School of Education References - Conceptual Model

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这些都是支持PG电子游戏教育学院概念框架和四个概念链的研究参考.

AACTE Committee on Innovation and Technology (Ed.) (2008). 教育工作者技术教学内容知识手册(TPCK. New York: Routledge.

Apple, M. W. (1993).  官方知识:保守时代的民主教育.  New York:  Routledge.

Apple, M. W. & Beane, J.A. (1995).  Democratic Schools. Alexandria, VA:  ASCD.

Ball, D. L. (2000). 衔接实践:将教学内容和教学方法与学习教学相结合.  Journal of teacher education 51(3), 241-247.

Ball, D. L. & Cohen, D.K. (1999).  Developing practice, 发展实践者:走向以实践为基础的专业教育理论.  In L. Darling-Hammond and G. Sykes (Eds.作为学习专业的教学:政策与实践手册.  San Francisco:  Jossey Bass.

Banks, J. A. (1997).  Educating Citizens in a Multicultural Society.  New York:  Teachers College Press.

Basile, C. (2004). Access to knowledge through partner schools. Kappa Delta Pi Record, 41(1), 42-45.

Bennett, M.J. (1998). Intercultural communication: A current perspective. In. M.J. Bennett (ed.跨文化交际基本概念:阅读选读. Yarmouth, ME: Intercultural Press, 1998.

Bernhardt, V. L. (1999). 学校组合:学校改善的综合框架. Larchmont, NY:  Eye on Education.

Belenky et.al. (1997).  女人的认知方式:自我、声音和思想的发展.  New York:  Basic Books.

Brooks, J.G. & Brooks, M.G. (1993).  The case for constructivist classrooms.  Alexandria, VA:  ASCD.

Brubacher, J. W. & Reagan, T.G. (1999). Becoming a reflective educator. New York:  Corwin Press.

Chazen, D. (2000).  数学与教学中的超越公式:高中代数课堂的动态.  New York:  Teachers College Press.

Chess, S. & Thomas, T.  (1987). Know your child. New York:  Basic Books.

Clark, C. C. (1995). Thoughtful teaching.  New York:  Teachers College Press.

Clark, R.W. (2004). Beyond the classroom. Kappa Delta Pi Record, 41(1), 26-29.

Cochran-Smith, M. (2000).  盲目性:教师教育中忘却种族主义. Harvard Educational Review 70 (2), 157-190.

Cochran-Smith, M. and Lytle, S.  (1993).  Inside outside:  teacher research and knowledge.  New York:  Teachers College Press.

Cochran-Smith, M. & Zeichner, K. (2005). 研究教师教育:AERA研究与教师教育小组报告. Mahway, NJ: Lawrence Erlbaum.

Cohn, M. M. & Kottkamp, R. B. (1993).  Teachers:  The missing voice in education. Albany:  State University of New York Press.

Combs, A. W., Miser, A. B. & Whitaker, K.S. (1999).  论成为学校领导:以人为本的挑战. Alexandria, VA:  ASCD.

Comer, J. P. (1980).  School Power. New York:  Free Press.

Crain, W.  (2000).  Theories of development.  Upper Saddle River:  Prentice Hall.

Danielson, C. (1996).  加强专业实践:教学框架.  Alexandria, VA:  ASCD.

Darling-Hammond , L. (2007). 《地球是平的与教育:美国对公平的承诺将如何决定PG电子游戏的未来. Educational Researcher, 38(6), 318-334.

Darling-Hammond, L. & Bransford, J. (2005). Preparing Teachers for a Changing World. San Francisco: Jossey-Bass.

Delpit, L. (1995). 别人家的孩子:课堂上的文化冲突. New York:  The New Press.

Dewey, J.  (1933).  PG电子游戏如何思考:反思思维与教育过程关系的重述. Chicago:  Henry Regnery.

Duckworth, E. (1987, 1996).  PG电子平台教与学的奇思妙想和其他文章. New York:  Teachers College Press.

Elmore, R. F. & Burney, D.  投资于教师学习:员工发展和教学改进. In L. Darling-Hammond and G. Sykes (Eds.作为学习专业的教学:政策与实践手册.  San Francisco: Jossey Bass.

Evan, R. (1996). The human side of school change. San Francisco:  Jossey Bass.

Fenstermacher, G. D. (1994).  知者与被知者:教学研究中的知识本质.  In L. Darling-Hammond (Ed.), Review of research in education.  华盛顿:美国教育研究协会.

Fosnot, C. T. (Ed.) (1996). Constructivism: Theory, Perspectives, and Practice. New York:  Teachers College Press.

Foster, A. (2004). School Inequities: Confronting the Deep Issues. Kappa Delta Pi Record, 41(1), 30-34.

