Opening windows on teaching and learning: transformative and emancipatory learning precipitated by experimenting with visual documentation of student learning

References

• Beneke , S. 5–7 November 2000 . “ Documentation in a lab school setting: teaching new teachers to document ” . In Issues in early childhood education: curriculum, teacher education, and dissemination of information. Proceedings of the Lillian Katz Symposium 5–7 November , Champaign, IL ERIC Document Reproduction Service No. 470 893
   Google Scholar
• Brookfield , S. 1990 . “ Using critical incidents to explore learners’ assumptions ” . In Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning , Edited by: Mezirow , J. and Associates . 177 – 193 . San Francisco : Jossey‐Bass .
   Google Scholar
• Brookfield , S. 1995 . Becoming a critically reflective teacher , San Francisco : Jossey‐Bass .
   Google Scholar
• Bullard , J. and Bullock , J. R. 2002 . Modeling collaboration, in‐depth projects, and cognitive discourse: a Reggio Emilia and Project Approach course . Early Childhood Research & Practice: an Internet journal on the development, care, and education of young children , 4 (2) ERIC Document Reproduction Service No. ED 471 907
   Google Scholar
• Carter , K. and Doyle , W. 1996 . “ Personal narrative and life history in learning to teach ” . In Handbook of research on teacher education , (2nd edn) , Edited by: Sikula , L. 120 – 142 . New York : Macmillan .
   Google Scholar
• Clandinin , D. J. and Connelly , F. M. 1994 . “ Personal experience methods ” . In Handbook of qualitative research , Edited by: Denzin , N. and Lincoln , Y. 413 – 427 . Thousand Oaks, CA : Sage Publications .
   Google Scholar
• Clandinin , D. J. and Connelly , F. M. 1996 . Teachers’ professional knowledge landscapes: teacher stories—stories of teachers—school stories—stories of schools . Educational Researcher , 25 (3) : 24 – 30 .
   Google Scholar
• Cochran‐Smith , M. 2003 . Learning and unlearning: the education of teacher educators . Teaching and Teacher Education , 19 : 5 – 28 .
   Web of Science ®Google Scholar
• Conle , C. 1996 . Resonance in preservice teacher inquiry . American Educational Research Journal , 33 (2) : 297 – 325 .
   Web of Science ®Google Scholar
• Conle , C. 1999 . Moments of interpretation in the perception and evaluation of teaching . Teaching and Teacher Education , 15 : 801 – 814 .
   Web of Science ®Google Scholar
• Cooney , M. and Buchanan , M. 2001 . Documentation: making assessment visible . Young Exceptional Children , 4 (3) : 10 – 16 .
   Google Scholar
• Currah , D. and Cooney , M. H. 2002 . Documenting children’s learning activities: advancing professional development in early childhood teacher education . Journal of Early Childhood Teacher Education , 23 : 227 – 233 .
   Google Scholar
• Dewey , J. 1933 . How we think: a restatement of the relation of reflective thinking to the educative process , Boston : Heath .
   Google Scholar
• Eisner , E. 1985 . “ Aesthetic modes of knowing ” . In Learning and teaching the ways of knowing: eighty‐fourth yearbook of the National Society for the Study of Education , Edited by: Eisner , E. 23 – 36 . Chicago, IL : University of Chicago Press .
   Google Scholar
• Elbaz , F. 1988 . Critical reflection on teaching: insights from Freire . Journal of Education for Teaching , 14 (2) : 171 – 181 .
   Web of Science ®Google Scholar
• Elbaz , F. 1991 . Research on teacher’s knowledge: the evolution of a discourse . Journal of Curriculum Studies , 23 (1) : 1 – 19 .
   Web of Science ®Google Scholar
• Feldman , A. 2002 . Existential approaches to action research . Educational Action Research , 10 (2) : 233 – 251 .
   Google Scholar
• Flanagan , J. C. 1954 . The critical incident technique . Psychology Bulletin , 51 (4) : 327 – 358 .
   PubMed Web of Science ®Google Scholar
• Foshay , A. F. 1991 . The curriculum matrix: transcendence and mathematics . Journal of Curriculum and Supervision , 6 : 277 – 293 .
   Google Scholar
• Gandini , L. , Edwards , C. and Forman , G. 1994 . The hundred languages of children , Norwood, NJ : Ablex .
   Google Scholar
• Goldhaber , J. and Smith , D. 1997 . ‘You look at things differently’: the role of documentation in the professional development of a campus child care development center staff . Early Childhood Education Journal , 25 (1) : 3 – 10 .
   Google Scholar
• Gravett , S. 2004 . Action research and transformative learning in teaching development . Educational Action Research , 12 (2) : 259 – 272 .
   Google Scholar
• Habermas , J. 1984 . The theory of communicative action, Vol. 1: Reason and rationalization of society , Edited by: McCarthy , T. Boston, MA : Beacon Press .
   Google Scholar
• Hatton , N. and Smith , D. 1995 . Reflection in teacher education: towards definition and implementation . Teaching and Teacher Education , 11 (1) : 33 – 49 .
   Web of Science ®Google Scholar
• Helm , J. H. , Beneke , S. and Steinheimer , K. 1998 . Windows on learning: documenting children’s work , New York : Teachers College Press .
   Google Scholar
• Hole , S. and McEntee , G. H. 1999 . Reflection is at the heart of practice . Educational Leadership , 56 (8) : 34 – 37 .
