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Volumn 35, Issue 3, 1996, Pages 173-178

Educating teachers together: Teachers as learners, talkers, and collaborators

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0030167067     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1080/00405849609543720     Document Type: Article
Times cited : (8)

References (13)
  • 1
    • 0004167510 scopus 로고
    • Rochester, NY: Author
    • Genesee Valley Research and Reform Collaborative. (1994). Request for proposals. Rochester, NY: Author.
    • (1994) Request for Proposals
  • 3
    • 0011601454 scopus 로고
    • Reflective practice and the culture of schools
    • W. Ross (Ed.), Washington DC: National Council for the Social Studies
    • Hursh, D. (1994). Reflective practice and the culture of schools. In W. Ross (Ed.), Reflective practice in social studies (pp. 69-76). Washington DC: National Council for the Social Studies.
    • (1994) Reflective Practice in Social Studies , pp. 69-76
    • Hursh, D.1
  • 4
    • 0003024795 scopus 로고
    • Developing discourses and structures to support action research for educational reform: Working both ends
    • S. Noffke & R. Stevenson (Eds.), New York: Teachers College Press
    • Hursh, D. (1995). Developing discourses and structures to support action research for educational reform: Working both ends. In S. Noffke & R. Stevenson (Eds.), Educational action research: Becoming practically critical (pp. 141-153). New York: Teachers College Press.
    • (1995) Educational Action Research: Becoming Practically Critical , pp. 141-153
    • Hursh, D.1
  • 6
    • 0001613155 scopus 로고
    • The persistence of privacy: Autonomy and initiative in teachers' professional relations
    • Little, J.W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91, pp. 509-536.
    • (1990) Teachers College Record , vol.91 , pp. 509-536
    • Little, J.W.1
  • 7
    • 0002119464 scopus 로고
    • Action research and democratic schooling
    • S. Noffke & R. Stevenson (Eds.), New York: Teachers College Press
    • Noffke, N. (1995). Action research and democratic schooling. In S. Noffke & R. Stevenson (Eds.), Educational action research: Becoming practically critical (pp. 1-10). New York: Teachers College Press.
    • (1995) Educational Action Research: Becoming Practically Critical , pp. 1-10
    • Noffke, N.1
  • 11
    • 0011603204 scopus 로고
    • The principal as action researcher: A study of disciplinary practice
    • S. Noffke & R. Stevenson (Eds.), New York: Teachers College Press
    • Soffer, E. (1995). The principal as action researcher: A study of disciplinary practice. In S. Noffke & R. Stevenson (Eds.), Educational action research: Becoming practically critical (pp. 115-126). New York: Teachers College Press.
    • (1995) Educational Action Research: Becoming Practically Critical , pp. 115-126
    • Soffer, E.1
  • 13
    • 0011535897 scopus 로고
    • Action research and supportive school contexts: Exploring possibilities for transformation
    • S. Noffke & R. Stevenson (Eds.), New York: Teachers College Press
    • Stevenson, R. (1995). Action research and supportive school contexts: Exploring possibilities for transformation. In S. Noffke & R. Stevenson (Eds.), Educational action research: Becoming practically critical (pp. 197-209). New York: Teachers College Press.
    • (1995) Educational Action Research: Becoming Practically Critical , pp. 197-209
    • Stevenson, R.1


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