Teachers reflecting on practice

Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts

Volumn , Issue , 2004, Pages 445-450

  Vacca, Richard T ^a   Vacca, JoAnne L ^a   Bruneau, Beverly ^a  

^a KENT STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33749587450     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410611161-51     Document Type: Chapter

References (55)

1. Ambrose, R., Vacca, J., & Vacca, R. (1992). A university collaboration of an inquiry orientation. In A. Frager & J. Miller (Eds.), Using inquiry in reading education, (pp, 49-55). Oxford, OH: College Reading Association.
2. Anderson, R.C. (1994). Role of the reader’s schema in comprehension, learning, and memory. In R.B. Ruddell, M.R. Ruddell & H. Singer (Eds.), Theoretical models and processes of reading (4th ed.). Newark, DE: International Reading Association.
3. Apple, M. W. (1987). The de-skilling of teaching. In F.S. Bolin & J.M. Falk (Eds.), Teacher renewal. Professional issues, personal choices (pp. 59-75). New York: Columbia Teachers College Press.
4. Applebee, A.N. (1991). Environments for language teaching and learning: Contemporary issues and future directions. In J. Flood, J.M. Jensen, D. Lapp & J.R. Squire (Eds.), Handbook of research on teaching the English language arts. Newark, DE: International Reading Association and National Council of Teachers of English.
5. Atwell, N. (1993). Foreward to Teacher as Readers. In L. Patterson, C. Santa, & K. Smith, (Eds.), Teachers as researchers. Newark, DE: International Reading Association.
6. Berger, P.L., & Luckmann, T. (1966). The social constitution of reality. New York: Anchor Books.
7. Bleich, D. (1975). Readings and feelings: An introduction to subjective criticism. Urbana, IL: National Council of Teachers of English.
8. Bleich, D. (1978). Subjective criticism. Baltimore: Johns Hopkins University Press.
9. Bruner, J. (1974). Beyond the information given: Studies in the psychology of knowing. London: George Allen & Unwin.
10. Clemente, R. (1992). Teachers as meaning-makers in an educational change initiative. Doctoral dissertation, Kent State University.
11. Cochran-Smith, M., & Lytle, S. (1993). Inside outside: Teacher research and knowledge. New York: Teachers College Press.
12. Dewey, J. (1933). How we think: A restatement of reflective thinking to the educative process. Boston: D.C. Heath.
13. Flood, J., & Lapp, D. (1991). Reading comprehension instruction. In J. Flood, J.M. Jensan, D. Lapp, & J.R. Squire (Eds.), Handbook of research on teaching the English language arts. Newark, DE: International Reading Association and National Council of Teachers of English.
14. Giroux, J.A., & McLaren, P. (1987). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Education Review, 90, 113-127.
15. Goodman, Y.M. (Ed.). (1990). How children construct literacy: Piagetian perspectives. Newark, DE: International Reading Association.
16. Halliday, M. (1977). Learning how to mean. New York: Elsevier.
17. Holland, N. (1975). 5 readers reading. New Haven, CT: Yale University Press.
18. Holland, N. (1985). Reading readers reading. In C. Cooper (Eds.), Researching response to literature and the teaching of literature, points of departure. Norwood, NJ: Ablex.
19. Holly, M. (1989). Writing to grow: Keeping a personal-professional journal. Portsmouth, NH: Heinemann Educational Books.
20. Holmes Group Report. (1990). Tomorrow’s schools; Principles for the design of professional development schools, East Lansing, MI: The Holmes Group.
21. Kamii, C. (1991). What is constructivism? In C. Kamil, M. Manning, & C. Manning (Eds.), Early literacy: A constructivist foundation for whole language. Washington, DC: National Education Association.
22. Kitchener, K., & King, P. (1981). Reflective judgment concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology, 2, 80-116.
23. LaBoskey, V. (1994). Development of reflective practice: A study for preservice teachers. New York: Columbia Teachers College Press.
24. Lambert, M, (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55, 178-194.
25. Langer, J.A., & Applebee, A.N. (1986). Reading and writing instruction: Toward a theory of teaching and learning. Review of Research in Education, 13, 171-194.
26. Lieberman, A. (1988). Teachers and principals: Turf, tension, and new tasks. Phi Delta Kappan, 69, 648-653.