   Web of Science ®Google Scholar
• Hopp , C. W. 2001 . Transcendent experiences and teacher transformation . Journal of Curriculum and Supervision , 16 (3) : 273 – 276 .
   Google Scholar
• James , P. 1999 . Rewriting narratives of self: reflections from an action research study . Educational Action Research , 7 (1) : 85 – 103 .
   Google Scholar
• Jaruszewicz , C. 1994 . Reggio Emilia: an in‐depth view ERIC Document Reproduction Service No. ED 376 936
   Google Scholar
• Katz , L. and Chard , S. 2000 . Engaging children’s minds: the project approach , Norwood, NJ : Ablex .
   Google Scholar
• Leitch , R. 2000 . Action research and reflective practice: towards a holistic view . Educational Action Research , 8 (1) : 179 – 193 .
   Google Scholar
• McAlpine , L. , Frew , E. and Lucas , M. 1991 . “ Mechanisms for helping becoming practitioners develop professional ways of knowing ” . In Proceedings of the continuing education preconference of the American Association of Adult and Continuing Education , Edited by: Baskett , M. , Marsick , V. J. , Pearson , T. G. , Klevans , D. R. and Delehanty , J. 67 – 73 . University Park, PA : Penn State University .
   Google Scholar
• McAlpine , L. , Weston , C. , Beauchamp , J. , Wiseman , C. and Beauchamp , C. 1999 . Building a metacognitive model of reflection . Higher Education , 37 (2) : 105 – 131 .
   Web of Science ®Google Scholar
• McMahon , T. 1999 . Is reflective practice synonymous with action research? . Educational Action Research , 7 (1) : 163 – 169 .
   Google Scholar
• Mezirow , J. 1991 . Transformative dimensions of adult learning , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Mezirow , J. and Associates . 1990 . Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Newsweek . 2 December 1991 . The 10 best schools in the world and what we can learn from them 2 December , 51 – 64 .
   Google Scholar
• Palmer , P. 1993 . To know as we are known: education as a spiritual journey , New York : Harper Collins .
   Google Scholar
• Palmer , P. 1998 . The courage to teach: exploring the inner landscapes of a teacher’s life , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Patterson , C. and Fleet , A. 1998 . Early childhood teachers: writing to explore professional experience . Journal of Early Childhood Teacher Education , 19 (1) : 71 – 78 .
   Google Scholar
• Pinar , W. F. , Reynolds , W. M. , Slattery , P. and Taubman , P. M. 1995 . Understanding curriculum: an introduction to the study of historical and contemporary curriculum discourses , New York : Peter Lang .
   Google Scholar
• Polanyi , M. 1966 . The tacit dimension , New York : Doubleday .
   Google Scholar
• Rodgers , C. 2002 . Seeing student learning: teacher change and the role of reflection . Harvard Educational Review , 72 (2) : 230 – 252 .
   Web of Science ®Google Scholar
• Schön , D. A. 1983 . The reflective practitioner , New York : Basic Books .
   Google Scholar
• Schön , D. A. 1987 . Educating the reflective practitioner , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Sen , J. 2002 . Understanding teachers’ professional growth through their articulation of personal practical knowledge . Journal of Education for Teaching , 28 (1) : 75 – 78 .
   Google Scholar
• Shulman , L. 1986 . Those who understand: knowledge growth in teaching . Educational Researcher , 15 (2) : 4 – 14 .
   Google Scholar
• Tripp , D. 1993 . Critical incidents in teaching: developing professional judgement , New York : Routledge .
   Google Scholar
• Tyler , R. 1949 . Basic principles of curriculum and instruction , Chicago : University of Chicago Press .
   Google Scholar
• Valli , L. 1992 . Reflective teacher education: cases and critiques , Albany, NY : State University of New York Press .
   Google Scholar
• Van Manen , M. 1977 . Linking ways of knowing with ways of being practical . Curriculum Inquiry , 6 : 205 – 228 .
   Web of Science ®Google Scholar
• Van Scoy , I. J. and Freeman , N. K. 1998 . Through our eyes: helping emerging teachers see themselves . Journal of Early Childhood Teacher Education , 19 (1) : 43 – 53 .
   Google Scholar
• Winter , R. 1998a . Finding a voice‐thinking with others: a conception of action research . Educational Action Research , 6 (1) : 53 – 68 .
   Google Scholar
• Winter , R. 1998b . Managers, spectators, and citizens: where does ‘theory’ come from in action research? . Educational Action Research , 6 (3) : 361 – 376 .
   Google Scholar
• Woods , P. 1993 . Critical events in teaching and learning , Bristol, PA : Falmer Press .
   Google Scholar
• Yost , D. S. and Mosca , F. 2002 . Beyond behavior strategies: using reflection to manage youth in crisis . The Clearing House , 75 (5) : 264 – 267 .
   Google Scholar
• Zeichner , K. 1994 . “ Research on teacher thinking and different views of reflective practice in teaching and teacher education ” . In Teachers’ minds and actions: research on teachers’ thinking and practice , Edited by: Carlgren , I. , Handal , G. and Vaage , S. 9 – 27 . Bristol, PA : Falmer Press .
   Google Scholar
• Zeichner , K. 2003 . Teacher research as professional development for P‐12 educators in the USA . Educational Action Research , 11 (2) : 301 – 325 .
   Google Scholar
• Zuckerman , J. T. 2001 . Veteran teachers’ transformations in a collaborative mentoring relationship . American Secondary Education , 29 (4) : 18 – 29 .
   Google Scholar