Inside/Outside: Teacher Research and Knowledge

Teachers College Press, 1993 - 310 Seiten

The central concern of Inside/Outside is the assumption that pedagogical knowledge is generated “outside-in”; that is, from the university, to be applied at schools. The first half provides a thoughtful conceptual framework for reading and understanding teacher research, exploring its history, potential, and relationship to university-based research. In the second half, the voices of teacher researchers contrast, engage, and combine as contributors explore the meaning and significance of their approaches and findings. These authors enter into the “national conversation about school reform, teacher professionalism, multicultural curriculum and pedagogy, and language and literacy education.”

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Oral Inquiries
Classroom and School Studies
Research Patricia Johnston
Beth Byer Linda Cimakasky Deborah Coy Pamela Freilich
The Making of Hindsight
Rethinking Power Samona

Teachers on Teaching Learning and Schooling

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