293
Views
13
CrossRef citations to date
0
Altmetric
Original Articles

Style of Knowing Regarding Uncertainties

Pages 33-70 | Published online: 07 Jan 2015

References

  • Abramis, D. J. (1994). Work role ambiguity, job satisfaction, and job performance: Meta-analyses and review. Psychological Reports, 75, 1411–1433.
  • Argyris, C., & Schön, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.
  • Arlin, P. K. (1999). The wise teacher: A developmental model of teaching. Theory Into Practice, 38(1), 12–17.
  • Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
  • Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. Elementary School Journal, 93(4), 373–397.
  • Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice based theory of professional education. In L. Darling Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey-Bass.
  • Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women’s ways of knowing: The development of self, mind, and voice. New York: Basic Books.
  • Belenky, M., & Stanton, A. V. (2000). Inequality, development, and connected knowing. In J. Mezirow & Associates (Eds.), Learning as transformation (pp. 71–102). San Francisco: Jossey-Bass.
  • Briscoe, C., & Wells, E. (2002). Reforming primary science assessment practices: A case study of one teacher’s professional development through action research. Science Education, 86(3), 417–435.
  • Britzman, D. P. (1991). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.
  • Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
  • Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
  • Calderhead, J. (1987). Exploring teachers’ thinking. London: Cassell Educational.
  • Clandinin, D. J., & Connelly, F. M. (1987). Teachers’ personal knowledge: What counts as “personal” in studies of the personal. Journal of Curriculum Studies, 19(6), 487–500.
  • Clandinin, D. J., & Connelly, F. M. (1996). Teachers’ professional knowledge landscapes: Teacher stories–stories of teachers–school stories–stories of schools. Educational Researcher, 25(3), 24–30.
  • Collinson, V. (1994). Teachers as learners: Exemplary teachers’ perceptions of personal and professional renewal. San Francisco: Austin & Winfield.
  • Conley, S., & Woosley, S. (2000). Teacher role stress, higher order needs and work outcomes. Journal of Educational Administration, 38(2), 179–201.
  • Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
  • Connelly, F. M., & Clandinin, D. J. (Eds.). (1999). Shaping a professional identity: Stories of educational practice. New York: Teachers College Press.
  • Cuban, L. (1992). Managing dilemmas while building professional communities. Educational Researcher, 21(1), 4–11.
  • Dewey, J. (1986). How we think: A restatement of the relation of reflective thinking to the educative process. Carbondale: Southern Illinois University Press.
  • Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. Dartford, UK: Biddles.
  • Elbaz, F. (1991). Research on teacher’s knowledge: The evolution of a discourse. Journal of Curriculum Studies, 23(1), 1–19.
  • Feiman-Nemser, S., & Floden, R. E. (1986). The cultures of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 505–526). New York: Macmillan.
  • Flannery, D. D. (1993). Applying cognitive learning theory to adult learning. San Francisco: Jossey-Bass.
  • Flannery, D. D. (2000). Connection. In E. Hayes & D. D. Flannery (Eds.), Women as learners (pp. 111–137). San Francisco: Jossey-Bass.
  • Floden, R. E., & Buchmann, M. (1993). Between routines and anarchy: Preparing teachers for uncertainty. Oxford Review of Education, 19(3), 373–382.
  • Floden, R. E., & Clark, C. M. (1987). Preparing teachers for uncertainty. East Lansing, MI: The National Center for Research on Teacher Education.
  • Fried, Y., Ben-David, H. A., Tiegs, R. B., Avital, N., & Yeverechyahu, U. (1998). The interactive effect of role conflict and role ambiguity on job performance. Journal of Occupational and Organizational Psychology, 71, 19–27.
  • Friedman, V. J. (1997). Making schools safe for uncertainty: Teams, teaching, and school reform. Teachers College Record, 99, 335–370.
