{"id":69,"date":"2012-01-09T13:37:33","date_gmt":"2012-01-09T19:37:33","guid":{"rendered":"http:\/\/new.maryville.edu\/ed\/?page_id=69"},"modified":"2012-03-28T11:28:53","modified_gmt":"2012-03-28T16:28:53","slug":"references-conceptual-model","status":"publish","type":"page","link":"https:\/\/www.maryville.edu\/ed\/mission\/references-conceptual-model\/","title":{"rendered":"References – Conceptual Model"},"content":{"rendered":"

These are the references for the research that supports the Maryville University School of Education conceptual framework and the four conceptual strands.<\/p>\n

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

Apple, M. W. (1993).\u00a0 Official knowledge:\u00a0 Democratic education in a conservative age.\u00a0 New York:\u00a0 Routledge.<\/p>\n

Apple, M. W. & Beane, J.A. (1995).\u00a0 Democratic Schools. Alexandria, VA:\u00a0 ASCD.<\/p>\n

Ball, D. L. (2000). Briding practices:\u00a0 Intertwining content and pedagogy in teaching and learning to teach.\u00a0 Journal of teacher education 51(3), 241-247.<\/p>\n

Ball, D. L. & Cohen, D.K. (1999).\u00a0 Developing practice, developing practitioners:\u00a0 Toward a practice-based theory of professional education.\u00a0 In L. Darling-Hammond and G. Sykes (Eds.) Teaching as the learning profession:\u00a0 Handbook of policy and practice.\u00a0 San Francisco:\u00a0 Jossey Bass.<\/p>\n

Banks, J. A. (1997).\u00a0 Educating Citizens in a Multicultural Society.\u00a0 New York:\u00a0 Teachers College Press.<\/p>\n

Basile, C. (2004). Access to knowledge through partner schools. Kappa Delta Pi Record, 41(1), 42-45.<\/p>\n

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.<\/p>\n

Bernhardt, V. L. (1999). The school portfolio:\u00a0 A comprehensive framework for school improvement. Larchmont, NY:\u00a0 Eye on Education.<\/p>\n

Belenky et.al. (1997).\u00a0 Women’s ways of knowing:\u00a0 The development of self, voice and mind.\u00a0 New York:\u00a0 Basic Books.<\/p>\n

Brooks, J.G. & Brooks, M.G. (1993).\u00a0 The case for constructivist classrooms.\u00a0 Alexandria, VA:\u00a0 ASCD.<\/p>\n

Brubacher, J. W. & Reagan, T.G. (1999). Becoming a reflective educator. New York:\u00a0 Corwin Press.<\/p>\n

Chazen, D. (2000).\u00a0 Beyond formulas in mathematics and teaching: Dynamics of the high school algebra classroom.\u00a0 New York:\u00a0 Teachers College Press.<\/p>\n

Chess, S. & Thomas, T.\u00a0 (1987). Know your child. New York:\u00a0 Basic Books.<\/p>\n

Clark, C. C. (1995). Thoughtful teaching.\u00a0 New York:\u00a0 Teachers College Press.<\/p>\n

Clark, R.W. (2004). Beyond the classroom. Kappa Delta Pi Record, 41(1), 26-29.<\/p>\n

Cochran-Smith, M. (2000).\u00a0 Blind vision:\u00a0 Unlearning racism in teacher education. Harvard Educational Review 70 (2), 157-190.<\/p>\n

Cochran-Smith, M. and Lytle, S.\u00a0 (1993).\u00a0 Inside outside:\u00a0 teacher research and knowledge.\u00a0 New York:\u00a0 Teachers College Press.<\/p>\n

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

Cohn, M. M. & Kottkamp, R. B. (1993).\u00a0 Teachers:\u00a0 The missing voice in education. Albany:\u00a0 State University of New York Press.<\/p>\n

Combs, A. W., Miser, A. B. & Whitaker, K.S. (1999).\u00a0 On becoming a school leader:\u00a0 A person centered challenge. Alexandria, VA:\u00a0 ASCD.<\/p>\n

Comer, J. P. (1980).\u00a0 School Power. New York:\u00a0 Free Press.<\/p>\n

Crain, W.\u00a0 (2000).\u00a0 Theories of development.\u00a0 Upper Saddle River:\u00a0 Prentice Hall.<\/p>\n

Danielson, C. (1996).\u00a0 Enhancing professional practice:\u00a0 A framework for teaching.\u00a0 Alexandria, VA:\u00a0 ASCD.<\/p>\n

