Communication, collaboration, and complexity: Personal theory building in context

Journal of Early Childhood Teacher Education

Volumn 21, Issue 2, 2000, Pages 273-280

  Rodgers, Deborah Burk ^a   Dunn, Maylan ^a  

^a UNIVERSITY OF OKLAHOMA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0043227426     PISSN: 10901027     EISSN: 17455642     Source Type: Journal    
DOI: 10.1080/0163638000210221     Document Type: Article

References (7)

1. Chaille, C., & Britain, L. (1996). The young child as scientist: A constructivist approach to early childhood education (2nd ed.). New York: Longman.
2. Piaget, J. (1965). The moral judgment of the child. New York: Free Press.
3. Rodgers, D. B., & Chaille, C. (1998). Being a constructivist teacher educator: An invitation for dialogue. Journal of Early Childhood Teacher Education, 19, 203-211.
4. Rodgers, D. B., & Dunn, M. (2000). Sara’s internship experience: Relationships and autonomy. Manuscript submitted for publication.
5. Rodgers, D. B., & Dunn, M. (1999). Struggling toward transformation: Developing autonomy through teamwork. Journal of Early Childhood Teacher Education, 20(3), 271-289.
6. Rodgers, D. B., & Dunn, M. (1997). And never the twain shall meet: One student’s practical theory encounters constructivist teacher ed practices. Journal of Early Childhood Teacher Education, 18(3), 10-25.
7. Youniss, J., & Damon, W. (1992). Social construction of Piaget’s theory. In H. Beilin & P. Pufall (Eds.), Piaget’s theory: Prospects and possibilities (pp. 267-286). Hillsdale, NJ: Erlbaum.