CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Working the Tensions: Constructing Educational Studies within a Traditional Liberal Arts Context

Tác giả

Lesnick A., Sr.; Cohen J., Sr.; Cook-Sather A.

Năm xuất bản

2015

Source title

Taking Teaching Seriously

Số trích dẫn

1

DOI

10.4324/9781315631783-7

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148828253&doi=10.4324%2f9781315631783-7&partnerID=40&md5=263a6f97a0a15521e63be55d5d579c08

Tóm tắt

[No abstract available]

Từ khóa

Tài liệu tham khảo

Bates A.W., Managing Technological Change: Strategies for College and University Leaders, (2000); Bruffee K., Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge, (1983); Chatwin B., The Songlines, (1987); Cook-Sather A., Between student and teacher: Teacher education as translation, Teaching Education, 12, pp. 177-190, (2001); Cook-Sather A., Intrator S.M., Teachers-to-be learning from students-who-are: Reconfiguring undergraduate teacher preparation, Stories of the Courage to Teach: Honoring the teacher’s Heart, (2002); Cook-Sather A., Find out what it means to me: RESPECT, Academic Exchange Quarterly, 6, pp. 168-173, (2002); Cook-Sather A., Authorizing students’ perspectives: Toward trust, dialogue, and change in education, Educational Researcher, 31, pp. 3-14, (2002); Cook-Sather A., A teacher should be, When the Answer is the Question. Knowledge Quest, 30, 5, pp. 12-15, (2002); Cook-Sather A., Re(in)forming the conversations: Student position, power, and voice in teacher education, Radical Teacher, 64, pp. 21-28, (2002); Cook-Sather A., Listening to students about learning differences, Teaching Exceptional Children, 35, 4, pp. 22-26, (2003); Cook-Sather A., Movements of mind: The matrix, metaphors, and re-imagining education, Teachers College Record, 105, pp. 946-977, (2003); Cook-Sather A., Education is Translation: A Metaphor for Change in Learning and Teaching, (2006); Cook-Sather A., The “constant changing of myself”: Revising roles in undergraduate teacher preparation, Teacher Educator, 41, pp. 187-206, (2006); Cook-Sather A., Reisinger O., Seeing the students behind the stereotypes: The perspectives of three pre-service teachers, Teacher Educator, 37, pp. 91-99, (2001); Delpit L., Zamel V., Spack R., The politics of teaching literate discourse, Negotiating Academic Literacies: Teaching and Learning across Languages and Cultures, pp. 207-218, (1998); Dewey J., Experience and Education, (1938); Ellsworth E., Teaching Positions, (1997); Fecho B., Alverrman D., Et al., Crossing boundaries of race in a critical literacy classroom, Reconceptualizing the Literacies in adolescents’ Lives, pp. 75-102, (1998); Freire P., Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, (1994); Gardner H., Frames of Mind: The Theory of Multiple Intelligences, (1983); Gee J., Zamel V., Spack R., What is literacy?, Negotiating Academic Literacies: Teaching and Learning across Languages and Cultures, pp. 51-60, (1998); King J., Hollins E.R., King J., Hayman W.C., The purpose of schooling for African American children: Including cultural knowledge, Teaching Diverse Populations: Formulating a Knowledge Base, (1994); Kingston M.H., The Woman Warrior: Memoirs of a Girlhood among Ghosts, (1976); Labalme P.H., A Century Recalled: Essays in Honor of Bryn Mawr College, (1987); Ladson-Billings G., The Dreamkeepers: Successful Teachers of African American Children, (1994); Lesnick A., The mirror in motion: Redefining reflective practice in an undergraduate fieldwork seminar, Reflective Practice, 5, pp. 33-47, (2005); O'Donnell J.J., The digital challenge, Wilson Quarterly, 20, pp. 48-49, (1996); Palmer P.J., Community, conflict, and ways of knowing: Ways to deepen our educational agenda, Change, 19, 5, pp. 20-25, (1987); Pinar W., Thornton S.J., Flinders D.J., The reconceptualization of curriculum studies, The Curriculum Studies Reader, pp. 121-129, (1997); Welch S.D., A Feminist Ethic of Risk, (1990); Widdowson H.G., Zamel V., Spack R., The ownership of English, Negotiating Academic Literacies: Teaching and Learning across Languages and Cultures, (1998)

Nơi xuất bản

Taylor and Francis

Hình thức xuất bản

Book chapter

Open Access

Nguồn

Scopus