Conditions and Contexts for Teacher Inquiry: Systematic Approaches to Preservice Teacher Collaborative Experiences

References

• Ayers , W. , ed. 1985 . To become a teacher: Making a difference in children's lives , New York, NY : Teachers College Press .
   Google Scholar
• Black , C. and Huss , R. 1995 . Teacher as researcher projects: A constructive process . Journal of Early Childhood Teacher Education , 16 ( 2 ) : 3 – 7 . [CSA]
   Google Scholar
• Brown , A. , Ash , D. , Rutherford , M. , Nakagawa , K. , Gordon , A. and Campione , J.C. 1993 . “ Distributed expertise in the classroom ” . In Distributed cognitions: Psychological and educational considerations , Edited by: Salamon , G. 188 – 228 . Cambridge, UK : Cambridge University Press .
   Google Scholar
• Cazden , C. 1981 . Performance before competence: Assistance to child discourse in the zone of proximal development . Quarterly Newsletter of the Laboratory of Comparative Human Cognition , 3 : 5 – 8 . [CSA]
   Google Scholar
• Clark , C. , Moss , P.A. , Goering , S. , Herter , R.J. , Lamar , B. Leonard , D. 1996 . Collaboration as dialogue: Teachers and researchers engaging in conversation and professional development . American Education Research Journal , 33 : 193 – 231 . [CSA]
   Web of Science ®Google Scholar
• Cole , A. and Knowles , J. 1993 . Teacher development partnership research: A focus on methods and issues . American Educational Research Journal , 30 ( 3 ) : 473 – 495 . [CSA]
   Web of Science ®Google Scholar
• Cochran-Smith , M. and Lytle , S. 2001 . “ Beyond certainty: Taking an inquiry stance in practice ” . In Teachers caught in the action: Professional development that works , Edited by: Lieberman , A. and Miller , L. 45 – 60 . New York, NY : Teachers College Press .
   Google Scholar
• Cochran-Smith , M. and Lytle , S. 1993 . Inside/Outside: Teacher research and knowledge , New York, NY : Teachers College Press .
   Google Scholar
• Dewey , J. 1916/ 1964 . Democracy and education: An introduction to the philosophy of education , New York : Macmillan .
   Google Scholar
• Fish , S. 1980 . Is there a text in this class? The authority of interpretive communities , Cambridge, MA : Harvard University Press .
   Google Scholar
• Fosnot , C.T. , ed. 1996 . Constructivism: Theory, perspectives, and practice , New York, NY : Teachers College Press .
   Google Scholar
• Francis , D. 1995 . The reflective journal: A window to preservice teachers practical knowledge . Teaching and Teacher Education , 11 ( 3 ) : 229 – 241 . [CSA] [CROSSREF]
   Web of Science ®Google Scholar
• Fuller , F. 1969 . Concerns of teachers: A developmental conceptualization . American Educational Research Journal , 6 : 207 – 226 . [CSA]
   Web of Science ®Google Scholar
• Geertz , C. 1973 . The interpretation of cultures , New York, NY : Basic Books .
   Google Scholar
• Goodlad , J.I. 1990 . Better teachers for our nation's schools . Phi Delta Kappan , 72 ( 3 ) November : 184 – 194 . [CSA]
   Web of Science ®Google Scholar
• Han , E.P. 1995 . Reflection is essential in teacher education . Journal of the ACEI , 71 ( 4 ) : 228 – 230 . [CSA]
   Google Scholar
• Hausfather , S.J. 1996 . Vygotsky and Schooling: Creating a Social Context for Learning . Action in Teacher Education , 18 ( 2 ) : 1 – 10 . [CSA]
   Google Scholar
• Himley , M. and Carini , P. F. , eds. 2000 . From another angle: Children's strengths and school standards , New York, NY : Teachers College Press .
   Google Scholar
• Hyson , M. , ed. 2003 . NAEYC's Standards for Initial Licensure, Advanced, and Associate Degree Programs , Washington, DC : NAEYC .
   Google Scholar
• Kamii , C. 1982 . “ Autonomy as the aim of education: Implications of Piaget's theory ” . In Number in Preschool and Kindergarten , Edited by: Kamii , C. 73 – 86 . Washington, DC : National Association for the Education of Young Children .
   Google Scholar
• Kamii , C. 1985 . Young children reinvent arithmetic , New York, NY : Teachers College Press .
   Google Scholar
• Katz , L. 1972 . Developmental stages of preschool teachers . The Elementary School Journal , 73 ( 1 ) : 50 – 54 . [CSA] [CROSSREF]
   Web of Science ®Google Scholar
• Katz , L. and Chard , S. 1989 . Engaging children's minds: The project approach , Norwood, NJ : Ablex .
