The epistemic role of novel metaphors in teachers’ knowledge constructions of school reform

References

• Bateson MC (1989) Composing a life New York HarperCollins
   Google Scholar
• Bateson MC (1994) Peripheral visions: learning along the way New York Harper Collins
   Google Scholar
• Blacker DJ (1997) Dying to teach: the educators’ search for immorality New York Teachers College Press
   Google Scholar
• Booth WC (1990) The company we keep: an ethics of fiction California University of California Press
   Google Scholar
• Bruner J (1986) Actual minds, possible worlds Cambridge MA Harvard University Press
   Google Scholar
• Bruner J (1990) Acts of meaning Cambridge MA Harvard University Press
   Google Scholar
• Bruner J (1996) The culture of education Cambridge MA Harvard University Press
   Google Scholar
• Bruner J (2002) Making stories: law, literature, life New York Farrar Straus & Giroux
   Google Scholar
• Campbell J (1949) The hero with a thousand faces Princeton NJ Princeton University Press
   Google Scholar
• Casey S (1993) I answer with my life New York Routledge
   Google Scholar
• Clandinin DJ (1986) Classroom practice: teacher images in action Philadelphia The Falmer Press
   Google Scholar
• Clandinin DJ Connelly FM (2000) Narrative inquiry: experience and story in qualitative research San Francisco Jossey‐Bass
   Google Scholar
• Clandinin DJ Connelly FM (1995) Teachers’ professional knowledge landscapes New York Teachers College Press
   Google Scholar
• Clandinin , DJ and Connelly , FM . (1996) . Teachers’ professional knowledge landscapes: teacher stories—stories of teachers—school stories—stories of school . Educational Researcher , 19 (5) : 2 – 14 .
   Google Scholar
• Clandinin , DJ and Connelly , FM . (1998) . Stories to live by: narrative understandings of school reform . Curriculum Inquiry , 28 (2) : 149 – 164 .
   Web of Science ®Google Scholar
• Conle , C . (1999) . Resonance in pre‐service teacher inquiry . American Educational Research Journal , 33 (2) : 297 – 325 .
   Google Scholar
• Connelly FM Clandinin DJ (1988) Teachers as curriculum planners: narratives of experience New York Teachers College Press
   Google Scholar
• Connelly , FM and Clandinin , DJ . (1990) . Stories of experience and narrative inquiry . Educational Researcher , 19 (5) : 2 – 14 .
   Google Scholar
• Coppola E (1999–2000) Eagle High School case study anonymous state, unpublished report.
   Google Scholar
• Craig CJ (1992) Coming to know in the professional knowledge context unpublished dissertation University of Alberta Edmonton Canada
   Google Scholar
• Craig , CJ . (1995a) . Knowledge communities: a way of making sense of how beginning teachers come to know . Curriculum Inquiry , 25 (2) : 151 – 175 .
   Web of Science ®Google Scholar
• Craig CJ (1995b) Safe places in the professional knowledge landscape: knowledge communities in: D. J. Clandinin & F. M. Connelly (Eds) Teachers’ professional knowledge landscapes New York Teachers College Press
   Google Scholar
• Craig CJ (2003) Narrative inquiries of school reform: storied lives, storied landscapes, storied metaphors Greenwich CT Information Age Publishing
   Google Scholar
• Craig CJ Olson M (2002) The development of teachers’ narrative authority in knowledge communities: a narrative approach to teacher learning in: N. Lyons & V. LaBoskey (Eds) Narrative inquiry in practice: advancing the knowledge of teaching New York Teachers College Press
   Google Scholar
• Crites , S . (1971) . The narrative quality of experience . Journal of the American Academy of Religion , 399 (3) : 291 – 311 .
   Google Scholar
• Crossan JD (1988) The dark interval: towards a theology of story Sonoma CA Polebridge Press
   Google Scholar
• Diamond , CTP . (2000) . Turning landscape into parkland: difficulties in changing direction . Curriculum Inquiry , 30 (1) : 1 – 10 .
   Web of Science ®Google Scholar
• Elbow P (1986) Embracing contraries. Explorations in learning and teaching Toronto Oxford University Press
   Google Scholar
• Farrell , J . (2000) . Why is educational reform so difficult? Similar descriptions, different prescriptions, failed explanations . Curriculum Inquiry , 30 (1) : 83 – 102 .
