacher-Student Interaction. H. Nassaji and G. Wells. Applied Linguistics, 21 (3): 376-406. 2000.

Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. New York: Teachers College Press, 1999.

Changing Schools from Within: Creating Communities of Inquiry. Toronto: Ontario Institute for Studies in Education Press; Portsmouth, N. H.: Heinemann, 1994.

Constructing Knowledge Together: Classrooms as Centers of Inquiry and Literacy. With G. L. Chang-Wells. Portsmouth, N. H.: Heinemann, 1992.

The Bristol Language Development Scales. With M. Gutfreund and M. Harrison. Windsor, England: NFER-Nelson, 1989.

The Meaning Makers: Children Learning Language and Using Language to Learn. Portsmouth, N. H.: Heinemann Educational Books, 1986.

Language Development in the Pre-school Years. Language at Home and at School, Vol. 2. Cambridge, England, and New York: Cambridge University Press, 1985.

Learning through Interaction: The Study of Language Development. Language at Home and at School, Vol. 1. Cambridge University Press, 1981.