What teachers come to know through school portfolio development

Teaching and Teacher Education

Volumn 19, Issue 8, 2003, Pages 815-827

  Craig, Cheryl J ^a  

^a UNIVERSITY OF HOUSTON   (United States)

Author keywords

Collaborative inquiry; Reflection; School portfolios; School reform; Teachers' knowledge

Indexed keywords

EID: 0242467782     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2003.06.004     Document Type: Article

References (38)

1. Bruner J. Actual minds, possible worlds 1986 Harvard University Press Cambridge, MA
2. Calkins L. The art of teaching reading 2000 Pearson Education New Jersey
3. Carroll L. Alice's adventures in wonderland 1992 Mass Market Paperback New York
4. Chatman S. Coming to terms: The rhetoric of narrative in fiction and film 1990 Cornell University Press Ithaca, NY
5. Clandinin D.J. Connelly F.M. Teachers' professional knowledge landscapes 1995 Teachers College Press New York
6. Clandinin D.J. Connelly F.M. Teachers' professional knowledge landscapes: Teacher stories-stories of teachers-school stories-stories of school Educational Researcher 19 5 1996 2-14
7. Connelly F.M. Clandinin D.J. Shaping a professional identity: Stories of educational practice 1999 Teachers College Press New York
8. Craig C.J. Knowledge communities: A way of making sense of how beginning teachers come to know Curriculum Inquiry 25 2 1995 151-175
9. Craig C.J. Safe places on the professional knowledge landscape: Knowledge communities In Clandinin D.J. Connelly F.M. (Eds.), Teachers' professional knowledge landscapes 1995 Teachers College Press New York
10. Craig C.J. Dilemmas in crossing the boundaries on the professional knowledge landscape In Clandinin D.J. Connelly F.M. (Eds.), Teachers' professional knowledge landscapes 1995 Teachers College Press New York
11. Craig C.J. Telling stories: A way to access beginning teacher knowledge Teaching Education Journal 9 1 1997 61-68
12. Craig C.J. Parallel stories: A way of contextualizing teacher stories Teaching and Teacher Education 15 4 1999 397-412
13. Craig C.J. School portfolio development: A way to access teacher knowledge In Sugrue C. Day C. (Eds.), Developing teachers and teaching practices: International perspectives 2001 130-145 Routledge Falmer New York
14. Craig C.J. Story constellations: A way to contextualize teacher knowledge Teaching and Curriculum Dialogue 5 1 2003 31-41
15. Cushman K. Educators making portfolios. First results from the National Reform Faculty Phi Delta Kappan 80 10 1999 744-749
16. Deweyan J. Democracy and education 1916 Macmillan New York
17. Deweyan J. Art as experience 1934 Capricorn Books Toms River, NJ
18. Deweyan J. Education and experience 1938 Collier Books New York
19. Dewey J. Bentley A.F. Knowing and the known 1949 The Beacon Press Boston
20. Eisner E. What does it mean to say a school is doing well? Phi Delta Kappan 82 1 2001 367-372
21. Freidus H. Mentoring portfolio development In Lyons N. (Ed.), With portfolio in hand: Validating the new teacher professionalism 1998 Teachers College Press New York
22. Grant G. Huebner T.A. The portfolio question: The power of self-directed inquiry In Lyons N. (Ed.), With portfolio in hand: Validating the new teacher professionalism 1998 Teachers College Press New York
23. Greene M. Releasing the imagination: Essays on education, the arts, and social change 1995 Jossey-Bass San Francisco
24. Lane B. Landscapes of the sacred: Geography and Narrative in American spirituality 1988 Paulist Press New York
25. Lyons N. LaBoskey V. Narrative inquiry in practice: Advancing the knowledge of teaching 2002 Teachers College Press New York
26. Olson, M. (1993). Conceptualizing narrative authority: Implications for teacher education. Unpublished dissertation, University of Alberta, Edmonton.
27. Olson M. Conceptualizing narrative authority: Implications for teacher education Teaching and Teacher Education 11 2 1995 119-125
28. Olson M. Craig C.J. Opportunities and challenges in the development of teachers' knowledge: The development of narrative authority through knowledge communities Teaching and Teacher Education 17 7 2001 667-684
29. Pedrana, A. López (2003). Heritage language: New insights into old experiences. Unpublished paper, Houston, TX.
30. Rilke R.M. Letters to a young poet 1986 Vintage Books Translated by Stephen Mitchell. New York
31. School Portfolio Group (2001a). School portfolio-making: An Epiphany Lecture Series Symposium. University of Houston, March 20, 2001.
32. Schön D.A. The reflective practitioner: How professionals think in action 1983 Basic Books New York
33. School Portfolio Group (2001b). School portfolios: What teachers claim to know and how they know it. American Educational Research Association Meeting, April 13, 2001. Seattle, WA.
34. Shulman L. Teacher portfolios: A theoretical act In Lyons N. (Ed.), With portfolio in hand: Validating the new teacher professionalism 1998 Teachers College Press New York
35. Tom A.R. Valli L. Professional knowledge for teachers In Houston W.R. (Ed.), Handbook of research on teacher education 1990 373-392 Macmillan New York
36. Walsh C. Educational reform and social change: Multicultural voices, struggles, and visions 1996 Lawrence Erlbaum Mahwah, NJ
37. White H. The value of narrativity in the representation of reality In Mitchell W.J.T. (Ed.), On narrative 1981 University of Chicago Press Chicago
38. Zimmermann S. Keene E.O. Mosaic of thought: Teaching comprehension in reader's workshop 1997 Heinemann New York