   Google Scholar
• Lather , P. 1986 . Research as praxis . Harvard Educational Review , 56 : 257 – 277 . [CSA]
   Web of Science ®Google Scholar
• Lave , J. 1988 . Cognition in practice: Mind, mathematics and culture in everyday life , New York, NY : Cambridge University Press .
   Google Scholar
• Lewin , K. 1951 . “ Group decision and social change ” . In Readings in Social Psychology , Edited by: Newcomb , T.M. and Hartley , E.L. 459 – 473 . New York, NY : Holt .
   Google Scholar
• Lincoln , Y. and Guba , E. 1985 . Naturalistic inquiry , Newbury Park, CA : Sage .
   Google Scholar
• Liston , D.P. and Zeichner , K. M. 1996 . Culture and teaching , N.J : Erlbaum .
   Google Scholar
• Moran , M.J. in press . Collaborative Action Research and Project Work: Promising Practices for Developing Collaborative Inquiry among Early Childhood Preservice Teachers . In Teaching and Teacher Education , [CSA]
   Google Scholar
• Moran , M.J. and Tegano , D.W. 2005 . Moving Toward Visual Literacy: Photography as a Language of Teacher Inquiry . Early Childhood Research and Practice , 7 ( 1 ) [CSA]
   Google Scholar
• National Council for Accreditation of Teacher Education . 2002 . Professional Standards for the Accreditation of Schools, Colleges, and Departments of Education Washington, DC
   Google Scholar
• Newman , D. , Griffin , P. and Cole , M. 1989 . The construction zone: Working for cognitive change in school , New York : Cambridge University Press .
   Google Scholar
• Pea , R. 1993 . “ Practices of distributed intelligence and designs for education ” . In Distributed cognitions: Psychological and educational considerations , Edited by: Salamon , G. 188 – 288 . Cambridge, UK : Cambridge University Press .
   Google Scholar
• Project Zero & Reggio Children . 2001 . Making learning visible: Children as individual and group learners , Reggio Emilia, Italy : Reggio Children . Available from NAEYC
   Google Scholar
• Putnam , R.T. and Borko , H. 2000 . What do new views of knowledge and thinking have to say about research on teacher learning? . Educational Researcher , 29 ( 1 ) January-February : 4 – 15 . [CSA]
   Google Scholar
• Ritchie , J. S. and Wilson , D.E. 2000 . Teacher Narrative as critical inquiry: Rewriting the script , New York, NY : Teachers College Press .
   Google Scholar
• Reagan , T.G. , Case , C.W. and Brubacher , J.W. January-February 2000 . Becoming a reflective educator: How to build a culture of inquiry in the schools , 2nd , January-February , Thousand Oaks, CA : Corwin Press .
   Google Scholar
• Rogoff , B. 1990 . Apprenticeship in thinking: Cognitive development in social context , New York : Oxford University Press .
   Google Scholar
• Samaras , A.P. and Gismondi , S. 1998 . Scaffolds in the field: Vygotskian interpretation in a teacher education program . Teaching and Teacher Education , 14 : 71 – 733 . [CSA] [CROSSREF]
   Google Scholar
• Schulz , R. and Mandzuk , D. 2005 . Learning to teach, learning to inquire: A 3-year study of teacher candidates’ experiences . Teaching and Teacher Education , 21 : 315 – 331 . [CSA] [CROSSREF]
   Web of Science ®Google Scholar
• Siedel , S. 1998 . “ Wondering to be done: The collaborative assessment conference ” . In Assessing student learning: From grading to understanding , Edited by: Allen , D. 21 – 39 . New York, NY : Teachers College Press .
   Google Scholar
• Sparks-Langer , G.M. , Colton , A. , Simmons , J.M. and Starko , A. 1991 . Reflective pedagogical thinking: How can we promote it and measure it? . Journal of Teacher Education , 41 ( 4 ) : 23 – 32 . [CSA]
   Google Scholar
• Stringer , E. 2004 . In Action research in education , Columbus, Ohio : Merrill Prentice Hall .
   Google Scholar
• Tegano , D.W. 2002 . “ Passion and the art of teaching ” . In Teaching and learning: Collaborative exploration of the Reggio Emilia Approach , Edited by: Fu , V.R. , Stremmel , A.J. and Hill , L.T. NJ : Merril-Prentice Hall .
   Google Scholar
• Tom , A.R. 1985 . Inquiring into inquiry-oriented teacher education . Journal of Teacher Education , 36 ( 5 ) : 35 – 44 . [CSA]
   Web of Science ®Google Scholar
• van Manen , M. 1991 . The tact of teaching: The meaning of pedagogical thoughtfulness , Albany, NY : State University Press .
   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 . London, UK : Falmer Press .
   Google Scholar