The commingling of teacher researcher identities: A mediated approach to teaching action research

Educational Action Research

Volumn 10, Issue 2, 2002, Pages 275-289

  Marsh, Monica Miller ^a   Vagliardo, Margot ^b  

^a BINGHAMTON UNIVERSITY   (United States)

^b EAST STROUDSBURG UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33646510808     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650790200200184     Document Type: Article

References (14)

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3. Fry, P., 1992. Fostering Children's Cognitive Competence through Mediated Learning Experiences, Springfield: Charles C. Thomas.
4. Gallas, K., 1997. Sometimes I Can Be Anything: power, gender, and identity in a primary classroom, New York: Teachers College Press.
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8. Newman, J., 1998. Tensions of Teaching: beyond tips to critical reflection, New York: Teachers College Press.
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10. Teaching Tolerance. 1997. Starting Small: teaching tolerance in preschool and the early grades, Montgomery, AL: Southern Poverty Law Center.
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13. Wertsch, J., 1998. Mind as Action, New York: Oxford University Press.
14. Zeichner, K., 1993. Action Research: personal renewal and social reconstruction. Educational Action Researcher, 1: 199–219.