Toward a theory of teacher community

Teachers College Record

Volumn 103, Issue 6, 2001, Pages 942-1012

  Grossman, Pamela ^a   And, Samuel Wineburg ^b   Woolworth, Stephen ^b  

^a STANFORD UNIVERSITY   (United States)

^b UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035624804     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: 10.1111/0161-4681.00140     Document Type: Article

References (113)

1. Ambrose, S. E. (1996). Undaunted courage: Meriwether Lewis, Thomas Jefferson, and the opening of the American west. New York: Simon and Schuster.
2. Aronson, E., & Goode, E. (1979). Training teachers to implement jigsaw learning: A manual for teachers. In S. Sharon (Ed.), Cooperation in education (pp. 47-65). Provo, UT: Brigham Young.
3. Bellah, R. N., Madsen, N., Sullivan, W. M., Swidler, A., & Tipton, S. M. (1985). Habits of the heart; Individualism and commitment in American life. Berkeley, CA: University of California Press.
4. Beniger, J. R. (1987). Personalization of mass media and the growth of pseudo-community. Communication Research, 14 (3), 352-371.
5. Bernstein, R. J. (1992). The new constellation: The ethical-political horizons of modernity/ postmodernity. Cambridge, MA: MIT Press.
6. Bird, T., & Little, J. W. (1986). How schools organize the teaching occupation. Elementary School Journal, 86 (4), 493-511.
7. Brown, A. L. (1992). Design experiments: Theoritical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2 (2), 141-178.
8. Brown, A. L. & Campione, J. C. (1994). Guided discovery in the community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge, MA: MIT Press.
9. Browning, C. R. (1992). Ordinary men: Reserve Police Battalion 101 and the final solution in Poland. New York: Harper.
10. Bruner, J. (1985). Narrative and paradigmatic modes of thought. In E. Eisner (Ed.), Learning and teaching the ways of knowing, Eighty-fourth yearbook of the National Society for the Study of Education (pp. 97-115). Chicago: University of Chicago Press.
11. Burke, P. J., & Reitzes, D. C. (1981). The link between identity and role performance. Social Psychology Quarterly, 44 (2), 83-92.
12. Burke, P. J., & Reitzes, D. C. (1991). An identity theory approach to commitment. Social Psychology Quarterly, 54 (3), 239-251.
13. Butler, R. O. (1992). Good scent from a strange mountain. New York: Penguin Books.
14. Carpenter, T. P., Fennema, E., & Franke, M. L. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. Elementary School Journal, 97, 3-20.
15. Carter, S. L. (1998). Civility: Manners, morals, and the etiquette of democracy. New York: Basic Books.
16. Cawelti, G. (1994). High school restructuring: A national study. Arlington, VA: Educational Research Service.
17. Clark, H. H. (1992). Arenas of language use. Chicago: University of Chicago Press.
18. Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education, Vol. 24 (pp. 249-306). Washington, DC: American Educational Research Association.
19. Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O'Shea (Eds.), Proceedings of the NATO advenced research workshop on new directions in educational technology (pp. 15-22). Berlin: Springer.
20. Damon, W. (1991). Problems of direction in socially shared cognition. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 384-397). Washington, DC: American Psychological Association.
21. Darling-Hammond, L., & Sykes, G. (Eds.). (1999). Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
22. Degler, C. N. (1986). Neither Black or White: Slavery and race relations in Brazil and the United States. Madison, WI: University of Wisconsin.
23. Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58 (3), 280-298.
24. Denby, D. (1996). Great books: My adventures with Homer, Rousseau, Woolf, and other indestructible writers of the Western world. New York: Simon & Schuster.
25. Eeds, M. & Wells, D. (1989). Grand conversations: An exploration of meaning construction in literature study groups. Research in the Teaching of English, 23 (1), 4-29.
