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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. http://education.waikato.ac.nz/research/journal/view.php?current=true&p=1 Rex, L. A. & Nelson, M. C. (2004). How Teachers’ Professional Identities Position High-Stakes Test Preparation in Their Classrooms . Teachers College Record, 106( 6): 1288–1331. Rex, L. A. (2003). Loss of the Creature: The Obscuring of Classroom Inclusivity in Classroom Discourse. Communication Education, 52(1), 30-46. Rex, L. A. (2002).  Exploring Orientation in Remaking High School Readers’ Literacies and Identities . Linguistics and Education,13(3), 271-302. Rex, L., Murnen, T., Hobbs, J., & McEachen, D. (2002). Teachers’ Pedagogical Stories and the Shaping of Classroom Participation: “The Dancer” and “Graveyard Shift at the 7-11” . American Educational Research Journal, 39(3). 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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