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.<\/p>\n

Darling-Hammond, L. & Bransford, J. (2005). Preparing Teachers for a Changing World. San Francisco: Jossey-Bass.<\/p>\n

Delpit, L. (1995). Other people’s children:\u00a0 Cultural Conflict in the Classroom. New York:\u00a0 The New Press.<\/p>\n

Dewey, J.\u00a0 (1933).\u00a0 How we think:\u00a0 a restatement of the relation of reflective thinking to the educative process. Chicago:\u00a0 Henry Regnery.<\/p>\n

Duckworth, E. (1987, 1996).\u00a0 The having of wonderful ideas and other essays on teaching and learning. New York:\u00a0 Teachers College Press.<\/p>\n

Elmore, R. F. & Burney, D.\u00a0 Investing in teacher learning:\u00a0 Staff development and instructional improvement. In L. Darling-Hammond and G. Sykes (Eds.) Teaching as the learning profession: Handbook of policy and practice.\u00a0 San Francisco: Jossey Bass.<\/p>\n

Evan, R. (1996). The human side of school change. San Francisco:\u00a0 Jossey Bass.<\/p>\n

Fenstermacher, G. D. (1994).\u00a0 The knower and the known:\u00a0 The nature of knowledge in research on teaching.\u00a0 In L. Darling-Hammond (Ed.), Review of research in education.\u00a0 Washington, DC:\u00a0 American Education Research Association.<\/p>\n

Fosnot, C. T. (Ed.) (1996). Constructivism: Theory, Perspectives, and Practice. New York:\u00a0 Teachers College Press.<\/p>\n

Foster, A. (2004). School Inequities: Confronting the Deep Issues. Kappa Delta Pi Record, 41(1), 30-34.<\/p>\n

Fullan, M.\u00a0 (1999). Change forces: The sequel. London:\u00a0 Falmer Press.<\/p>\n

Fuller, F. F.\u00a0 (1969).\u00a0 Concerns of teachers:\u00a0 A developmental conceptualization.\u00a0 American Educational Research Journal, 6, 207-226.<\/p>\n

Fuller, F. F. and Case, C.\u00a0 (1969).\u00a0 Concerns of teachers:\u00a0 A manual for teacher educators. Austin, TX:\u00a0 The Research and Development Center for Teacher Education, The University of Texas. (ERIC Document Reproduction Service No. ED 040143).<\/p>\n

Fuller, F. F. (1970).\u00a0\u00a0 Personalized education for teachers:\u00a0 An introduction for teacher educators. Austin, TX:\u00a0 The Research and Development Center for Teacher Education, The University of Texas.<\/p>\n

Goodlad, J.I. (1990) Teachers for our nation’s schools. San Francisco:\u00a0 Jossey-Bass.<\/p>\n

Goodlad, J.I. (1994). Educational Renewal.\u00a0 San Francisco:\u00a0 Jossey-Bass.<\/p>\n

Goodlad, J.I. (1997). In praise of education. New York:\u00a0 Teachers College Press.<\/p>\n

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

Goodlad, J.I. & McMannon, T. J. (1997).\u00a0 The public purpose of education and schooling. San Francisco:\u00a0 Jossey Bass.<\/p>\n

Goodlad, J.I., Soder, R. & Sirotnik, K.Q. (Eds.). (1990).\u00a0 The moral dimensions of teaching. San Francisco:\u00a0 Jossey Bass.<\/p>\n

Goodlad, S.J. (2004). Democracy, Schools, and the Agenda. Kappa Delta Pi Record, 41(1), 17-20.<\/p>\n

Gordon, E. W. (1999).\u00a0 Education and justice:\u00a0 A view from the back of the bus. New York:\u00a0 Teachers College Press.<\/p>\n

Greene, M. (1995).\u00a0 Releasing the imagination: Essays on Education, the arts, and social change. San Francisco:\u00a0 Jossey Bass.<\/p>\n

Grimmett, P. (1988).\u00a0 The nature of reflection and Schon’s conception in perspective.\u00a0 In Grimmett, P.O. and Erickson, G. L. (Eds.), Reflection in teacher education.\u00a0 New York:\u00a0 Teachers College Press.<\/p>\n

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<\/p>\n

Hargreaves, A. & Fullan, M. (1998).\u00a0 What’s worth fighting for out there? New York: Teachers College Press.<\/p>\n

Hausfather, S. J. (1997).\u00a0 A case of failed resocialization? Action research and the struggle to redefine the teacher identity.\u00a0 Educational Action Research, 5(3), 373-392.<\/p>\n

