Written case analyses and critical reflection

Teaching and Teacher Education

Volumn 12, Issue 1, 1996, Pages 25-37

  Harrington, Helen L ^a   Quinn Leering, Kathleen ^a   Hudson, Lisa ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030306528     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/0742-051X(96)89078-0     Document Type: Article

References (35)

1. Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women's ways of knowing. New York: Basic Books.
2. Buchmann, M. (1986). Role over person: Morality and authenticity in teaching. Teachers College Record, 87, 529-543.
3. Carter, K. (1988). Converying classroom knowledge through cases: A proposal for framing mentor/novice conversations about teaching. Theory into Practice, 27, 214-222.
4. Carter, K., & Richardson-Koehler, V. (1989). Toward a curriculum for initial years of teaching. Elementary School Journal, 89, 405-420.
5. Cummings, A. L., & Murray, H. G. (1989). Ego development and its relation to teacher education. Teaching and Teacher Education, 5, 21-32.
6. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath and Company.
7. Gilligan, C. (1982). In a different voice. Cambridge: Harvard University Press.
8. Harrington, H. (1991). The case as method. Action in Teacher Education, 12(4), 1-10.
9. Harrington, H. L. (1994). Perspectives on cases. International Journal of Qualitative Studies in Education, 7, 117-133.
10. Harrington, H. L., & Garrison, J. (1992). Cases as shared inquiry: A dialogical model of teacher preparation. American Educational Research Journal, 29, 715-735.
11. Johnston, M. (1989). The moral reasoning of teachers' understanding of individualized instruction. Journal of Moral Education, 18(1), 45-59.
12. Johnston, M., & Lubomudrov, C. (1987). Teachers level of moral reasoning and their understanding of classroom rules and roles. Elementary School Journal, 88, 65-77.
13. Kegan, R. (1982). The evolving self: Problem and process in human development, Cambridge, MA: Harvard University Press.
14. Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
15. Kitchner, K., & King, P. (1990). The reflective judgment model: Ten years of research. In M. Commons, C. Armon, L. Kohlberg, F. Richards, T. Grotzer, & J. Sinnott (eds.), Adult development: Models and methods in the study of adolescent and adult thought (pp. 63-78). New York: Praeger.
16. Kohlberg, L. (1981). The philosophy of moral development, New York: Harper and Row.
17. Kurfiss, J. (1983). Intellectual, psychosocial, and moral development in college: Four major theories. Revised. ERIC reproduction number ED 295534.
18. Lincoln, E., & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
19. Loevinger, J. (1980). Ego development: Conceptions and theories. San Francisco: Jossey-Bass.
20. Merseth, K. (1991). The case for cases in teacher education. Washington, DC: AAHE.
21. Mezirow, J. (1990). Fostering critical reflection in adulthood. San Francisco: Jossey-Bass.
22. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
23. Miles, M. B., & Huberman, A. B. (1984). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage.
24. Oser, F. (1994). Moral perspectives on teaching. In L. Darling-Hammond (ed.), Review of research in education (Vol. 20, pp. 57-128). Washington, DC: American Educational Research Association.
25. Perry, W. G. (1970). Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart and Winston.
26. Rest, J. (1986). Moral development: Advances in research and theory. New York: Praeger.
27. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 14, 4-14.
28. Silverman, R., Welty, W., & Lyon, S. (1992). Case studies for teacher problem solving. New York: McGraw-Hill.
29. Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 26(1), 2-9.
30. Smyth, J. (1992). Teachers work and the politics of reflection. American Educational Research Journal, 29, 267-300.
31. Soltis, J. (1981). Education and the concept of knowledge. In J. Soltis (Ed.), Philosophy of education: Eightieth yearbook of the National Society for the Study of Education (pp. 95-113). Chicago, IL: University of Chicago Press.
32. Spatig, L., Ginsburg, M. B., & Liberman, D. (1982). Ego development as an explanation of passive and active models of teacher socialization. College Student Journal, 16, 315-325.
33. Zeichner, K. (1981). Reflective teaching and field based experiences in preservice teacher education. Journal of Teacher Education, 12, 1-22.
34. Zeichner, K., & Liston, D. (1987). Teaching students to reflect. Harvard Educational Review, 57, 23-48.
35. Zeichner, K., & Tabachnik, R. (1991). Reflections on reflective teaching. In R. Tabachnik & K. Zeichner (eds.), Issues and practices in inquiry-oriented teacher education (pp. 1-21). London: Falmer Press.