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Book Reviews

Book Reviews/Dialogue

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Pages 471-492 | Published online: 12 Jan 2015

References

  • Fiske, E. B., and H. F. Ladd. 2001. When schools compete: A cautionary tale.Washington, DC: Brookings Institution.
  • Milgrom, P., and J. Roberts. 1992. Economics, organization&management. Englewood Cliffs, NJ: Prentice-Hall, Inc.
  • Perlstein, D. 2000. “There is no escape … from the ogre of indoctrination”: George Counts and the civic dilemmas of democratic educators. In Reconstructing the common good in education: Coping with intractable American dilemmas, L. Cuban and D. Shipps, eds., pp. 51–67. Stanford, CA: Stanford University Press.
  • Purkey, S., and M. Smith. 1983. Effective schools: A review. Elementary School Journal 83: 427–53.

References

  • Aaronsohn, E. 1996. Going against the grain: Supporting the student-centered teacher. Thousand Oaks, CA: Corwin Press, Inc.
  • Dewey, J. 1997/1938. Experience and education. New York: Touchstone Publishers.
  • Freire, P. 1993. Pedagogy of the city. New York: Continuum Publishing Company.
  • Giroux, H. 1988. Teachers as intellectuals: Toward a critical pedagogy of learning. Critical Studies in Education Series. New York: Bergin and Garvey Publishers, Inc.
  • Giroux, H. 1992. Border crossing: Cultural workers and the politics of education. New York: Routledge Publishers, Inc.
  • Goodson, I. 1998. Towards an alternative pedagogy. In Unauthorized methods: Strategies for critical teaching, J. Kinchloe and S. Steinberg, eds., pp. 27–41. New York: Routledge Publishers, Inc.
  • Grant, C., and J. Sachs. 1995. Multicultural education and postmodernism: Movement toward a dialogue. In Critical multiculturalism: Uncommon voices in a common struggle, B. Kanpol and P. McLaren, eds., pp. 89–105. Westport, CT: Bergin and Garvey Publishers, Inc.
  • Grossman, P. 1990. The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
  • Henry, A. 1994. There are no safe places: Pedagogy as powerful and dangerous terrain. Action in Teacher Education 15(4): 1–4.
  • Howe, A. 1996. Developments of science concepts within a Vygotskian framework. Science Education 80(1): 35–51.
  • Kelly, U. 1997. Schooling desire: Literacy, cultural politics, and pedagogy. London: Routledge Publishers, Inc.
  • Nieto, S. 1993. Multiculturalism in higher education: Emerging literature. Equity and Excellence in Higher Education 26(3): 77–79.
  • O’Loughlin, M. 1992. Rethinking science education: Beyond Piagetian constructivism: Toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching 29: 791–820.
  • Putnam, R., and H. Borko. 2000. What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher 29(1): 4–15.
  • Rodriguez, A. J. 1998. Strategies for counterresistance: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding. Journal of Research in Science Teaching 35(6): 589–622.
  • Rodriguez, A. J. 2000. Linking Bakhtin with feminist poststructuralism to unravel the allure of auto/biographies. Research in Science Education 30(1): 13–21.
  • Vygotsky, L. 1978. Mind in society: The development of higher psychology processes. Cambridge, MA: Harvard University Press.

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