  • Frykholm, J. (2004). Teachers’ tolerance for discomfort: Implications for curricular reform in mathematics. Journal of Curriculum and Supervision, 19(2), 125–149.
  • Fullan, M., & Miles, M. B. (1992). Getting reform right: What works and what doesn't. Phi Delta Kappan, 73, 744–752.
  • Genovese, J. E. C. (2006). Hemispheric cognitive style: A comparison of three instruments. Journal of Genetic Psychology, 166(4), 467–481.
  • Gilligan, C. (1982). In a different voice. Cambridge, MA: Harvard University Press.
  • Gilligan, C. (1993). Letter to readers. In In a different voice (pp. ix–xxvii). Cambridge, MA: Harvard University Press.
  • Goodman, J. (1991). Using a methods course to promote reflection and inquiry among preservice teachers. In B. R. Tabachnick & K. M. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education (pp. 56–76). London: Falmer Press.
  • Grimmett, P. P., & Erickson, G. L. (1988). Reflection in teacher education. New York: Teachers College Press.
  • Grumet, M. R. (1987). The politics of personal knowledge. Curriculum Inquiry, 17(3), 319–329.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63–69.
  • Hansen, D. T. (1995). The call to teach. New York: Teachers College Press.
  • Hansen, D. T. (2005). Creativity in teaching and building a meaningful life as a teacher. Journal of Aesthetic Education, 39(2), 57–68.
  • Hargreaves, A. (1994). Changing teachers, changing times. New York: Teachers College Press.
  • Hatch, J. A. (1999). What preservice teachers can learn from studies of teachers’ work. Teaching and Teacher Education, 15(3), 229–242.
  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49.
  • Helsing, D. (2000). Uncertainty and its impact on teachers: A review of three models in the literature. Unpublished Qualifying Paper, Harvard Graduate School of Education, Cambridge, MA.
  • Helsing, D. (2003). Regarding uncertainty in teachers and teaching: Learning to love the questions. Unpublished doctoral dissertation, Harvard Graduate School of Education, Cambridge, MA.
  • Hill, A. (1994). Surprised by children: A call to pedagogical possibilities. Canadian Journal of Education, 19, 339–350.
  • Hodgson, P., & White, R. P. (2001). Relax it’s only uncertainty: Lead the way when the way is changing. London: Pearson Education.
  • Hole, S. (1999). Teacher as rain dancer. In E. Mintz & J. T. Yun (Eds.), The complex world of teaching: Perspectives from theory and practice (pp. 79–86). Cambridge, MA: President and Fellows of Harvard College.
  • Honey, P., & Mumford, A. (1992). The manual of learning styles (2nd ed.). Maidenhead, UK: Honey.
  • Jackson, P. W. (1968). Life in classrooms. New York: Holt Rinehart and Winston.
  • Jackson, P. W. (1986). The practice of teaching. New York: Teachers College Press.
  • Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73–85.
  • Katz, M., Noddings, N., & Strike, K. A. (1999). Justice and caring: The search for common ground in education. New York: Teachers College Press.
  • Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.
  • Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
  • Kegan, R., Broderick, M., Drago-Severson, E., Helsing, D., Popp, N., Portnow, K., et al. (2001). Toward a “new pluralism” in the ABE/ESL classroom: Teaching to multiple “cultures of mind”—a constructive developmental approach. Cambridge, MA: The National Center for the Study of Adult Learning and Literacy.
  • Kincheloe, J. L. (1993). Toward a critical politics of teacher thinking: Mapping the postmodern. Westport, CT: Bergin & Garvey.
  • King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
  • Kohlberg, L. (1984). The psychology of moral development: The nature and validity of moral stages. San Francisco: Harper & Row.
  • Koustelios, A., & Kousteliou, I. (1998). Relations among measures of job satisfaction, role conflict, and role ambiguity for a sample of Greek teachers. Psychological Reports, 82, 131–136.
