Walker Hall Construction


School of Education References - Conceptual Model

Ed_concStrands

These are the references for the research that supports the Maryville University School of Education conceptual framework and the four conceptual strands.

AACTE Committee on Innovation and Technology (Ed.) (2008). Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge.

Apple, M. W. (1993).  Official knowledge:  Democratic education in a conservative age.  New York:  Routledge.

Apple, M. W. & Beane, J.A. (1995).  Democratic Schools. Alexandria, VA:  ASCD.

Ball, D. L. (2000). Briding practices:  Intertwining content and pedagogy in teaching and learning to teach.  Journal of teacher education 51(3), 241-247.

Ball, D. L. & Cohen, D.K. (1999).  Developing practice, developing practitioners:  Toward a practice-based theory of professional education.  In L. Darling-Hammond and G. Sykes (Eds.) Teaching as the learning profession:  Handbook of policy and practice.  San Francisco:  Jossey Bass.

Banks, J. A. (1997).  Educating Citizens in a Multicultural Society.  New York:  Teachers College Press.

Basile, C. (2004). Access to knowledge through partner schools. Kappa Delta Pi Record, 41(1), 42-45.

Bennett, M.J. (1998). Intercultural communication: A current perspective. In. M.J. Bennett (ed.), Basic Concepts of Intercultural Communication: Selected Readings. Yarmouth, ME: Intercultural Press, 1998.

Bernhardt, V. L. (1999). The school portfolio:  A comprehensive framework for school improvement. Larchmont, NY:  Eye on Education.

Belenky et.al. (1997).  Women’s ways of knowing:  The development of self, voice and mind.  New York:  Basic Books.

Brooks, J.G. & Brooks, M.G. (1993).  The case for constructivist classrooms.  Alexandria, VA:  ASCD.

Brubacher, J. W. & Reagan, T.G. (1999). Becoming a reflective educator. New York:  Corwin Press.

Chazen, D. (2000).  Beyond formulas in mathematics and teaching: Dynamics of the high school algebra classroom.  New York:  Teachers College Press.

Chess, S. & Thomas, T.  (1987). Know your child. New York:  Basic Books.

Clark, C. C. (1995). Thoughtful teaching.  New York:  Teachers College Press.

Clark, R.W. (2004). Beyond the classroom. Kappa Delta Pi Record, 41(1), 26-29.

Cochran-Smith, M. (2000).  Blind vision:  Unlearning racism in teacher education. Harvard Educational Review 70 (2), 157-190.

Cochran-Smith, M. and Lytle, S.  (1993).  Inside outside:  teacher research and knowledge.  New York:  Teachers College Press.

Cochran-Smith, M. & Zeichner, K. (2005). Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education. Mahway, NJ: Lawrence Erlbaum.

Cohn, M. M. & Kottkamp, R. B. (1993).  Teachers:  The missing voice in education. Albany:  State University of New York Press.

Combs, A. W., Miser, A. B. & Whitaker, K.S. (1999).  On becoming a school leader:  A person centered challenge. Alexandria, VA:  ASCD.

Comer, J. P. (1980).  School Power. New York:  Free Press.

Crain, W.  (2000).  Theories of development.  Upper Saddle River:  Prentice Hall.

Danielson, C. (1996).  Enhancing professional practice:  A framework for teaching.  Alexandria, VA:  ASCD.

Darling-Hammond , L. (2007). The Flat Earth and Education: How America’s Commitment to Equity Will Determine Our Future. Educational Researcher, 38(6), 318-334.

Darling-Hammond, L. & Bransford, J. (2005). Preparing Teachers for a Changing World. San Francisco: Jossey-Bass.

Delpit, L. (1995). Other people’s children:  Cultural Conflict in the Classroom. New York:  The New Press.

Dewey, J.  (1933).  How we think:  a restatement of the relation of reflective thinking to the educative process. Chicago:  Henry Regnery.

Duckworth, E. (1987, 1996).  The having of wonderful ideas and other essays on teaching and learning. New York:  Teachers College Press.

Elmore, R. F. & Burney, D.  Investing in teacher learning:  Staff development and instructional improvement. In L. Darling-Hammond and G. Sykes (Eds.) Teaching as the learning profession: Handbook of policy and practice.  San Francisco: Jossey Bass.

Evan, R. (1996). The human side of school change. San Francisco:  Jossey Bass.

Fenstermacher, G. D. (1994).  The knower and the known:  The nature of knowledge in research on teaching.  In L. Darling-Hammond (Ed.), Review of research in education.  Washington, DC:  American Education Research Association.

Fosnot, C. T. (Ed.) (1996). Constructivism: Theory, Perspectives, and Practice. New York:  Teachers College Press.

