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Volumn 2, Issue 1, 2006, Pages 33-55

Making Learning Visible through Documentation: Creating a Culture of Inquiry among Pre-Service Teachers

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Indexed keywords


EID: 41149120684     PISSN: None     EISSN: 15499243     Source Type: Journal    
DOI: 10.1080/15476880500486129     Document Type: Article
Times cited : (11)

References (22)
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  • 5
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    • Cochran-Smith, M., 2005. The new teacher education: For better or for worse?. Educational Researcher, 34 (7): 3–17. [CSA]
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  • 7
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    • Self-study in teacher education: A means and ends tool for promoting reflective teaching
    • Dinkelman, T., 2003. Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54 (1): 6–18. [CROSSREF][CSA]
    • (2003) Journal of Teacher Education , vol.54 , Issue.1 , pp. 6-18
    • Dinkelman, T.1
  • 9
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    • Negotiated learning through documentation, discourse and design
    • Edwards C., Gandini L., Forman G., (eds), 2nd, New Jersey: Ablex Publishing Corporation, and,. Edited by
    • Forman, G., and Fyfe, B., 1998. “ Negotiated learning through documentation, discourse and design ”. In The hundred languages of children: The Reggio Emilia approach to early childhood education, 2nd, Edited by: Edwards, C., Gandini, L., and Forman, G., New Jersey: Ablex Publishing Corporation
    • (1998) The hundred languages of children: The Reggio Emilia approach to early childhood education
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    • Reflections on the relationship between documentation and assessment in the American context: An interview with Brenda Fyfe
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    • Gandini, L., and Kaminsky, J., 2004. “ Reflections on the relationship between documentation and assessment in the American context: An interview with Brenda Fyfe ”. In Innovations in early education: The international Reggio exchange 5–17. Winter
    • (2004) Innovations in early education: The international Reggio exchange , pp. 5-17
    • Gandini, L.1    Kaminsky, J.2
  • 13
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    • Observing, recording, understanding: The role of documentation in early childhood teacher education
    • Hendrick J., (ed), Upper Saddle River, NJ: Prentice Hall, and,. Edited by
    • Goldhaber, J., Smith, D., and Sortino, S., 1997. “ Observing, recording, understanding: The role of documentation in early childhood teacher education ”. In First steps towards teaching the Reggio way, Edited by: Hendrick, J., 198–209. Upper Saddle River, NJ: Prentice Hall
    • (1997) First steps towards teaching the Reggio way , pp. 198-209
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    • Reconceptualizing early childhood teacher education: Preservice teachers as ethnographers
    • Hendrick J., (ed), Upper Saddle River, NJ: Prentice Hall,. Edited by
    • Moran, M.J., 1997. “ Reconceptualizing early childhood teacher education: Preservice teachers as ethnographers ”. In First steps towards teaching the Reggio way, Edited by: Hendrick, J., 210–221. Upper Saddle River, NJ: Prentice Hall
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    • Knowledge alive
    • Perkins, D., 2004. Knowledge alive. Educational Leadership, 62 (1): 14–18. [CSA]
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    • Collective cognitive responsibility for the advancement of knowledge
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    • Scardamalia, M., 2002. “ Collective cognitive responsibility for the advancement of knowledge ”. In Liberal education in the knowledge society, Edited by: Smith, B., 67–98. Chicago: Open Court
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    • A schoolteacher’s view
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    • Schneier, L., 2001. “ A schoolteacher’s view ”. In “Tell me more”: Listening to learners explain, Edited by: Duckworth, E., 188–194. Teachers College Press
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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.