An examination of teachers’ “learning to act on reflection”

Reading Research and Instruction

Volumn 42, Issue 3, 2003, Pages 52-74

  Wold, Linda S ^a  

^a PURDUE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34548139858     PISSN: 08860246     EISSN: None     Source Type: Journal    
DOI: 10.1080/19388070309558390     Document Type: Article

References (23)

1. Au, K. H. (2000). A multicultural perspective on policies for improving literacy achievement: Equity and excellence. In M.L. Kamil, P. B. Mosenthal, P. D. Pearson, R. Barr (Eds.), Handbook of reading research (Vol. III) (pp. 835-851). Mahwah, NJ: Lawrence Erlbaum.
2. Block, C. C. (2000). A case for exemplary classroom instruction: Especially for students who come to school without the precursors for literacy success. In T. Shanahan & F. V. Rodriguez-Brown (Eds.), The Forty-ninth Yearbook of the National Reading Conference (pp. 421-439). Chicago: National Reading Conference.
3. Boyd, P. C., Boll, M., Brawner, L., Villaume, S. K. (1998). Becoming a reflective professional: An exploration of preservice teacher’s struggles as they translate language and literacy theory into practice. Action in Teacher Education, 19(4), 61-75.
4. Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
5. Cronbach, L. J. (1975). Beyond the two disciplines of scientific inquiry. American Psychologist, 30, 116-127.
6. Feiman-Nemser, S. (1983). Learning to teach. In L.S. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150-170). New York: Longman.
7. Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
8. Gambrell, L.G., Morrow, L. M., Neuman, S. B., & Pressley, M. (1999). Introduction. In L.G. Gambrell, L. M. Morrow, S. B. Neuman, & M. Pressley (Eds.), Best practices in literacy instruction. New York: The Guilford Press.
9. Grant, P. (1995). Promoting reflection among preservice educators: An epistemological inquiry into beliefs about teaching and learning. Unpublished doctoral dissertation. Washington State University; Pullman, WA.
10. Grossman, P. L., & Shulman, L. S. (1994). Knowing, believing, and the teaching of English. In T. Shanahan (Ed.), Teachers thinking, teachers knowing (pp. 3-22). Urbana, IL: National Conference on Research in English/National Council of Teachers of English.
11. Langer, E. J. (1997). The power of mindfid learning. New York: Addison-Wesley.
12. Lyons, C. A., & Pinnell, G. S. (2001). Learning how to make a difference: A practical guide for the professional development of literacy coordinators. Portsmouth, NH: Heinemann.
13. Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17.
14. McCarrier, A. M., Pinnell, G. S., & Fountas, I. C. (2000). Interactive writing: How language and literacy come together, K-2. Portsmouth, NH: Heinemann.
15. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
16. Pinnell, G. S. (in press). Acquiring conceptual understandings and knowledge. In E. Rogers & G. S. Pinnell, What we know about the professional development of literacy educators. Portsmouth, NH: Heinemann.
17. 1 Annual Conference, Scottsdale, AZ.
18. Risko, J. V., Roskos, K., & Vulkevich, C. (1999). Making connections: Preservice teachers’ reflection processes and strategies. In T. Shanahan & F. V. Rodriguez-Brown (Eds.), NRC Yearbook of the National Reading Conference (pp. 412-422). Chicago: National Reading Conference, Inc.
19. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
20. Sulzby, E. (1985). Children’s emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 20, 458-481.
21. Wells, G., & Chang-Wells, L. (1992). Constructing knowledge together: Classrooms as centers of inquire and literacy. Portsmouth, NH: Heinemann.
22. Wold, L. S. (2000). An examination of teachers’ “learning to act” on reflection. Presented at the 50th Annual National Reading Conference, Scottsdale, AZ.
23. Wold, L. S., Manning, C., & Griffiths, C. (1999). An examination of classroom teachers’ thinking about interactive writing and guided reading instruction. Presented at the 49th Annual National Reading Conference, Orlando, FL.