A view of research from practice: Voices of teachers

Theory into Practice

Volumn 46, Issue 4, 2007, Pages 272-280

  Miretzky, Debra ^a  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 36448936768     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1080/00405840701593857     Document Type: Article

References (9)

1. Anderson, G., & Herr, K. (1999). The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28(5), 12-21, 40.
2. Dewey, J. (1929). The sources of a science of education. New York: Liveright.
3. Garrison, J. (1988). Democracy, scientific knowledge, and teacher empowerment. Teachers College Record, 89(A), 487-504.
4. Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap. American Educator, 27(1), 4-9.
5. Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3-15.
6. Huberman, M. (1989). The professional life cycle of teachers. Teachers College Press, 91, 31-58.
7. Huberman, M. (1996). Moving mainstream: Taking a closer look at teacher research. Language Arts, 73, 124-140.
8. Kennedy, M. M. (1997). The connection between research and practice. Educational Researcher, 26(7), 4-12.
9. Kennedy, M. M. (2002). Knowledge and teaching. Teachers and Teaching: Theory and Practice, 8(3/4), 355-370.