   Web of Science ®Google Scholar
• Fenstermacher , G . (1994) . The knower and the known: the nature of knowledge and research on teaching . Review of research in education , 20 : 3 – 56 .
   Web of Science ®Google Scholar
• Fletcher R (1996) Breathing in, breathing out: keeping a writer’s notebook Portsmouth NH New Heinemann
   Google Scholar
• Gudmundsdottir , S . (1991) . Story‐maker story‐teller: narrative structures in curriculum . Journal of Curriculum Studies , 23 (3) : 207 – 218 .
   Web of Science ®Google Scholar
• Hawking S (2003) Brane new world lecture delivered at the Cynthia Woods Mitchell Pavilion, The Woodlands Texas
   Google Scholar
• Huxley A (1932) Brave new world New York Harper and Row
   Google Scholar
• Jacobs WW (1912) The monkey’s paw in The Lady of the Barge New York Harper & Brothers
   Google Scholar
• Kermode F (1979) The genesis of secrecy: on the interpretations of secrecy Cambridge MA Harvard University Press
   Google Scholar
• Kermode F (2000) The sense of an ending: studies in the theory of fiction with a new epilogue New York Oxford University Press
   Google Scholar
• Kuhn T (1970) The structure of scientific revolutions Chicago University of Chicago Press (Original work published 1962)
   Google Scholar
• Lakoff G (1997) Moral politics: what conservatives know that liberals don’t know Chicago University of Chicago Press
   Google Scholar
• Lakoff G Johnson M (1980) Metaphors we live by Chicago IL The University of Chicago Press
   Google Scholar
• Lakoff G Johnson M (1999) Philosophy in the flesh: the embodied mind and its challenge to western thought New York Basic Books
   Google Scholar
• Lyons , N . (1990) . Dilemmas of knowing: ethical and epistemological dimensions of teachers’ work and development . Harvard Educational Review , 60 (2) : 159 – 180 .
   Web of Science ®Google Scholar
• Lyons N LaBoskey V (2002) Narrative inquiry in practice: advancing the knowledge of teaching New York Teachers College Press
   Google Scholar
• McFague S (1982) Metaphorical theology: models of god in religious language Minneapolis MN Fortress Press
   Google Scholar
• Mishler , EG . (1990) . Validity in inquiry‐guided research: the role of exemplars in narrative studies . Harvard Educational Review , 60 : 415 – 442 .
   Web of Science ®Google Scholar
• Munby , H . (1988) . Metaphor in the thinking of teachers: an exploratory study . Journal of Curriculum Studies , 18 (2) : 197 – 209 .
   Web of Science ®Google Scholar
• Munby , H and Russell , T . (1989) . Metaphor in the study of teachers’ professional knowledge . Theory into Practice , 29 (2) : 116 – 121 .
   Google Scholar
• Olson M (1993) Narrative authority in (teacher) education unpublished doctoral dissertation University of Alberta Edmonton Canada
   Google Scholar
• Olson , M . (1995) . Conceptualizing narrative authority: implications for teacher education . Teaching and Teacher Education , 11 (2) : 119 – 135 .
   Web of Science ®Google Scholar
• Olson , M and Craig , CJ . (2001) . Opportunities and challenges in the development of teachers’ knowledge: the development of narrative authority through knowledge communities . Teaching and Teacher Education , 17 (6) : 667 – 684 .
   Web of Science ®Google Scholar
• Ravitch D Venovskis M (1995) Learning from the past: what history teaches us about school reform Baltimore MD John Hopkins University
   Google Scholar
• Scheffler I (1997) Symbolic worlds Cambridge Cambridge University Press
   Google Scholar
• Schön DA (1963) The displacement of concepts London Tavistock Publications
   Google Scholar
• Schön DA (1983) The reflective practitioner: how professionals think in action New York Basic Books
   Google Scholar
• Solzhenitsyn A (1970) Nobel lecture (F. D. Reeve Tran.). Available online at: http://www.columbia.edu/cu/augustine/arch/solzhenitsyn/nobel‐lit1970.htm (accessed 23 March 2005)
   Google Scholar
• Spence D (1982) Narrative truth and historical truth: meaning and interpretation in psychoanalysis New York Norton
   Google Scholar
• Tyack D Cuban L (1995) Tinkering toward utopia: a century of public school reform Cambridge MA Harvard University Press
   Google Scholar