Foster, A. (2004). School Inequities: Confronting the Deep Issues. Kappa Delta Pi Record, 41(1), 30-34.

Fullan, M.  (1999). Change forces: The sequel. London:  Falmer Press.

Fuller, F. F.  (1969).  Concerns of teachers:  A developmental conceptualization.  American Educational Research Journal, 6, 207-226.

Fuller, F. F. and Case, C.  (1969).  Concerns of teachers:  A manual for teacher educators. Austin, TX:  The Research and Development Center for Teacher Education, The University of Texas. (ERIC Document Reproduction Service No. ED 040143).

Fuller, F. F. (1970).   Personalized education for teachers:  An introduction for teacher educators. Austin, TX:  The Research and Development Center for Teacher Education, The University of Texas.

Goodlad, J.I. (1990) Teachers for our nation’s schools. San Francisco:  Jossey-Bass.

Goodlad, J.I. (1994). Educational Renewal.  San Francisco:  Jossey-Bass.

Goodlad, J.I. (1997). In praise of education. New York:  Teachers College Press.

Goodlad, J.I, Mantle-Bromley, C., & Goodlad, S.J. (2004). Education for Everyone: Agenda for Education in a Democracy. San Francisco: Jossey-Bass.

Goodlad, J.I. & McMannon, T. J. (1997).  The public purpose of education and schooling. San Francisco:  Jossey Bass.

Goodlad, J.I., Soder, R. & Sirotnik, K.Q. (Eds.). (1990).  The moral dimensions of teaching. San Francisco:  Jossey Bass.

Goodlad, S.J. (2004). Democracy, Schools, and the Agenda. Kappa Delta Pi Record, 41(1), 17-20.

Gordon, E. W. (1999).  Education and justice:  A view from the back of the bus. New York:  Teachers College Press.

Greene, M. (1995).  Releasing the imagination: Essays on Education, the arts, and social change. San Francisco:  Jossey Bass.

Grimmett, P. (1988).  The nature of reflection and Schon’s conception in perspective.  In Grimmett, P.O. and Erickson, G. L. (Eds.), Reflection in teacher education.  New York:  Teachers College Press.

Hammerness, K., et al. (2005). How teacher learn and develop. In L. Darling-Hammond & J. Bransford (eds.), Preparing Teachers for a Changing World. San Francisco: Jossey-Bass, 358-389

Hargreaves, A. & Fullan, M. (1998).  What’s worth fighting for out there? New York: Teachers College Press.

Hausfather, S. J. (1997).  A case of failed resocialization? Action research and the struggle to redefine the teacher identity.  Educational Action Research, 5(3), 373-392.

Hausfather, S.J. (2001). Where’s the content? The role of content in constructivist teacher education. Educational Horizons, 80(1), 15-19.

Hawley, W. D. & Valli, L.  The essentials of effective professional development:  A new consensus. In L. Darling-Hammond and G. Sykes (Eds.) Teaching as the learning profession: Handbook of policy and practice.  San Francisco: Jossey Bass.

Hollins, E.R. (1996).  Culture in school learning: Revealing the deep meaning. New Jersey:  Lawrence Erlbaum Associates.

Hubbart, R. S. & Power, B.M. (1993). The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. Portsmouth, NH:  Heinemann.

ISTE (2008).  The ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers.  www.iste.org

Jackson, P.W., Boostrom, R.E. & Hansen, D.T.  (1993).  The moral life of schools.  San Francisco:  Jossey Bass.

Jalongo, M.R. & Isenberg, J.P. (1995).  Teacher’s stories:  from personal narrative to professional insight.

Kamii, C. & Housman, L.B. (1999).  Young children reinvent arithmetic:  Implications of Piaget’s Theory. New York:  Teacher’s College Press.

Kennedy, M. M. (2000).   A test of some common contentions about educational research.  American Educational Research Journal 36 (3), 511-542.

Kennedy, M. M.  (1997). Defining an ideal teacher education program.  NCATE:  Unpublished manuscript.

Kennedy, M. M. (1999).  The role of pre-service teacher education. In Darling-Hammond, L. and Sykes, G. (Eds.). Teaching as the learing profession.  San Francisco: Jossey Bass.

Ladson-Billings, G.  (1994).  The Dreamkeepers:  Successful teachers for African American children. San Francisco:  Jossey Bass.

Ladson-Billings, G. (2000).  Fighting for our lives:  Preparing Teachers to teach African American Students. Journal of Teacher Education 51(3), 206-214.

Lampert, M. & Ball, D. L. (1999). Aligning teacher education with contemporary K-12 reform visions. In L. Darling-Hammond and G. Sykes (Eds.) Teaching as the learning profession:  Handbook of policy and practice.  San Francisco:  Jossey Bass.

