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Teacher Education: References


 
Abell, S. K. (1990). A case for the elementary school science specialist. School Science and Mathematics, 90(4), 291-301.

American Association for the Advancement of Science. (1993). Benchmarks for science literacy . New York: Oxford University Press.

Bonwell, C.C. & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report. Washington, D.C.: School of Education and Human Development, George Washington University.

Gallagher, J. J., & Treagust, T. (1994). Attempts at sense-making: Pre-service secondary science teachers' comprehension of selected science concepts. East Lansing, MI: Michigan State University.

Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Granby, MA: Bergin & Harvey.

Grossman, J. H. (1991, March). Improving the quality of college teaching. Performance and Instruction, 30(3), 24-27.

Holmes Group. (1990). Tomorrow's schools: Principles for the design of professional development schools. East Lansing, MI: Author.

Huberman, M. (1983). Recipes for busy kitchens. Knowledge: Creation, Diffusion, Utilization, 4, 478-510.

Kozol, J. (1991). Savage inequalities. New York: Crown.

Levin, H. M. (1987, March). Accelerated schools for disadvantaged students. Educational Leadership, 44(6), 19-21.

McDermott, L. C. (1990). A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers. The American Journal of Physics, 58, 734-742.

National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.

National Research Council. (1996). National science education standards. Washington, D.C.: National Academy Press.

National Science Foundation. (1995). Teacher preparation and NSF collaboratives for excellence in teacher preparation, FY 95 awards. Washington, D.C.: Author.

Wilson, K. G., & Daviss, B. (1994). Redesigning education. New York: Henry Holt.
 
 

Bibliography



 
Abell, S. K. (1990). A case for the elementary science specialist. School Science and Mathematics, 90(4), 291-301.

American Association for the Advancement of Science. (1993). Benchmarks for science literacy . New York: Oxford University Press.

American Association for the Advancement of Science. (1990). The liberal art of science: Agenda for action. Washington, D.C.: Author.

American Association for the Advancement of Science. (1989). Science for all Americans. New York: Oxford University Press.

Anderson, L. M. (1989). Implementing instructional programs to promote meaningful, self regulated leaning. In J. Brophy (Ed.), Advances in research on teaching. Vol. 1 (pp. 311-343). Greenwich, CT: JAI Press, Inc.

Ben-Peretz (1990). The teacher curriculum encounter: Freeing teachers from the tyranny of texts. Albany, NY: State University of New York Press.

Billings-Ladson, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.

Bishop, B. A. & Anderson, C. W. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27, (5), 415-427.

Comenius, J.A. (1657/1967). The great didactic of John Amos Comenius. New York: Russell and Russell.

Comenius, J.A. (1910). The great didactic, 2nd ed., (M. Keating trans.) London:
A. & C. Black.

Darling-Hammond, L. (1994). Professional development schools: Schools for developing a profession. New York: Teachers College Press.

Feirman-Nemser, S. & Buchmann, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87 (1), 53-65.

Fullan, M.G.(1993) Change forces. London: The Palmer Press.

Fullan, M. G., with Stiegelbauer, S. (1991). The new meaning of educational change (2nd ed.). New York: Teachers College Press.

Fuller, F. P. (1969). Concerns of teachers: A developmental characterization. American Educational Research Journal, 6, 207-226.

Gallagher, J. J. (1991). Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science. Science Education, 10 (1), 121-133.

Giroux, H.A. (1988). Teachers as intellectuals: Toward a critical pedagogy of leaning. Granby, MA: Bergin & Garvey.

Glaser, R. & Silver, E. (1994). Assessment, testing, and instruction: Retrospect and prospect. In L. Darling-Hammond (Ed.), Review of research in education, Volume 20 (pp. 393-419). Washington, D.C.: American Educational Research Association.

Halloran, I., & Hestenes, D. (1985). Common sense concepts about motion. American Journal of Physics, 11, 1056-1065.

Hamburg, D. (1944). Today's children. New York: Times Books.

Holmes Group (1990). Tomorrow's schools: Principles for the design of professional development schools. East Lansing, MI: Author. .

Huberman, M. (1990). Linkage between researchers and practitioners: A qualitative study. American Educational Research Journal, 10, 363-391.

Huberman, M. (1983). Recipes for busy kitchens. Knowledge: Creation, Diffusion, Utilization, 4, 478-510.

Huberman, M. & Miles, M. B. (1984). Innovation up close. New York: Plenum.

Joyce, B. & Showers, B. (1988). Student achievement through staff development . New York: Longman.

