No quick fix: Education as inquiry

Reading Research and Instruction

Volumn 37, Issue 3, 1998, Pages 191-205

  Harste, Jerome C ^a   Leland, Christine H ^b  

^a INDIANA UNIVERSITY   (United States)

^b INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040925120     PISSN: 08860246     EISSN: None     Source Type: Journal    
DOI: 10.1080/19388079809558264     Document Type: Article

References (11)

1. Bloome, D. (1986). Building literacy and the classroom community. Theory into Practice, 15(2), 71-76.
2. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard Educational Press.
3. Goodman, J. (1988). The political tactics and teaching strategies of reflective, active preservice teachers. The Elementary School Journal, 59(1), 23-41.
4. North Central Laboratory. (1995). Inquiry-based instruction. Washington, DC: Association of Supervision and Curriculum Development.
5. Peterson, R. (1992). Life in a crowed place. Portsmouth, NH: Heinemann.
6. Santa Barbara Classroom Discourse Group. (1994). Constructing literacy in classrooms: Literate action as social accomplishment. In R. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th Edition). Newark, DE: International Reading Association.
7. Serebrin, W. (1994). Empowering ourselves to inquire: Preservice teacher education as a collaborative enterprise. Unpublished doctoral dissertation, Indiana University, Bloomington.
8. Short, K. (1993). Curriculum for the 21st century: A redefinition. Speech given at the Annual Meeting of the National Council of Teachers of English, Pittsburgh, PA.
9. Smyth, J. (1992). Teachers’ work and the politics of reflection. American Educational Research Journal, 29(2), 267-300.
10. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
11. Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.