Critical reflection in a social studies methods semester?

Theory and Research in Social Education

Volumn 27, Issue 3, 1999, Pages 329-357

  Dinkelman, Todd ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0001112030     PISSN: 00933104     EISSN: 21631654     Source Type: Journal    
DOI: 10.1080/00933104.1999.10505884     Document Type: Article

References (47)

1. Adler, S. (1991). The education of social studies teachers. In J. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 210-221). New York: Macmillan.
2. Adler, S., & Goodman, J. (1986). Critical theory as a foundation for methods courses. Journal of Teacher Education, 37(4), 2-8.
3. Apple, M. W. (1990). Ideology and curriculum (2nd ed.). New York: Routledge.
4. Apple, M. W. (1993). Official knowledge: Democratic education in a conservative age. New York: Routledge.
5. Armento, B. (1996). The professional development of social studies educators. In J. Sikula, T. J. Buttery, & E. Guyton, (Eds.), Handbook of research on teacher education, (2nd ed., pp. 485-502). New York: Simon & Schuster Macmillan.
6. Banks, J. A., & Parker, W. C. (1990). Social studies teacher education. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education (pp. 674-686). New York: Macmillan.
7. Barr, J. L., Barth, J. L., & Shermis, S. S. (1978). Defining the social studies. Washington, DC: National Council for the Social Studies.
8. Berliner, D. (1988). The development of expertise in pedagogy. Washington DC: AACTE Publications.
9. Beyer, L. E. (1992). The personal and the social in education. In E. W. Ross, J. W. Cornett, & G. McCutcheon (Eds.). Teacher personal theorizing: Connecting curriculum practice, theory, and research (pp. 239-255). Albany: State University of New York Press.
10. Beyer, L. E., (Ed.), (1996). Creating democratic classrooms: The struggle to integrate theory and practice. New York: Teachers College Press.
11. Brameld, T. (1956). Toward a reconstructed philosophy of education. New York: Holt, Rinehart & Winston.
12. Calderhead, J. (1992). The role of reflection in learning to teach. In L. Valli (Ed.), Reflective teacher education: Cases and critiques (pp. 139-146). Albany: State University of New York Press.
13. Clandinin, D. (1986). Classroom practice: Teacher images in action. London: Falmer.
14. Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard Educational Review, 61(3), 279-310.
15. Cochran-Smith, M., & Lytle, S. L. (1993). Inside/Outside: Teacher research and knowledge. New York: Teachers College Press.
16. Counts, G. S. (1932). Dare the schools build a new social order. Carbondale, IL: Southern Illinois Press.
17. Dewey, J. (1916). Democracy and education. New York: Macmillan.
18. Engle, S. H. (1963). Decision making: The heart of social studies instruction. Social Education, 24(7), 301-304, 306.
19. Engle, S. H., & Ochoa, A. S. (1988). Education for Democratic Citizenship: Decision making in the social studies. New York: Teachers College.
20. Feiman-Nemser, S., & Floden, R. (1986). The cultures of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 505-526). New York: Macmillan.
21. Fraenkel, J. R., & Wallen, N. E. (1993). How to design and evaluate research in education (2nd ed.). New York: McGraw-Hill.
22. Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman.
23. Gore, J. M., & Zeichner, K. M. (1991). Action research and reflective teaching in pre-service teacher education: A case study from the United States. Teaching & Teacher Education, 7(2), 119-136.
24. Hatton, N. & Smith, D. (1994). Reflection in teacher education: Towards definition and implementation. Teaching & Teacher Education, 11(1), 33-49.
25. Hunt, M. P., & Metcalf, L. E. (1955). Teaching high school social studies: Problems in reflective thinking and social understanding. New York: Harper & Row.
26. Kagan, D. (1992). Professional growth among preservice and beginning teachers. Revieiv of Educational Research, 62(2), 171-179.
27. Kemmis, S., & McTaggart, R. (1982). The action research planner. Victoria, Australia: Deakin University Press.
28. Korthagen, F. A., & Wubbels, T. (1991). Characteristics of reflective practitioners: Towards an operationalization of the concept of reflection. Paper presented at the Annual Meeting of the American Educational Research Association Annual Meeting, Chicago.
29. LaBoskey, V. K. (1994). Development of reflective practice: A study of preservice teachers. New York: Teachers College Press.
30. Liston, D. P., & Zeichner, K. M. (1991). Teacher education and the social conditions of schooling. New York: Routledge.
31. Marker, G. & Mehlinger, H. (1992). Social studies. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 830-851). New York: Macmillan.
32. National Council for the Social Studies (1994). Expectations of excellence: Curriculum standards for social studies. Washington DC: NCSS.
33. Oliver, D. W., & Shaver, J. P. (1966). Teaching public issues in the high school. Boston: Houghton Mifflin.
34. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102-119). New York: Macmillan.
35. Ross, E. W. & Hannay, L. M. (1986). Towards a critical theory of reflective inquiry. Journal of Teacher Education, 37(4), 9-15.
36. Rudduck, J. (1989). Critical thinking and practitioner research: Have they a place in initial teacher training? Paper presented at the annual meeting of the American Educational Research Association Annual Meeting, San Francisco.
37. Russell, T. (1993). A conceptual framework for reflection in preservice teacher education. In J Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development, (pp. 144-153), London: Falmer.
38. Schug, M. C., Todd, R. J., & Beery, R. (1984). Why kids don’t like social studies. Social Education, 47(5), 382-387.
39. Sparks-Langer, G. M. (1992). In the eye of the beholder: Cognitive, critical, and narrative approaches to teacher reflection. In L. Valli (Ed.), Reflective teacher education: Cases and critiques (pp. 147-160). Albany: State University of New York Press.
40. Shaver, J. P. (1997). The past and future of social studies as citizenship education and of research on social studies. Theory and Research in Social Education, 25(2), 210-215.
41. Stanley, W. B. (1992). Curriculum for utopia: Social reconstructionism and critical pedagogy in the postmodern era. Albany: State University of New York Press.
42. Stake, R. E. (1995). The art of case study. Thousand Oaks, CA: Sage.
43. Valli, L. (1993). Reconsidering technical and reflective concepts in teacher education. Action in Teacher Education, 15(2), 35-44.
44. van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228.
45. Westbrook, R. B. (1996). Public schooling and American democracy. In Roger Soder (Ed.), Democracy, education, and the schools, (pp. 125-150). San Francisco: Jossey Bass.
46. Zeichner, K. M., & Gore, J. M. (1990). Teacher socialization. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 329-348). New York: Macmillan Publishing Company.
47. Zeichner, K. M., & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23-48