Staying Close to the Teacher

Teachers College Record

Volumn 105, Issue 8, 2003, Pages 1586-1605

  Silin, Jonathan G ^a   Schwartz, Fran ^a  

^a Bank Street College of Education ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0142137738     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-9620.00301     Document Type: Review

References (33)

1. Abowitz, K. (2000). A pragmatist revisioning of resistance theory. American Educational Research Journal, 37(4), 877-910.
2. Cohen, D. (1972). The learning child. New York: Schocken Books.
3. Craig, C. J. (2001). Reform in the intermediary zone: Change agent among change agents. In F. Rust & H. Freidus (Eds), Guiding school change: The role and work of change agents (pp. 120-135). New York: Teachers College Press.
4. Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.
5. Creswell, J., & Miller, D. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 59(3), 124-130.
6. Datnow, A., & Castellano, M. (2000). Teachers' responses to success for all: How beliefs, experiences, and adaptations shape implementation. American Educational Research Journal, 37(3), 775-800.
7. Dewey, J. (1940). Creative democracy: the task before us. In The philosopher of the common man: Essays in honor of John dewey to celebrate his eightieth birthday. New York: Greenwood Press.
8. Erlichson, B., & Goertz, M. (2001). Implementing whole school reform in New Jersey: Year two. New Brunswick, NJ: Department of Public Policy and Center for Government Services, Rutgers.
9. Erlichson, B., Goertz, M., & Turnbull, B. (1999). Implementing whole school reform in New Jersey: Year one in the first cohort schools. New Brunswick, NJ: Department of Public Policy and Center for Government Services, Rutgers.
10. Fink, D., & Stoll, L. (1998). Educational change: Easier said than done. In A. Hargreaves (Eds.), International handbook of educational change (pp. 297-321). Boston: Kluwer.
11. Fullan, M. (1998). The meaning of educational change: A quarter of a century of learning. In A. Hargreaves (Ed.), International handbook of educational change (pp. 214-230). Boston: Kluwer.
12. Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press.
13. Hargreaves, A. (1998). Pushing the boundaries of educational change. In A. Hargreaves (Ed.), International handbook of educational change (pp. 281-293). Boston: Kluwer.
14. Huberman, M., & Miles, M. (1998). Data management and analysis methods. In N. Denzin & Y. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 179-210). Thousand Oaks, CA: Sage.
15. Lieberman, A. (2001). The professional lives of change agents: What they do and what they know. In F. Rust & H. Freidus (Eds.), Guiding school change: The role and work of change agents (pp. 155-162). New York: Teachers College Press.
16. McLaughlin, M. (1990). The Rand change agent study revisited: Macro perspectives and micro realities. Educational Researcher, 19(9), 11-16.
17. McLaughlin, M. (1998). Listening and learning from the field: Tales of policy implementation and situated practice. In A. Hargreaves (Ed.) International handbook of educational change (pp. 70-84). Boston: Kluwer.
18. Miles, M. B., Saxl, E. R., & Lieberman, A. (1988). What skills do educational "change agents" need? An empirical view. Curriculum Inquiry, 25(2), 157-193.
19. Mitchell, A., & David, J. (1992). Explorations with young children: A curriculum guide. Maryland: Gryphon House.
20. Nager, N., & Shapiro, E. (2000). Revisiting a progressive pedagogy. Albany: State University of New York Press.
21. Patton, M. (1980). Qualitative evaluation. Thousand Oaks, CA: Sage.
22. Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
23. Randi, J., & Corno, L. (1998). Teachers as innovators. In B. Biddle, T. Good & I. Goodson (Eds.), International handbook of teachers and teaching (pp. 1166-1221). Boston: Kluwer.
24. Richardson, V. (1992). The agenda-setting dilemma in a constructivist staff development process. Teaching and Teacher Education, 8, 287-300.
25. Rust, F., Ely, M., Krasnow, M., & Miller, L. (2001). Professional development of change agents: Swimming with and against the currents. In F. Rust & H. Freidus (Eds.), Guiding school change: The role and work of change agents (pp. 16-36). New York: Teachers College Press.
26. Rust, F. & Freidus, H. (Eds.) (2001). Guiding school change: The role and work of change agents. New York: Teachers College Press.
27. Saxl, E. R. (1989). Assisting change in education: Trainer's manual. Alexandria, VA: ASCD.
28. Schwartz, F., & Silin, J. (2003). Alysha's day: Progressive pedagogy as school reform. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
29. Shapiro, E., & Biber, B. (1972). The education of young children: A developmental-interaction point of view. Teachers College Record, 74(1), 55-79.
30. Strauss, A., & Corbin, J. (1990). Basis of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage.
31. Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press.
32. Weatherley, R., & Lipsky, M. (1977). Street-level bureaucrats and institutional innovation: Implementing special-education reform. Harvard Education Review, 47(2), 171-197.
33. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York: Cambridge University Press.