  • Labaree, D. F. (2000). On the nature of teaching and teacher education: Difficult practices that look easy. Journal of Teacher Education, 51(3), 228–233.
  • LaBoskey, V. K. (1993). A conceptual framework for reflection in preservice teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development (pp. 23–38). London: Falmer Press.
  • LaBoskey, V. K. (1994). Development of reflective practice: A study of preservice teachers. New York: Teachers College Press.
  • Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55(2), 178–194.
  • Lampert, M. (1992). Practices and problems in teaching authentic mathematics. In F. Oser, A. Dick, & J. L. Patry (Eds.), Effective and responsible teaching: The new synthesis (pp. 295–314). San Francisco: Jossey-Bass.
  • Lampert, M., & Ball, D. L. (1999). Aligning teacher education with contemporary K–12 reform visions. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 33–53). San Francisco: Jossey-Bass.
  • Lange, J. D., & Burroughs-Lange, S. G. (1994). Professional uncertainty and professional growth: A case study of experienced teachers. Teaching and Teacher Education, 10(6), 617–631.
  • Lewis, P., & Jacobs, T. O. (1992). Individual differences in strategic leadership capacity. In J. G. Hunt & R. L. Phillips (Eds.), Strategic Leadership: A multi-organizational level perspective. Westport, CT: Quorum Books.
  • Lipsky, M. (1980). Street-level bureaucracy: Dilemmas of the individual in public services. New York: Russell Sage Foundation.
  • Liston, D. P., & Zeichner, K. M. (1987). Reflective teacher education and moral deliberation. Journal of Teacher Education, 38(6), 2–8.
  • Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
  • Lyons, N. (1983). Two perspectives on self, relationship, and morality. Harvard Educational Review, 53, 125–145.
  • McDonald, J. P. (1992). Teaching: Making sense of an uncertain craft. New York: Teachers College Press.
  • Meister, D. G., & Nolan, J., Jr. (2001). Out on a limb on our own: Uncertainty and doubt in moving from subject-centered to interdisciplinary teaching. Teachers College Record, 103(4), 608–633.
  • Metz, M. H. (1993). Teachers ultimate dependence on their students. In J. W. Little & M. W. McLaughlin (Eds.), Teachers’ work: Individuals, colleagues and contexts (pp. 104–136). New York: Teachers College Press.
  • Munthe, E. (2001). Professional uncertainty/certainty: How (un)certain are teachers, what are they (un)certain about, and how is (un)certainty related to age, experience, gender, qualifications and school type? European Journal of Teacher Education, 24(3), 355–368.
  • Munthe, E. (2003). Teachers’ workplace and professional certainty. Teaching and Teacher Education, 19(8), 801–813.
  • Myers, I. B. (1980). Gifts differing. Palo Alto, CA: Consulting Psychologists Press.
  • Myers, I. B. (1998). Introduction to type (6th ed.). Palo Alto, CA: Consulting Psychologists Press.
  • Nias, J. (1989). Primary teachers talking: A study of teaching as work. London: Routledge.
  • Osterman, K. F., & Kottcamp, R. B. (2004). Reflective practice for educators: Professional development to improve student learning (2nd ed.). Thousand Oaks, CA: Corwin Press.
  • Perkins, D. (1993). An apple for education: Teaching and learning for understanding. Paper presented at the Ed Press Conference.
  • Perkins, D. N. (1995). Smart schools: Better thinking and learning for every child. New York: Free Press.
  • Petersen, G. (2004). Leadership style and perceived effectiveness. Academic Leader, 20(9), 5.
  • Phelan, A. M., & McLaughlin, H. J. (1995). Educational discourses, the nature of the child, and the practice of new teachers. Journal of Teacher Education, 46, 165–174.
  • Ponticell, J. A. (2003). Enhancers and inhibitors of teacher risk taking: A case study. Peabody Journal of Education, 78(3), 5–24.