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

Hawley, W. D. & Valli, L.\u00a0 The essentials of effective professional development:\u00a0 A new consensus. In L. Darling-Hammond and G. Sykes (Eds.) Teaching as the learning profession: Handbook of policy and practice.\u00a0 San Francisco: Jossey Bass.<\/p>\n

Hollins, E.R. (1996).\u00a0 Culture in school learning: Revealing the deep meaning. New Jersey:\u00a0 Lawrence Erlbaum Associates.<\/p>\n

Hubbart, R. S. & Power, B.M. (1993). The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. Portsmouth, NH:\u00a0 Heinemann.<\/p>\n

ISTE (2008).\u00a0 The ISTE National Educational Technology Standards (NETS\u2022T) and Performance Indicators for Teachers.\u00a0 www.iste.org<\/a><\/p>\n

Jackson, P.W., Boostrom, R.E. & Hansen, D.T.\u00a0 (1993).\u00a0 The moral life of schools.\u00a0 San Francisco:\u00a0 Jossey Bass.<\/p>\n

Jalongo, M.R. & Isenberg, J.P. (1995).\u00a0 Teacher’s stories:\u00a0 from personal narrative to professional insight.<\/p>\n

Kamii, C. & Housman, L.B. (1999).\u00a0 Young children reinvent arithmetic:\u00a0 Implications of Piaget’s Theory. New York:\u00a0 Teacher’s College Press.<\/p>\n

Kennedy, M. M. (2000).\u00a0\u00a0 A test of some common contentions about educational research.\u00a0 American Educational Research Journal 36 (3), 511-542.<\/p>\n

Kennedy, M. M.\u00a0 (1997). Defining an ideal teacher education program.\u00a0 NCATE:\u00a0 Unpublished manuscript.<\/p>\n

Kennedy, M. M. (1999).\u00a0 The role of pre-service teacher education. In Darling-Hammond, L. and Sykes, G. (Eds.). Teaching as the learing profession.\u00a0 San Francisco: Jossey Bass.<\/p>\n

Ladson-Billings, G.\u00a0 (1994).\u00a0 The Dreamkeepers:\u00a0 Successful teachers for African American children. San Francisco:\u00a0 Jossey Bass.<\/p>\n

Ladson-Billings, G. (2000).\u00a0 Fighting for our lives:\u00a0 Preparing Teachers to teach African American Students. Journal of Teacher Education 51(3), 206-214.<\/p>\n

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:\u00a0 Handbook of policy and practice.\u00a0 San Francisco:\u00a0 Jossey Bass.<\/p>\n

Liberman, A. & Miller, L. (1999).\u00a0 Teachers\u2014transforming their world and their work.\u00a0\u00a0 New York:\u00a0 Teachers College Press.<\/p>\n

Liston. D. & Zeichner, K. (1991).\u00a0 Teacher education and the social conditions of schooling. New York:\u00a0 Routledge.<\/p>\n

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.<\/p>\n

Mantle-Bromley, C. (2004). Jazz at the improve. Kappa Delta Pi Record, 41(1), 21-25.<\/p>\n

Marlow, B.A. & Page, M.L. (1998).\u00a0 Creating and sustaining the constructivist classroom.\u00a0 Thousand Oaks, CA:\u00a0 Corwin Press.<\/p>\n

McDiarmid, G.W., Ball, D. L. & Anderson, C. W. (1989).\u00a0 Why staying one chapter ahead doesn’t really work:\u00a0 Subject-Specific Pedagogy.\u00a0 In M.C. Reynolds (Ed.), Knowledge Base for the Beginning Teacher. Washington, DC:\u00a0 American Association of Colleges for Teacher Education.<\/p>\n

Michie, G.\u00a0 (1999).\u00a0 Holler if you hear me.\u00a0 New York:\u00a0 Teachers College Press.<\/p>\n

Michelli, N. & Keiser, D. (2005). Teacher Education for Democracy and Social Justice. New York: Routledge.<\/p>\n

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.<\/p>\n

NCTM (2000).\u00a0 Principles and standards for school mathematics.<\/p>\n

Nieto, S. (2000) Affirming diversity:\u00a0 The sociopolitical context of multicultural education. New York:\u00a0 Longman.<\/p>\n

Noddings, N. (1992). The challenge to care in schools: An alternative approach to education.\u00a0 New York: Teachers College Press.<\/p>\n

