Implementing Academic Choice: A Self-Study in Evolving Pedagogy

References

• Amabile, T. M., & Gitomer, J. (1984). Children's artistic creativity: Effects of choice in task materials. Personality and Social Psychology Bulletin, 10, 209–215. doi:10.1177/0146167284102006.
   Google Scholar
• Barrett, D., & Green, K. (2009). Pedagogical content knowledge as a foundation for an interdisciplinary graduate program. Science Educator, 18(11), 17–28.
   Google Scholar
• Carini, P. (2000). A letter to parents and teachers. In M. Himley & P. Carini (Eds.), From another angle: Children's strengths and school standards (pp. 56–64). New York, NY: Teachers College Press.
   Google Scholar
• Denton, P. (2005). Learning through academic choice. Turners Falls, MA: Northeast Foundation for Children.
   Google Scholar
• Dewey, J. (1902). The child and the curriculum. Chicago, IL: University of Chicago Press.
   Google Scholar
• Douillard, K. (2002). Going past done: Creating time for reflection in the classroom. Language Arts, 80, 92–99.
   Google Scholar
• Gonzales, N., Moll, L., & Amanti, C. (2005). Introduction: Theorizing practice. In N. Gonzalez & L. Moll (Eds.), Funds of knowledge: Theorizing practices, households, communities and classrooms (pp. 1–24). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappan, 73, 290–294.
   Google Scholar
• Hopkins, D. (2002). A teacher's guide to classroom research. Philadelphia, PA: Open University Press.
   Google Scholar
• Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349–366. doi:10.1037/0022-3514.76.3.349.
   Google Scholar
• Kohn, A. (1993). Choices for children: Why and how to let children decide. Phi Delta Kappan, 75, 8–20.
   Google Scholar
• Kozol, J. (2005). Confections of apartheid: A stick-and-carrot pedagogy for the children of our inner-city poor. Phi Delta Kappan, 87, 265–275. doi:10.1177/003172170508700404.
   Google Scholar
• LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–869). Dordrecht, The Netherlands: Kluwer.
   Google Scholar
• LaBoskey, V. K. (2005). Preparing to teach content: Not just a series of fun activities. In L. Kroll, D. M. Donahue, T. Galguera, V. K. LaBoskey, A. E. Richert, P. L. Tucher, & R. Cossey (Eds.), Teaching as principled practice: Managing complexity for social justice (pp. 81–103). Thousand Oaks, CA: Sage.
   Google Scholar
• McPhail, J. C., Pierson, J. M., Freeman, J. G., Goodman, J., & Ayappa, A. (2000). The role of interest in fostering sixth grade students' identities as competent learners. Curriculum Inquiry, 30, 43–70. doi:10.1111/0362-6784.00153.
   Google Scholar
• Meier, T. (2000). Why standardized tests are bad. In K. Swope & B. Milner (Eds.), Failing our kids: Why the testing craze won't fix our schools (pp. 14–16). Milwaukee, WI: Rethinking Schools.
   Google Scholar
• Paley, V. (1986). On listening to what children say. Harvard Educational Review, 56, 122–131.
   Google Scholar
• Palmer, P. (1998). The courage to teach. San Francisco, CA: John Wiley & Sons.
   Google Scholar
• Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York, NY: Basic Books.
   Google Scholar
• Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
   Google Scholar
• Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39, 97–110. doi:10.1207/s15326985ep3902_2.
   Google Scholar
• Trudeau, K., & Harle, A. Z. (2006). Using reflection to increase children's learning in kindergarten. Young Children, 61, 101–104.
   Google Scholar
• Wong, V. (2010). Learning and loving to read: How choice affects the growth of struggling readers in the first grade. Unpublished manuscript.
   Google Scholar
• Wood, C. (2007). Yardsticks: Children in the classroom ages 4–14. Turners Falls, MA: Northeast Foundation for Children.
   Google Scholar