Liberman, A. & Miller, L. (1999).  Teachers—transforming their world and their work.   New York:  Teachers College Press.

Liston. D. & Zeichner, K. (1991).  Teacher education and the social conditions of schooling. New York:  Routledge.

Loder, T.L. (2006). Why We Can’t Leave Public Schools Behind: The Inseparable Legacy of Public Education and American Democracy. Educational Researcher, June/July, 30-35.

Mantle-Bromley, C. (2004). Jazz at the improve. Kappa Delta Pi Record, 41(1), 21-25.

Marlow, B.A. & Page, M.L. (1998).  Creating and sustaining the constructivist classroom.  Thousand Oaks, CA:  Corwin Press.

McDiarmid, G.W., Ball, D. L. & Anderson, C. W. (1989).  Why staying one chapter ahead doesn’t really work:  Subject-Specific Pedagogy.  In M.C. Reynolds (Ed.), Knowledge Base for the Beginning Teacher. Washington, DC:  American Association of Colleges for Teacher Education.

Michie, G.  (1999).  Holler if you hear me.  New York:  Teachers College Press.

Michelli, N. & Keiser, D. (2005). Teacher Education for Democracy and Social Justice. New York: Routledge.

Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.

NCTM (2000).  Principles and standards for school mathematics.

Nieto, S. (2000) Affirming diversity:  The sociopolitical context of multicultural education. New York:  Longman.

Noddings, N. (1992). The challenge to care in schools: An alternative approach to education.  New York: Teachers College Press.

Oakes, J. & Lipton, M. (1999).  Teaching to change the world. Boston:  McGraw Hill.

Ogbu, J. U. (1994).  Overcoming racial barriers to equal access.  In J. I. Goodlad and P. Keating (Eds.), Access to knowledge:  The continuing agenda for our nation’s schools.  New York:  College Board

Posner, G.J. (2005). Field Experience: A Guide to Reflective Teaching. Boston: Pearson.

Sadker, M. & Sadker, D.  (1995). Failing at fairness: How our schools cheat girls. Touchstone Books.

Scales, P.  (1999). Developmental Assets:  A synthesis of the scientific research on adolescent development. Search Institute.

Schon, D. A. (1983).  The reflective practitioner:  how professionals think in action.  New York:  Basic Books.

Schon, D.A. (1987) Educating the reflective practitioner:  Toward a new design for teaching and learning in the professions.  San Franciso:  Jossey Bass.

Senge, P. M.  (1990). The fifth discipline. New York:  Doubleday/Currency.

Senge, P. et al. (2000). Schools that learn:  A fifth discipline field book for educators, parents, and everyone who cares about education. New York:  Doubleday/Currency.

Shepard, L., et al. (2005). Assessment. In L. Darling-Hammond & J. Bransford (eds.), Preparing Teachers for a Changing World. San Francisco: Jossey-Bass, 275-326.

Shulman, L. (1986). Those who understand:  Knowledge growth in teaching.  Educational Researcher 15 (2), 4-14.

Shulman, L. (1987).  Knowledge and Teaching:  Foundations of the new reform.  Harvard Educational Review 57, 1-22

Simons. H. & Elliot J. (1990).  Rethinking appraisal and assessment.

Sizer, T. R. & Sizer, N. F. (1999). The students are watching:  Schools and the moral contract. Boston:  Beacon Press.

Soder, R. (Ed). (1996).  Democracy, Education, and the Schools. San Francisco:  Jossey-Bass.

Tatum, B.D. (1997). Why are all of the black kids sitting in the back of the cafeteria: And other conversations about race. New York:  Basic Books.

Teitel, L. (2003). The Professional Development Schools Handbook. Thousand Oaks, CA: Corwin.

Van Manen, M. (1977).   Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6 (3), 205-208.

Valli, L. (Ed.) (1992).  Reflective Teacher Education:  Cases and Critiques. Albany:  State University of New York Press.

Villegas, A.M. & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32.

Vinz, R. (1996).  Composing a teaching life. Portsmouth, NH:  Boynton/Cook.

Wasley, P. A., Hampel, R. L. & Clark, R. W. (1997).  Kids and school reform.  San Francisco:  Jossey Bass.

Wildman, M & Niles, J. A.  (1987) Reflective teachers:  tensions between abstractions and realities.  Journal of teacher education, 34 (5), 35-44.

Wiggins, G. & McTighe, J. (1998).  Understanding by Design. Alexandria, VA:  ASCD.

Zeichner, K. (1981) Reflective teaching in field-based experience in teacher education.  Interchange, 12(4), 1-22.

Zeichner, K. & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57 (1). 23-48.


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