26. Etzioni, A. (1993). The spirit of community: Rights, responsibilites and the communitarian agenda. New York: Crown.
27. Fredriksen, J., Sipusik, M., Gamoran, & Wolfe, E. (1992). Video portfolio assessment. Paper prepared for the National Board of Professional Teaching Standards. Berkeley, CA: Educational Testing Service, April, 1992.
28. Freire, P. (1993). Pedagogy of the city. New York: Continuum.
29. Friedlander, S. (1992). Probing the limits of representation. Cambridge, MA: Harvard University Press.
30. Gee, J. P. (1990). Social linguistics and literacies: Ideology and discourses. London: Falmer Press.
31. Giddens, A. (1979). Central problems in social theory: Action, structure and contradiction in social analysis. Berkeley, CA: University of California Press.
32. Giddens, A. (1984). The constitution of society. Berkeley, CA: University of California Press.
33. Goffman, E. (1959). The presentation of self in everyday life. New York: Vintage.
34. Goldhagen, D. J. (1996). Hitler's willing executioners: Ordinary Germans and the Holocaust. New York: Knopf.
35. Goode, W. J. (1957). Community within a community: The professions. American Sociological Review, 22 (2), 194-200.
36. Goodwin, D. K. (1994). No ordinary time. Franklin and Eleanor Roosevelt: The home front in World War II. New York: Simon & Schuster.
37. Grossman, P. L. (1990). The making of a teacher. New York: Teachers College Press.
38. Grossman, P., & Stodolsky, S. S. (1995). Content as context: The role of school subjects in secondary school teaching. Educational Researcher, 24 (8), 5-11.
39. Grossman, P. L., Wineburg, S., & Woolworth, S. (1998, April). The formation of teacher community: Standards for evaluating change. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
40. Haizlip, S. T. (1994). The sweeter the juice. New York: Simon & Schuster.
41. Hamel, F. (2000). Disciplinary landscapes, interdisciplinary collaboration. In S. Wineburg & P. Grossman (Eds.), Interdisciplinary curriculum: Challenges to implementation (pp. 74-92). New York: Teachers College Press.
42. Hammerness, K., & Moffett, K. (2000). The subjects of debate. In S. Wineburg & P. Grossman (Eds.), Interdisciplinary curriculum: Challenges to implementation (pp. 134-152). New York: Teachers College Press.
43. Handlin, O. (1979). Truth in history. Cambridge, MA: Belknap Press.
44. Hargraves, A. (1996). Revisiting voice. Educational Researcher, 25 (1), 12-17.
45. Hirsch, A. (1988). The collision of military cultures in seventeenth-century New England. Journal of American History, 74 (4), 1187-1212.
46. Holt, T. (1990). Thinking historically: Narrative, imagination, and understanding. New York: College Board.
47. Homans, G. C. (1950). The human group. New York: Harcourt Brace.
48. Huntington, S. P. (1993). The clash of civilizations. Foreign Affairs, 72 (3), 22-49.
49. Kerdeman, D. (1999). Between memory and différence: (Radically) understanding the other. Educational Philosophy and Theory, 31 (2), 225-229.
50. Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27 (1), 29-63.
51. Lieberman, A. (Ed.). (1988). Building a professional culture in schools. New York: Teachers College Press.
52. Lieberman, A., & Grolnick, M. (1996). Networks and reform in American education. Teachers College Record, 98 (1), 7-45.
53. Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91 (4), 509-536.
54. Little, J. W., & McLaughlin, M. W. (1993). Introduction: Perspectives on cultures and contexts of teaching. In J. W. Little & M. W. McLaughlin (Eds.), Teachers' work: Individuals, colleagues and contexts (pp. 1-8). New York: Teachers College Press.
55. Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
56. Marshall, J. D., Smagorinsky, P., & Smith, M. W. (1995). The language of interpretation: Patterns of discourse in discussions of literature. Urbana, IL: National Council of Teachers of English.
