Opening Spaces for Collaboration and Inquiry in Teacher Education Classrooms: The Place of Resistance

Action in Teacher Education

Volumn 21, Issue 3, 1999, Pages 102-110

  Fey, Marion Harris ^a   Sinith, Constance F ^a  

^a MONROE COMMUNITY COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 15544377356     PISSN: 01626620     EISSN: 21586098     Source Type: Journal    
DOI: 10.1080/01626620.1999.10462974     Document Type: Article

References (25)

1. Bizzell, P., 1991. “ Marxist ideas in composition studies ”. In Contending with word: Composition and rhetoric in a postmodern age, Edited by: Harkin, P., and Schilb, J., 52–68. New York: Modern Language Association.
2. Bleich, D., 1988. The double perspective, New York: Oxford University Press.
3. Bleich, D., 1995. Collaboration and the pedagogy of disclosure. College English, 57: 43–61.
4. Borasi, R., 1992. Learning mathematics through inquiry, Portsmouth: Heinemann.
5. Britton, J., 1987. “ A quiet from of research ”. In Reclaiming the classroom: Teacher research as an agency for change, Edited by: Goswami, D., and Stillman, P. R., 13–19. Portsmouth: Heinemann.
6. Britzman, D. P., 1991. Practice makes practice: A critical study of learning to teach, Albany: State University of New York Press.
7. Brown, S., and Borasi, R., 1994. The emotionality of inquiry: An experience with prospective teachers Unpublished document
8. Bruffee, K., 1993. Collaborative learning: Higher education, interdependence, and the authority of knowledge, Baltimore: John Hopkins University Press.
9. Greene, M., 1994. “ Teaching for openings: Pedagogy as dialectic ”. In Pedagogy in the age of politics: Writing and reading (in) the academy, Edited by: Sullivan, P. A., and Qualley, D. J., 1–12. Urbana, IL: National Council Teachers of English.
10. Jarratt, S. C., 1991. “ The case for conflict ”. In Contending with words: Composition and rhetoric in a postmodern age, Edited by: Harkin, P., and Schilb, J., 105–123. New York: Modern Language Association.
11. Lindquist, B., 1994. Beyond student resistance: A pedagogy of possibility. Teaching Education, 6 (2): 1–8.
12. Maher, F. A., and Tetreault, M. K. T., 1994. The feminist classroom: An inside look at how professors and students are transforming higher education for a diverse society, New York: Basic Books.
13. Martin, N., 1987. “ On the move: Teacher-researchers ”. In Reclaiming the classroom: Teacher research as an agency for change, Edited by: Goswami, D., and Stillman, P. R., 20–27. Portsmouth: Heinemann.
14. McCall, A. L., 1994. Rejoicing and despairing: Dealing with feminist pedagogy in teacher education. Teaching Education, 6 (2): 59–68.
15. National Council of Teachers of Mathematics. 1989. Curriculum and evaluation standards, Reston, VA: National Council of Teachers of Mathematics.
16. National Council of Teachers of Mathematics. 1991. Professional teaching standards, Reston, VA: National Council of Teachers of Mathematics.
17. Reagan, S. B., Fox, T., and Bleich, D., eds. 1994. Writing with: New directions in collaborative teaching, learning, and research, Albany: SUNY Press.
18. Scheman, N., 1993. Engenderings: Constructions of knowledge, authority, and privilege, New York: Routledge.
19. Schifter, P., and Fosnot, C. T., Reconstructing mathematics education: Stories of teachers meeting the challenge of reform. New York: Teachers College Press.
20. Siegel, M., and Borasi, R., 1994. “ Demystifying mathematics education through inquiry ”. In Constructing mathematics knowledge: Epistemology and mathematics education, Edited by: Ernest, P., 201–214. London: Faimer Press.
21. Simon, M. A., 1994. Learning mathematics and learning to teach: Learning cycles in mathematics teacher education. Educational Studies in Miathematics, 26: 71–94.
22. Simmel, G., 1955. Conflict, Edited by: Wolfe, K. H., Glencoe, IL: The Free Press.
23. Trimbur, J., 1989. Consensus and difference in collaborative learning. College English, 10: 603–615.
24. Wolf, N., 1993. Eire with fire: The new female power and how it will change the 21st century, New York: Random House.
25. Wolf, T., 1994. “ Conflict as opportunity in collaborative praxis ”. In Writing with: New directions in collaborative teaching, learning, and research, Edited by: Reagan, S. B., Fox, T., and Bleich, D., Albany: SUNY Press.