Fullan, M.  (1999). Change forces: The sequel. London:  Falmer Press.

Fuller, F. F.  (1969).  教师关注:发展性概念.  American Educational Research Journal, 6, 207-226.

Fuller, F. F. and Case, C.  (1969).  教师关注:教师教育工作者手册. 德克萨斯州奥斯汀:德克萨斯大学教师教育研究与发展中心. (ERIC Document Reproduction Service No. ED 040143).

Fuller, F. F. (1970).   教师个性化教育:教师教育工作者导论. 德克萨斯州奥斯汀:德克萨斯大学教师教育研究与发展中心.

Goodlad, J.I. (1990) Teachers for our nation’s schools. San Francisco:  Jossey-Bass.

Goodlad, J.I. (1994). Educational Renewal.  San Francisco:  Jossey-Bass.

Goodlad, J.I. (1997). In praise of education. New York:  Teachers College Press.

Goodlad, J.I, Mantle-Bromley, C., & Goodlad, S.J. (2004). 人人享有教育:民主教育议程. San Francisco: Jossey-Bass.

Goodlad, J.I. & McMannon, T. J. (1997).  The public purpose of education and schooling. San Francisco:  Jossey Bass.

Goodlad, J.I., Soder, R. & Sirotnik, K.Q. (Eds.). (1990).  The moral dimensions of teaching. San Francisco:  Jossey Bass.

Goodlad, S.J. (2004). Democracy, Schools, and the Agenda. Kappa Delta Pi Record, 41(1), 17-20.

Gordon, E. W. (1999).  教育与正义:从公共汽车后面看. New York:  Teachers College Press.

Greene, M. (1995).  释放想象力:教育、艺术和社会变革随笔. San Francisco:  Jossey Bass.

Grimmett, P. (1988).  反思的本质与舍恩的透视观.  In Grimmett, P.O. and Erickson, G. L. (Eds.), Reflection in teacher education.  New York:  Teachers College Press.

Hammerness, K., et al. (2005). How teacher learn and develop. In L. Darling-Hammond & J. Bransford (eds.), Preparing Teachers for a Changing World. San Francisco: Jossey-Bass, 358-389

Hargreaves, A. & Fullan, M. (1998).  What’s worth fighting for out there? New York: Teachers College Press.

Hausfather, S. J. (1997).  A case of failed resocialization? 行动研究与重新定义教师身份的斗争.  Educational Action Research, 5(3), 373-392.

Hausfather, S.J. (2001). Where’s the content? 内容在建构主义教师教育中的作用. Educational Horizons, 80(1), 15-19.

Hawley, W. D. & Valli, L.  有效专业发展的要素:一个新的共识. In L. Darling-Hammond and G. Sykes (Eds.作为学习专业的教学:政策与实践手册.  San Francisco: Jossey Bass.

Hollins, E.R. (1996).  学校学习中的文化:揭示深层意义. New Jersey:  Lawrence Erlbaum Associates.

Hubbart, R. S. & Power, B.M. (1993). 课堂探究的艺术:教师研究者手册. Portsmouth, NH:  Heinemann.

ISTE (2008).  ISTE国家教育技术标准(NETS•T)和教师绩效指标.  www.iste.org

Jackson, P.W., Boostrom, R.E. & Hansen, D.T.  (1993).  The moral life of schools.  San Francisco:  Jossey Bass.

Jalongo, M.R. & Isenberg, J.P. (1995).  教师的故事:从个人叙述到专业洞察.

Kamii, C. & Housman, L.B. (1999).  幼儿重新发明算术:皮亚杰理论的含义. New York:  Teacher’s College Press.

Kennedy, M. M. (2000).   PG电子平台教育研究的一些常见争论的检验.  教育学刊，36 (3)，511-542.

Kennedy, M. M.  (1997). Defining an ideal teacher education program.  NCATE:  Unpublished manuscript.

Kennedy, M. M. (1999).  The role of pre-service teacher education. In Darling-Hammond, L. and Sykes, G. (Eds.). Teaching as the learing profession.  San Francisco: Jossey Bass.

Ladson-Billings, G.  (1994).  梦想守护者:成功的非裔美国儿童教师. San Francisco:  Jossey Bass.

Ladson-Billings, G. (2000).  为PG电子游戏的生命而战:准备教师教非裔美国学生. Journal of Teacher Education 51(3), 206-214.

Lampert, M. & Ball, D. L. (1999). 使教师教育与当代K-12改革愿景保持一致. In L. Darling-Hammond and G. Sykes (Eds.作为学习专业的教学:政策与实践手册.  San Francisco:  Jossey Bass.

Liberman, A. & Miller, L. (1999).  Teachers—transforming their world and their work.   New York:  Teachers College Press.