57. Masur, K. (1999). Edmund Morris's Dutch: Reconstructing Reagan or deconstructing history? Perspectives: Newsletter of the American Historical Association, 37 (9), 12-14.
58. McCall, N. (1994). Makes me wanna holler. New York: Vintage Books.
59. McLaughlin, M., & Talbert, J. (2001). Secondary schoolteaching in context. Chicago: University of Chicago Press.
60. Meier, D. (1995). The power of their ideas: Lessons for America from a small school in Harlem. Boston: Beacon Press.
61. Merton, R. K. (1968). The bearing of empirical work on sociology theory. In R. K. Merton (Ed.), Social theory and social structure. New York: Free Press.
62. Miller, B., & Lord, B. (1995). Staff development in four districts. Newton, MA: Educational Development Center.
63. Morris, E. (1999). Dutch: A memoir of Ronald Reagan. New York: Random House.
64. Morrison, T. (1987). Beloved: A novel. New York: Knopf.
65. Mukherjee, B. (1989). Jasmine. New York: Grove Weidenfeld.
66. Muncy, R. (1991). Creating a female dominion in American reform, 1890-1935. New York: Oxford University Press.
67. Murnane, R. J., Singer, J. D., Willett, J. B., Kemple, J. J., & Olsen, R. J. (1991). Who will teach? Policies that matter. Cambridge, MA: Harvard University Press.
68. Nelson, B. C., & Hammerman, J. K. (1996). Reconceptualizing teaching: Moving toward the creation of intellectual communities of students, teachers, and teacher educators. In M. W. McLaughlin & I. Oberman (Eds.), Teacher learning: New policies, new practices (pp. 3-21). New York: Teachers College Press.
69. O'Brien, T. (1995). In the lake of the woods. New York: Penguin Books.
70. Oldenburg, R. (1989). The great good place. New York: Paragon House.
71. Ozick, C. (1999). The rights of history and the rights of imagination. Commentary, 107 (3), 22-27.
72. Peck, M. S. (1995). In search of stones. New York: Hyperion.
73. Perry, R. (1997). The role of teachers' professional communities in the implementation of California mathematics reform. Unpublished doctoral dissertation, Stanford University.
74. Putnum, R. D. (1995). Bowling alone: America's declining social capital. Journal of Democracy, 6, (1), 65-78.
75. Rabinowitz, P. J. (1998). "A thousand times never like": Re-reading for class. In P. J. Rabinowitz & M. W. Smith (Eds.), Authorizing readers: Resistance and respect in the teaching of literature (pp. 88-102). Urbana, IL: National Council of Teachers of English.
76. Ravitch, D. (2000). The educational backgrounds of history teachers. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, Teaching, and Learning History: National and International Perspectives (pp. 143-155). New York: NYU.
77. Rogoff, B. (1994). Developing understanding of the idea of communities. Mind Culture and Activity, 1 (4), 209-229.
78. Rogoff, B., Baker-Sennett, J., Lacasa, P., & Goldsmith, D. (1995). Development through participation in sociocultural activity. In J. Goodnow, P. Miller, & F. Kessel (Eds.), Cultural practices as contexts for development. San Francisco: Jossey-Bass.
79. Rogoff, B., Turkanis, C. G., & Barlett, L. (Eds.). (2001). Learning together: Children and adults in a school community. New York: Oxford University Press.
80. Rothman, J., Erlich, J. I., & Tropman, J. E. (Eds.). (1995). Strategies of community intervention: Macro practice, 5th ed. Itasca, IL: F. E. Peacock.
81. Salomon, G. (1993). Distributed cognitions: Psychological and educational considerations. New York: Cambridge University Press.
82. Salomon, G., & Perkins, D. N. (1998). Individual and social aspects of learning. In P. D. Pearson & A. Iran-Nejad (Eds.), Review of Research in Education, Vol. 23 (pp. 1-24). Washington, DC: American Educational Research Association.
83. Sarason, S. (1990). The predictable failure of educational reform: Can we change course before it's too late? San Francisco: Jossey-Bass.
