Faculty living their beliefs

Journal of Teacher Education

Volumn 50, Issue 3, 1999, Pages 192-199

  Rainer, Julie D ^a  

^a GEORGIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033128141     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/002248719905000305     Document Type: Review

References (18)

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3. Boyer, E. (1990). Scholarship reconsidered: Priorities of the professorate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
4. Ceglowski, D. (1997). That's a good story, but is it really research? Qualitative Inquiry, 3(2), 188-201.
5. Clements, D. (1997). (Mis?)Constructing constructivism. Teaching Children Mathematics, 4(4), 198-200.
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11. Howey, K. (1996). Designing coherent and effective teacher education programs. In J. Sikula, T. Buttery & E. Guyton (Eds.) Handbook of research on teacher education (pp. 143-170). New York: Macmillan.
12. Lambert, L., Walker, D., Zimmerman, D. Cooper, J., Lambert, M., Gardner, M., & Ford Slack, P. (1995).The constructivist leader. New York: Teachers College Press.
13. Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of contstructivism. Educational Researcher, 24(7), 5-12.
14. Rainer, J., & Guyton, E. (1998, February). Teacher change: The strategies and effects of a constructivist teacher education program. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, New Orleans, LA.
15. Rainer, J., & Guyton, E. (in press). From issues to action: Changing to a constructivist teacher education program. Journal of Professional Studies.
16. Richardson, V. (1997). Constructivist teacher education. Washington, DC: Falmer Press.
17. Tatto, M. T (1998). The influence of teacher education on teachers' beliefs about purposes of education, roles, and practice. Journal of Teacher Education, 49(1), 66-77.
18. Tharp, R., & Gallimore, R. (1998). Rousing minds to life: Teaching, learning, and schooling in social contexts. Cambridge: Cambridge University Press.