Lanier, J. E., with Little, J. W. (1986). Research on teacher education. In M. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 527-569). New York: Macmillan.

Little, J. W. (1990). Conditions of professional development in secondary schools. In M.W. McLaughlin, and J. E Talbert. (Eds.) The contexts of teaching in secondary schools: Teachers' realities, (pp. 187-223). New York: Teachers College Press,

Little, J. W., Gerritz, W. H., Stern, D. S., Guthrie, J. W., Kirst, M. W., & Marsh, D. D. (1987). Staff development in California: Public and personal investment, program patterns, and policy choices. San Francisco, CA: Far West Laboratory for Educational Research and Development.

Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.

Marsh, D. & Odden, A. R. (1991). Implementation of the California mathematics and science curriculum frameworks. In A. R. Odden (Ed.), Education policy implementation. Albany, NY: State University of New York Press.

McDermott, G. W. (1994). Realizing new learning for all students. A framework for the professional development of Kentucky teachers. East Lansing, MI: National Center for Research on Teacher Leaning, Michigan State University.

McDermott, L.C. (l990). A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers. American Journal of Physics, 73.

McDiarmid, G. W. (1993). Teacher education a vital part of equity issue. State Education Leader, 12(1), 11.

McDiarmid, G. W. (1992). What to do about differences? A study of multicultural education for teacher trainees in the Los Angeles Unified School District. Journal of Teacher Education, 43(2), 83-93.

McDiarmid, G. W. (1991). What do prospective teachers need to know about culturally different children? In M. M. Kennedy (Ed.), Teaching academic subjects to diverse learners. New York: Teachers College Press.

McDiarmid, G. W. & Price, L. (1993). Preparing teachers for diversity: A study of student-teachers in a multicultural program. In S. O'Dell and M. O'Hair (Eds.), Diversity and teaching: Teacher education yearbook I (pp. 31 - 59). Fort Worth, TX: Harcourt Brace Jovanovich.

McLaughlin, M. W. & Miller, B. (Eds.), (1992). Staff development for education in the 90's, (pp. 61-82). New York: Teachers College Press.

Miller, B., Lord, B., & Dorney, J. (1994). Staff development for teachers: A study of configurations and costs in four districts. Newton, MA: Education Development Center.

National Research Council, Committee on High School Biology Education. (1990). Fulfilling the promise: Biology education in the nation's schools. Washington, D.C.: National Academy Press.

Odden, A. (1994). The financial implications of Project 2061 for teachers' professional development and compensation. Madison, WI: Wisconsin Center for Education Research, University of Wisconsin.

Raizen, S. A. & Michelsohn, A. M. (Eds.) (1994). The future of science in elementary schools: Educating prospective teachers. San Francisco, CA: Jossey-Bass.

Resnick, L. B. (1987). Education and learning to think. Washington, D.C.: National Academy Press.

Rowe, M. B. (1983). Getting chemistry off the killer course list. Journal of Chemical Education, 6, 54-56

Sarason, S. B. (1993). The case for change. San Francisco, CA: Jossey-Bass.

Sarason, S. B. (1990). The predictable failure of education before it is too late? San Francisco, CA: Jossey-Bass.

Sarason, S. B. (1971, 1982). The culture of the school. (1st and 2nd eds). Boston, MA: Allyn and Bacon.

Sato, M. (1992). Japan. In H.B. Leavitt (Ed.), Issues and teacher education: An international handbook. New York: Greenwood Press.

Schifter, D. & Fosnt, C. T. (1993). Reconstructing mathematics education: Stories of teachers meeting the challenge of reform. New York: Teachers College Press.

Shavelson, R.J., Baxter, G. P., & Pine, J. Performance assessments in science. Applied Measurement in Education, 494, 347-362

Treagust, D. F. (Ed.). (1996). Improving teaching and learning in science and mathematics. New York: Teachers College Press.

Tyson, H. (1994). Who will teach the children: Progress and resistance in teacher education. San Francisco, CA: Jossey-Bass.

Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press.

Wilson, K.G. (1994). Wisdom-centered learning: Striking a new paradigm for education. The School Administrator, 51(5), 26-33.

Wilson, K.G., & Daviss, B. (1994). Redesigning education. New York: Henry Holt.

Wilson, S., & Shulman, L. (1987). 150 different ways of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 104-124). New York: Holt, Rinehart & Winston.

Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178.

Zeichner, K. (1993, February). Educating teachers for cultural diversity. (Special Report). East Lansing, MI: Michigan State University, National Center for Research on Teacher Learning.


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