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Book Reviews

Book Reviews

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Pages 75-116 | Published online: 15 Dec 2014

REFERENCES

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  • Clandinin, D. J. 1986. Classroom practice: Teacher images in action. London: Falmer Press.
  • Clandinin, D. J., and P. Hogan. 1988. Special projects proposal. University of Calgary.
  • Clandinin, D. J., A. Davies, P. Hogan, and B. Kennard, eds. 1993. Learning to Teach: Teaching to Learn—Stories of Collaboration in Teacher Education. New York: Teachers College Press.
  • Coles, R. 1989. The call of stories: Teaching and the moral imagination. Boston: Houghton Mifflin.
  • Conant, J. B. 1963. The education of American teachers. New York: McGraw-Hill Book Co.
  • Connelly, F. M., and D.J. Clandinin. 1988. Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
  • Darling-Hammond, L. 1994. Professional development schools: Schools for a developing profession. New York: Teachers College Press.
  • Dewey, J. 1896. The university school. University Record 5: 417–442.
  • Goodlad, J. I. 1990. Teachers for our nation's schools. San Francisco: Jossey-Bass.
  • Goodlad, J. I. 1993. School-university partnerships and partner schools. Educational Policy 7(1): 24–39.
  • Heilbrun, C. 1988. Writing a woman's life. New York: W. W. Norton.
  • Holmes Group. 1990. Tomorrow's schools. East Lansing, MI: Holmes Group.
  • Noddings, N. 1986. Fidelity in teaching, teacher education and research for teaching. Harvard Educational Review 56(4): 496–510.
  • Perry, W. 1970. Forms of intellectual and ethical development.
  • Sarason, S. 1982. The culture of the school and the problem of change. Boston: Allyn and Bacon.
  • Schön, D. A. 1983. The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Stallings J. A., and T. Kowalski. 1990. Research on professional development schools. Handbook of research on teacher education. New York: Macmillan Publishing Co.

REFERENCES

  • Ashbaugh, C., and K. Kasten. 1984. A typology of operant values in school administration. Planning and Changing 15(4): 195–208.
  • Barnard, C. 1938. The functions of the executive. Cambridge, MA: Harvard University Press.
  • Baron, M. 1984. The alleged moral repugnance of acting from duty. The Journal of Philosophy 81(4): 197–220.
  • Beck, C. 1990. Better schools: A values perspective. London: Falmer Press.
  • Becker, L. 1973. On justifying moral judgments. London: Routledge and Kegan Paul.
  • Bloom, A. 1987. The closing of the American mind: How higher education has failed democracy and impoverished the souls of today's students. New York: Simon and Schuster.
  • Campbell, E. 1992. Personal morals and organizational ethics: How teachers and principals cope with conflicting values in the context of school cultures. Unpublished Ph.D. diss. Department of Education, University of Toronto.
  • Crittenden, B. 1984. The moral context of decision making in education. In Ethics, education and administrative decisions: A book of readings, ed. P. Sola, 15–38. New York: Peter Lang Publishing.
  • Getzels, J., J. Lipham, and R. Campbell. 1968. Educational administration as a social process: Theory, research, practice. New York: Harper and Row.
  • Gilligan, C. 1982. In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.
  • Greenfield, W. 1991. The micropolitics of leadership in an urban elementary school. Paper presented to the annual conference of the AERA, Chicago, April.
  • Hodgkinson, C. 1978. Towards a philosophy of administration. Oxford: Basil Blackwell.
  • Hodgkinson, C. 1983. The philosophy of leadership. New York: St. Martin's Press.
  • Holmes, M. 1984. The victory and the failure of educational modernism. Issues in Education 2(1): 23–35.
  • Holmes, M. 1986. Traditionalism and educational administration, Journal of Educational Administration and Foundations 1 (2): 40–51.
  • Holmes, M. 1987. Collective bargaining: Its relationship to traditional and non-traditional school models. Paper prepared for the Ministry of the Attorney General, British Columbia.
  • Holmes, M. 1988. The principal's leadership and school effectiveness: Implications of the New Jersey Demonstration Schools Project. Paper presented to the annual conference of the AERA, New Orleans, April.
  • Jackall, R. 1988. Moral mazes: The world of corporate managers. New York: Oxford University Press.
  • Josephson, M. 1990. Ethics: Easier said than done. Issues 7 and 8. Marina del Rey, CA: The Josephson Institute for the Advancement of Ethics.
  • Kluckhohn, C. 1962. Values and value-orientations in the theory of action: An exploration in definition and classification. In Toward a general theory of action, ed. T. Parsons and E. Shils, 388–433. Cambridge, MA: Harvard University Press.
  • Lakomski, G. 1987. Values and decision making in educational administration. Educational Administration (Quarterly) 23(3): 70–82.
  • Lovin, R. 1988. The school and the articulation of values. American Journal of Education 96 (2): 143–159.
  • MacIntyre, A. 1981. After virtue: A study in moral theory. London: Gerald Duckworth and Co.
  • Malcolm, A. 1973. The tyranny of the group. Toronto: Clarke, Irwin, and Co.
  • Noddings, N. 1984. Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
  • Peters, R. 1966. Ethics and education. London: George Allen and Unwin.
  • Peters, R. 1973. Authority, responsibility and education. Rev. ed. London: George Allen and Unwin.
  • Rand, A. 1961. For the new intellectual. New York: Signet.
  • Rich, J. 1984. Professional ethics in education. Springfield, IL: Charles C. Thomas Publisher.
  • Sockett, H. 1990. Accountability, trust, and ethical codes of practice. In The moral dimensions of teaching, ed. J. Goodlad, R. Soder, and K. Sirotnik, 224–250. San Francisco: Jossey-Bass.
  • Strike, K., E. Haller, and J. Soltis. 1988. The ethics of school administration. New York: Teachers College Press.
  • Strike, K., and J. Soltis. 1985. The ethics of teaching. New York: Teachers College Press.
  • Waller, W. 1932. The sociology of teaching. New York: John Wiley and Sons.

REFERENCES

  • Argyris, C., R. Putnam, and D. McLain Smith. 1985. Action science. San Francisco: Jossey-Bass.
  • Connelly, F. M., and D.J. Clandinin. 1988. Teachers as curriculum planners: Narratives of experience. Toronto: OISE Press, and New York: Teachers College Press.
  • Dewey, J. 1933. How we think. Boston: D. C. Heath.
  • Gadamer, H.-G. 1975. Truth and method. Trans, and ed. G. Barden and J. Gumming. New York: Seabury Press.
  • Gadamer, H.-G. 1976. Philosophical hermeneutics. Trans. D. E. Linge. Berkeley: University of California Press.
  • Habermas, J. 1971. Knowledge and human interests. Trans. J. Shapiro. Boston: Beacon Press.
  • Nickles, T. 1981. What is a problem that we might solve it? Synthese 47 (1): 85–118.
  • Robinson, V. 1993. Problem-based methodology: Research for the improvement of practice. Oxford: Pergamon Press.
  • Schön, D. A. 1983. The reflective practitioner. New York: Basic Books.
  • Schön, D. A. 1987. Educating the reflective practitioner. San Francisco: Jossey-Bass.
  • Sharp, R., and Green, A. 1975. Education and social control; A study in progressive education. London: Roudedge and Kegan Paul.

REFERENCE

  • Louden, William. 1991. Understanding teaching: Continuity and change in Teachers' knowledge. New York: Teachers College Press.
  • Ondatjee, M. 1987. In the skin of a lion. New York: Knopf.

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