27. Maguire, M. (1989). Understanding and implementing a whole language program in Quebec. The Elementary School Journal, 90, 143-160.
28. Manna, A., & Misheff, S. (1987). What teachers say about their own reading development. Journal of Reading, 31, 160-169.
29. Mattingly, S. (1991). Narrative reflections on practical actions: Two learning experiments in reflective story telling. In D. Schon (Ed.), The reflective turn, (pp. 235-257). New York: Columbia Teachers College Press.
30. Moore, S.T. (1992). A context for growth: The lived experience of an emergent teacher educator. Unpublished doctoral dissertation, Virginia Tech, Blacksburg, VA.
31. Neisser, U. (1976). Cognition and reality: Principles and implications of cognitive psychology, San Francisco: Fleerman.
32. Noddings, N. (1984). Caring: A feminine approach to ethics and moral education, Berkeley, CA: University of California Press.
33. Oberg, A., & Field, R. (1986, April). Teacher development through reflection. A paper presented at the annual meeting of the American Educational Research Association, San Francisco.
34. Piaget J. (1967). The development of thought: Equilibrium of cognitive structures. New York: Viking.
35. Polanyi, M. (1958). Personal knowledge, London: Routledge.
36. Richardson, V. (1990). The evolution of reflective teaching and teacher education. In R.T. Clift, W.R. Houston, & M.C. Pugach (Eds.), Encouraging reflective practice in education: An analysis of issues and programs (pp. 3-19). New York: Teachers College Press.
37. Rosenblatt, L.M. (1938). Literature as exploration. New York: Nobel & Noble.
38. Ross, D. (1987, October). Reflective teaching: Meaning and implications for preservice teacher educators. Paper presented at the Reflective Inquiry Conference, Houston, TX.
39. Ruddell, R.B.; & Ruddell, M.R. (1994). Language acquisition and literacy processes. In R.B., Ruddell, M.R., Ruddell & H. Singer, (Eds.), Theoretical models and processes of reading (4th ed.). Newark, DE: International Reading Association.
40. Ruddell, R.B., Ruddell, M.R., & Siager, H. (Eds.). (1994). Theoretical models and processes of reading (4th ed.), Newark, DE: International Reading Association.
41. Rupley W., Wise, B., & Logan, J. (1986). Process product research on effective teaching: A primer for a paradigm. In J. Hoffman (Ed.), Effective teaching of reading: Research and practice (pp. 39-52). Newark, DE: International Reading Association.
42. Ruttan, D. (1994). A qualitative case study of the influence of the student teaching experience on the perspectives of two student teachers in regard to literacy teaching and learning in kindergarten. Doctoral dissertation, Kent State University.
43. Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
44. Schon, D.A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professionals. San Francisco: Jossey-Bass.
45. Schon, D.A. (1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.
46. Shannon, P. (1983). The use of commercial reading materials in American elementary schools. Reading Research Quarterly, 19, 65-84.
47. Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40(2), 2-9.
48. Vacca, J., Vacca, R., & Gove, M. (1995). Reading and learning to read (3rd ed.). New York: Harper Collins.
49. Valli, L. (1990). Moral approaches to reflective practice. In R.T. Clift, W.R. Houston & M.C. Pugach (Eds.), Encouraging reflective practice in education: An analysis of issues and programs (pp. 39-56). New York: Teachers College Press.
50. Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6, 205-228.
51. Vygotsky, M. (1978). Mind in Society, (M. Cole, V. Johnsteiner, S. Scribner, & E.Souberman, Eds. and Trans.), Cambridge, MA: Harvard University Press.
52. Waldron, D. (1994). Reflective practice in art education: An inquiry model for staff development. Doctoral dissertation, Kent State University.
53. Wells, G., & Chang-Wells, G.L. (1992). Constructing knowledge together: Classrooms as centers of inquiry and literacy. Portsmouth, NH: Heinemann.
54. Zeichner, K. (1993, August). Research on teacher thinking and different view of reflective practice in teaching and teacher education. A keynote address presented at the Sixth International Conference of the International Study Association on Teaching Thinking, Goteborg, Sweden.
55. Zeichner, K., & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57, 23-48.