Inside/Outside: Teacher Research and KnowledgeTeachers 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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... wrote constantly and to a wide variety of audiences, including the school principal, his colleagues inside and outside the school, community people, and granting institutions. He wrote as a way to make things happen, to make sense of ...
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Inhalt
Fringe or Forefront? | |
References | |
Oral Inquiries | |
Classroom and School Studies | |
Research Patricia Johnston | |
Beth Byer Linda Cimakasky Deborah Coy Pamela Freilich | |
The Making of Hindsight | |
Essays | |
Rethinking Power Samona | |
References | |
Andere Ausgaben - Alle anzeigen
Inside/outside: Teacher Research and Knowledge Marilyn Cochran-Smith,Susan Landy Lytle Eingeschränkte Leseprobe - 1993 |
Inside/outside: Teacher Research and Knowledge Marilyn Cochran-Smith,Susan Landy Lytle Keine Leseprobe verfügbar - 1993 |