Oakes, J. & Lipton, M. (1999).\u00a0 Teaching to change the world. Boston:\u00a0 McGraw Hill.<\/p>\n

Ogbu, J. U. (1994).\u00a0 Overcoming racial barriers to equal access.\u00a0 In J. I. Goodlad and P. Keating (Eds.), Access to knowledge:\u00a0 The continuing agenda for our nation’s schools.\u00a0 New York:\u00a0 College Board<\/p>\n

Posner, G.J. (2005). Field Experience: A Guide to Reflective Teaching. Boston: Pearson.<\/p>\n

Sadker, M. & Sadker, D.\u00a0 (1995). Failing at fairness: How our schools cheat girls. Touchstone Books.<\/p>\n

Scales, P.\u00a0 (1999). Developmental Assets:\u00a0 A synthesis of the scientific research on adolescent development. Search Institute.<\/p>\n

Schon, D. A. (1983).\u00a0 The reflective practitioner:\u00a0 how professionals think in action.\u00a0 New York:\u00a0 Basic Books.<\/p>\n

Schon, D.A. (1987) Educating the reflective practitioner:\u00a0 Toward a new design for teaching and learning in the professions.\u00a0 San Franciso:\u00a0 Jossey Bass.<\/p>\n

Senge, P. M.\u00a0 (1990). The fifth discipline. New York:\u00a0 Doubleday\/Currency.<\/p>\n

Senge, P. et al. (2000). Schools that learn:\u00a0 A fifth discipline field book for educators, parents, and everyone who cares about education. New York:\u00a0 Doubleday\/Currency.<\/p>\n

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.<\/p>\n

Shulman, L. (1986). Those who understand:\u00a0 Knowledge growth in teaching.\u00a0 Educational Researcher 15 (2), 4-14.<\/p>\n

Shulman, L. (1987).\u00a0 Knowledge and Teaching:\u00a0 Foundations of the new reform.\u00a0 Harvard Educational Review 57, 1-22<\/p>\n

Simons. H. & Elliot J. (1990).\u00a0 Rethinking appraisal and assessment.<\/p>\n

Sizer, T. R. & Sizer, N. F. (1999). The students are watching:\u00a0 Schools and the moral contract. Boston:\u00a0 Beacon Press.<\/p>\n

Soder, R. (Ed). (1996).\u00a0 Democracy, Education, and the Schools. San Francisco:\u00a0 Jossey-Bass.<\/p>\n

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:\u00a0 Basic Books.<\/p>\n

Teitel, L. (2003). The Professional Development Schools Handbook. Thousand Oaks, CA: Corwin.<\/p>\n

Van Manen, M. (1977).\u00a0\u00a0 Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6 (3), 205-208.<\/p>\n

Valli, L. (Ed.) (1992).\u00a0 Reflective Teacher Education:\u00a0 Cases and Critiques. Albany:\u00a0 State University of New York Press.<\/p>\n

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

Vinz, R. (1996).\u00a0 Composing a teaching life. Portsmouth, NH:\u00a0 Boynton\/Cook.<\/p>\n

Wasley, P. A., Hampel, R. L. & Clark, R. W. (1997).\u00a0 Kids and school reform.\u00a0 San Francisco:\u00a0 Jossey Bass.<\/p>\n

Wildman, M & Niles, J. A.\u00a0 (1987) Reflective teachers:\u00a0 tensions between abstractions and realities.\u00a0 Journal of teacher education, 34 (5), 35-44.<\/p>\n

Wiggins, G. & McTighe, J. (1998).\u00a0 Understanding by Design. Alexandria, VA:\u00a0 ASCD.<\/p>\n

Zeichner, K. (1981) Reflective teaching in field-based experience in teacher education.\u00a0 Interchange, 12(4), 1-22.<\/p>\n

Zeichner, K. & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57 (1). 23-48.<\/p>\n

<\/i>Love<\/span>0<\/span><\/span><\/a> <\/i> <\/i>

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).\u00a0 Official knowledge:\u00a0 Democratic education in a conservative age.\u00a0 New… read more<\/a><\/p>\n","protected":false},"author":95,"featured_media":47,"parent":9,"menu_order":60,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-69","page","type-page","status-publish","has-post-thumbnail","hentry","odd"],"acf":[],"yoast_head":"\nReferences - Conceptual Model - School of Education<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.maryville.edu\/ed\/mission\/references-conceptual-model\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"References - Conceptual Model\" \/>\n<meta property=\"og:description\" content=\"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. 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