84. Schama, S. (1989). Citizens: A chronicle of the French Revolution. New York: Knopf.
85. Schama, S. (1991). Dead certainties: Unwarranted speculations. New York: Knopf.
86. Schiffrin, D. (1987). Discourse markers. Cambridge, UK: Cambridge University Press.
87. Schiffrin, D. (1994). Approaches to discourse. Cambridge, MA: Blackwell.
88. Schifter, D. (Ed.). (1996). What's happening in math class? New York: Teachers College.
89. Scholes, R. (1985). Textual power: Literary theory and the teaching of English. New Haven, CT: Yale University Press.
90. Scholes, R. (1989). Protocols of reading. New Haven, CT: Yale.
91. Scott, R. W. (1995). Institutions and organizations. Thousand Oaks, CA: Sage Publications.
92. Shollenberger, M., & Swaim, S. C. (1999). Teacher time; or, rather, the lack of it. American Educator, Fall, 21-26.
93. Siskin, L. S., & Little, J. W. (Eds.). (1995). The subjects in question: Departmental organization and the high school. New York: Teachers College Press.
94. Smylie, M. (1994). Redesigning teachers' work: Connections to the classroom. In L. Darling-Hammond (Ed.), Review of Research in Education. Vol. 20. (pp. 129-177). Washington, DC: American Educational Research Association.
95. Thomas, G., Wineburg, S., Grossman, P., Myhre, O., & Woolworth, S. (1998). In the company of teachers: An interim report on the development of a community of teacher learners. Teaching and Teacher Education, 14 (1), 180-195.
96. Toennies, F. (1963/1887). Community and society. New York: Praeger.
97. Ulrich, L. T. (1991). A midwife's tale: The life of Martha Ballard, based on her diary, 1785-1812. New York: Vintage.
98. Westheimer, J. (1998). Among school teachers: Community, autonomy, and ideology in teachers' work. New York: Teachers College.
99. White, R. (1995). The organic machine. New York: Hill and Wang.
100. Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education, Vol. 24 (pp. 173-209). Washington, DC: American Educational Research Association.
101. Wilson, S. M., & Wineburg, S. S. (1993). Wrinkles in time: Using performance assessments to understand the knowledge of history teachers. American Educational Research Journal, 30 (4), 729-769.
102. Wineburg, S. (1998). Reading Abraham Lincoln: An expert/expert study in the interpretation of historical text. Cognitive Science, 22 (3), 319-346.
103. Wineburg, S. (1999). Historical thinking and other unnatural acts. Phi Delta Kappan, 80 (7), 488-499.
104. Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple University Press.
105. Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28 (3), 495-519.
106. Wineburg, S. S., & Grossman, P. L. (1996, April). Teachers' representations of student understanding in the humanities. Paper presented at the annual meeting of the American Educational Research Association, New York.
107. Wineburg, S., & Grossman, P. (1998). Creating a community of learners among high school teachers. Phi Delta Kappan, 79 (5), 350-353.
108. Wineburg, S., & Grossman, P. (Eds.). (2000a). Interdisciplinary curriculum: Challenges to implementation. New York: Teachers College Press.
109. Wineburg, S., & Grossman, P. (2000b). Scenes from a marriage: Some implications of interdisciplinary humanities curricula in the comprehensive high school. In S. Wineburg & P. Grossman (Eds.), Interdisciplinary curriculum: Challenges to implementation. (pp. 57-73). New York: Teachers College.
110. Wineburg, S., & Grossman, P. (2001). Affect and effect in cognitive approaches to instruction. In D. Klahr & S. Carver (Eds.), Cognition and Instruction: The Thirtieth Carnegie Symposium on Cognition (pp. 479-492). Mahwah, NJ: Erlbaum.
111. Wood, G. (1982, December 16). Writing history: An exchange. New York Review of Books, p. 59.
112. Woodrow Wilson Fellowship Foundation. (2000, Winter). Schools and scholars bridge the devide. Princeton, NJ: Author.
113. Yalom, I. D. (1995). The theory and practice of group psychotheraphy. New York: Basic Books.