  • Price, L. (2004). Individual differences in learning: Cognitive control, cognitive style, and learning style. Educational Psychology, 24(5), 681–698.
  • Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150–167.
  • Reio, J. T. G. (2005). Emotions as a lens to explore teacher identity and change: A commentary. Teaching and Teacher Education, 21(8), 985–993.
  • Rizzo, J. R., House, R. J., & Lirtzman, S. I. (1970). Role conflict and ambiguity in complex organizations. Administrative Science Quarterly, 15, 150–163.
  • Rosenholtz, S. J. (1989). Teachers’ workplace: The social organization of schools. White Plains, NY: Longman.
  • Ross, D. D. (1990). Programmatic structures for the preparation of reflective teachers. In R. T. Clift, W. R. Houston, & M. C. Pugach (Eds.), Encouraging reflective practice in education (pp. 97–118). New York: Teachers College Press.
  • Ross, J. A. (1995). Strategies for enhancing teachers’ beliefs in their effectiveness: Research on a school improvement hypothesis. Teachers College Record, 97(2), 227–251.
  • Schifter, D. (1996a). What’s happening in math class? Envisioning new practices through teacher narratives (vol. 1). New York: Teachers College Press.
  • Schifter, D. (1996b). What’s happening in math class? Reconstructing professional identities (vol. 2). New York: Teachers College Press.
  • Schmidt, M., & Datnow, A. (2005). Teachers’ sense-making about comprehensive school reform: The influence of emotions. Teaching and Teacher Education, 21(8), 949–965.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the profession. San Francisco: Jossey-Bass.
  • Schön, D. A. (1988). Coaching reflective teaching. In P. P. Grimmett & G. L. Erickson (Eds.), Reflection in teacher education (pp. 19–29). New York: Teachers College Press.
  • Selman, R. L. (1980). The growth of interpersonal understanding: Developmental and clinical analyses. New York: Academic Press.
  • Shulman, L. S. (1983). Autonomy and obligation: The remote control of teaching. In L. S. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 484–504). New York: Longman.
  • Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4(2), 171–187.
  • Tabachnick, B. R., & Zeichner, K. M. (1991). Issues and practices in inquiry-oriented teacher education. London: Falmer Press.
  • Tewel, K. J. (1994). The transition period in restructuring high schools: Teachers as leaders. Clearing House, 67, 331–336.
  • Thompson, C. L., & Zeuli, J. S. (1999). The frame and the tapestry: Standards-based reform and professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 341–375). San Francisco: Jossey-Bass.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.
  • Vacarr, B. (2001). Moving beyond polite correctness: Practicing mindfulness in the diverse classroom. Harvard Educational Review, 71(2), 285–295.
  • Villaume, S. K. (2000). The necessity of uncertainty: a case study of language arts reform. Journal of Teacher Education, 51(1), 18–25.
  • Wassermann, S. (1993). Getting down to cases: Learning to teach with case studies. New York: Teachers College Press.
  • Wassermann, S. (1999). Shazam! You're a teacher: Facing the illusory quest for certainty in classroom practice. Phi Delta Kappan, 80(6), 464–468.
  • Webb, R., & Ashton, P. T. (1987). Teachers’ motivation and the conditions of teaching: A call for ecological reform. In S. Walker & L. Barton (Eds.), Changing policies, changing teachers: New directions for schooling? (pp. 22–40). Philadelphia: Open University Press.
  • White, B. C. (2000). Pre-service teachers’ epistemology viewed through perspectives on problematic classroom situations. Journal of Education for Teaching, 26(3), 279–305.
  • Wiggins, G. P., & McTighe, J. E. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Williams, L. V. (1983). Teaching for the two-sided mind. New York: Simon & Schuster.
  • Wilson, S. M., & Ball, D. L. (1996). Helping teachers meet the standards: New challenges for teacher educators. The Elementary School Journal, 97(2), 121–138.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.