References
- Soley, M. (1996). If it's controversial, why teach it? Social Education, 60(1), 9-14.
- Lieberman, A., & Miller, L. (1990). Teacher development in professional practice schools. In M. Levine (Ed.), Professional practice schools: Linking teacher education and school reform (pp. 105-123). New York: Teachers College Press.
- Lieberman, A., & Miller, L. (1992). Teacher development in professional practice schools. Teachers College Record, 92(1), 105-122.
- Lieberman, A., & Miller, L. (1999). Teachers: Transforming their world and their work. New York: Teachers College Press.
- Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.
- Mayer, D. (1995). How can we best use children's literature in teaching science concepts? Science and Children, 32(6), 16-19, 43.
- Meredith, J., Cantrell, D., Conner, M., Evener, B., Hunn, D., & Spector, P. (2000). Best practices for environmental education: Guidelines for success. Columbus, OH: Ohio EE 2000.
- Middlestadt, S., Ledsky, R., & Sanchack, J. (1999). Elementary school teachers' belief about teaching environmental education. Rock Spring, GA: North American Association of Environmental Education.
- Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
- Miller, K., Steiner, S., & Larson, C. (1996). Strategies for science learning: By teaching with an integrative approach that includes children's literature you can help students understand difficult science concepts. Science and Children, 33(6), 24-61.
- National Council for the Social Studies. (1994). Curriculum standards for social studies: Expectations of excellence. Bulletin 89. Washington, DC: Author.
- National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
- Rice, C., Dudley, A., & Williams, C. (2001). How do you choose science trade books? Science and Children, 1(3), 18-22.
- Robb, L. (1994). Second graders read nonfiction: Investigating natural phenomena and disasters. The New Advocate, 7(4), 239-252.
- Short, K., & Armstrong, J. (1992). Moving toward inquiry: Integrating literature into the science curriculum. The New Advocate, 6(4), 183-199.
- Straus, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. Denzin and Y. Lincoln (Eds.), Handbook of qualitative research (pp. 273-285). Thousand Oaks, CA: Sage.
- Survey Research Center, University of Maryland College Park for the Environmental Literacy Council and North American Association of Environmental Education. (2000). Environmental studies in the K-12 classroom: A teacher's view. Retrieved May 27, 2003, from
- Tafel, L., & Fischer, J. (1996). Lives of inquiry: Communities of learning and caring. In G. Burnaford, J. Fischer, & D. Hobson (Eds.), Teachers doing research: Practical possibilities (pp. 125-136). Mahwah, NJ: Erlbaum.
- Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Brazee, P. (1992). Using picture books to promote the learning of science. In S. Benedict & Y. Carlisle (Eds.), Picture books for older readers and writers (pp. 107-112). Portsmouth, NH: Heinemann.
- Burnaford, G. (1996). Supporting teacher research: Professional development and the reality of schools. In G. Burnaford, J. Fischer, & D. Hobson (Eds.), Teachers doing research: Practical possibilities (pp. 137-150). Mahwah, NJ: Erlbaum.
- Burton, V. (1942). The little house. Boston: Houghton-Mifflin.
- Corcoran, P., & Sievers, E. (1994). Reconceptualizing environmental education: Five possibilities. The Journal of Environmental Education, 25(4), 4-8.
- Creany, A. (1994). Environmental literature: Books that preach and books that teach. Journal of Children's Literature, 20(1), 16-22.
- Guba, E., & Lincoln, Y. (1994). Competing paradigms in qualitative research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Thousand Oaks, CA: Sage.
- Guskey, T. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
- Hahn, C. (1991). Controversial issues in social studies. In J. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 470-480). Washington, DC: National Council for the Social Studies.
- Helm, J. (2003). Contemporary challenges in early childhood education. In J. Helm and S. Beneke (Eds.), The power of projects: Meeting contemporary challenges in early childhood classrooms—strategies and solutions (pp. 1-9). New York: Teachers College Press.
- Johnston, M. (1997). Contradictions in collaboration: New thinking on school/university partnerships. New York: Teachers College Press.
- Kelly, T. (1996). Discussing controversial issues: Four perspectives on the teacher's role. Theory and Research in Social Education, 12(2), 113-138.
- McBee, R. (1996). Can controversial issues be taught in the early grades?: The answer is, yes. Social Education, 60(1), 38-41.
- Goldfarb, T. (Ed.). (1997). Taking sides: Clashing views on controversial environmental issues (7th ed.). Guilford, CT: Durskin/McGraw-Hill.
- Glesne, C. (1999). Becoming a qualitative researcher: An introduction (2nd ed.). New York: Addison Wesley Longman.
- Fleming, D. (1996). Where once there was a wood. New York: Henry Holt.