Liston. D. & Zeichner, K. (1991).  教师教育与学校教育的社会条件. New York:  Routledge.

Loder, T.L. (2006). 为什么PG电子游戏不能抛弃公立学校:公共教育和美国民主不可分割的遗产. Educational Researcher, June/July, 30-35.

Mantle-Bromley, C. (2004). Jazz at the improve. Kappa Delta Pi Record, 41(1), 21-25.

Marlow, B.A. & Page, M.L. (1998).  Creating and sustaining the constructivist classroom.  Thousand Oaks, CA:  Corwin Press.

McDiarmid, G.W., Ball, D. L. & Anderson, C. W. (1989).  为什么提前一章学习并不管用:特定学科教学法.  In M.C. Reynolds (Ed.), Knowledge Base for the Beginning Teacher. 华盛顿特区:美国教师教育学院协会.

Michie, G.  (1999).  Holler if you hear me.  New York:  Teachers College Press.

Michelli, N. & Keiser, D. (2005). Teacher Education for Democracy and Social Justice. New York: Routledge.

Mishra, P. & Koehler, M.J. (2006). 技术教学内容知识:技术融入教师知识的框架. Teachers College Record, 108(6), 1017-1054.

NCTM (2000).  Principles and standards for school mathematics.

Nieto, S. (2000)肯定多样性:多元文化教育的社会政治背景. New York:  Longman.

Noddings, N. (1992). 学校关怀的挑战:另一种教育方法.  New York: Teachers College Press.

Oakes, J. & Lipton, M. (1999).  Teaching to change the world. Boston:  McGraw Hill.

Ogbu, J. U. (1994).  Overcoming racial barriers to equal access.  In J. I. Goodlad and P. Keating (Eds.获取知识:我国学校的持续议程.  New York:  College Board

Posner, G.J. (2005). Field Experience: A Guide to Reflective Teaching. Boston: Pearson.

Sadker, M. & Sadker, D.  (1995). Failing at fairness: How our schools cheat girls. Touchstone Books.

Scales, P.  (1999). 发展资产:青少年发展科学研究的综合. Search Institute.

Schon, D. A. (1983).  反思实践者:专业人士如何在行动中思考.  New York:  Basic Books.

Schon, D.A. (1987)教育反思的实践者:走向专业教学的新设计.  San Franciso:  Jossey Bass.

Senge, P. M.  (1990). The fifth discipline. New York:  Doubleday/Currency.

Senge, P. et al. (2000). 学习的学校:教育工作者的第五本学科领域书籍, parents, and everyone who cares about education. New York:  Doubleday/Currency.

Shepard, L., et al. (2005). Assessment. In L. Darling-Hammond & J. Bransford (eds.), Preparing Teachers for a Changing World. San Francisco: Jossey-Bass, 275-326.

Shulman, L. (1986). Those who understand:  Knowledge growth in teaching.  Educational Researcher 15 (2), 4-14.

Shulman, L. (1987).  知识与教学:新改革的基础.  Harvard Educational Review 57, 1-22

Simons. H. & Elliot J. (1990).  Rethinking appraisal and assessment.

Sizer, T. R. & Sizer, N. F. (1999). 学生们正在观看:学校和道德契约. Boston:  Beacon Press.

Soder, R. (Ed). (1996).  Democracy, Education, and the Schools. San Francisco:  Jossey-Bass.

Tatum, B.D. (1997). 为什么所有的黑人孩子都坐在自助餐厅的后面?还有其他PG电子平台种族的谈话. New York:  Basic Books.

Teitel, L. (2003). The Professional Development Schools Handbook. Thousand Oaks, CA: Corwin.

Van Manen, M. (1977).   Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6 (3), 205-208.

Valli, L. (Ed.) (1992).  Reflective Teacher Education:  Cases and Critiques. Albany:  State University of New York Press.

Villegas, A.M. & Lucas, T. (2002). 培养对文化有反应的教师:重新思考课程. Journal of Teacher Education, 53(1), 20-32.

Vinz, R. (1996).  Composing a teaching life. Portsmouth, NH:  Boynton/Cook.

Wasley, P. A., Hampel, R. L. & Clark, R. W. (1997).  Kids and school reform.  San Francisco:  Jossey Bass.

Wildman, M & Niles, J. A.  (1987)反思教师:抽象与现实之间的紧张关系.  Journal of teacher education, 34 (5), 35-44.

Wiggins, G. & McTighe, J. (1998).  Understanding by Design. Alexandria, VA:  ASCD.

Zeichner, K. (1981)教师教育中基于实地经验的反思性教学.  Interchange, 12(4), 1-22.

Zeichner, K. & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57 (1). 23-48.