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Dialogue

The Usual Monkey Business: A Case of Repetition and Reform. A Response to Cheryl Craig’s“The Relationships Between and Among Teachers’ Narrative Knowledge, Communities of Knowing, and School Reform: A Case of ‘The Monkey’s Paw’”

Pages 333-340 | Published online: 12 Jan 2015

References

  • Clandinin, D. J., and M. Connelly. 1999. Narrative inquiries: The use of storytelling in qualitative research. San Francisco, CA: Jossey Bass Publishers.
  • Craig, C. 2001. The relationship between and among teachers’ narrative knowledge, communities of knowing, and school reform: A case of “The Monkey’s Paw.” Curriculum Inquiry 31(3): 303–31.
  • Hatch, T. 1998. How comprehensive can comprehensive reform be? Phi Delta Kappan 79(7): 518–23.
  • Hatch, T. 2000. What happens when reform initiatives collide? Menlo Park, CA: Carnegie Foundation for the Advancement of Teaching.
  • Jacobs, W. W. 1902. The monkey’s paw. The lady of the barge. London & New York: Harper & Brothers. Reprinted by permission of Dodd, Mead & Co., Inc. and The Society of Authors.
  • Little, J. 2001. Professional development in the pursuit of school reform. In Teachers caught in the action, A. Lieberman and L. Miller, eds. New York, NY: Teachers College Press.
  • Muncey, D., and P. McQuillan. 1996. Reform and resistance. New Haven: Yale University Press.
  • Ravitch, D., and M. Vinovskis. 1995. Learning from the past: What history teaches us about school reform. Baltimore, MD: Johns Hopkins University Press.
  • Reed, H. 1947. Introduction. In W. W. Jacobs, Dialstone Lane. London: Eyre and Spottiswoode.

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