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Additional References - Dr. Susan O'Neill
 

Anderson, G., Herr, K., & Nihlen, A. (1994). Studying your own school: An educators guide to Qualitative. practitioner research. Corwin.

Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: Basic Books, Inc.

Biekel, W. E. & Hattrup, R. A. (1995). Teachers and researchers in collaboration: reflections on the process. American Educational Research Journal. 32(1). 35-62.

Bogdan, R. C. & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods. Needham Heights: Allyn and Bacon.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher. 18(1). 32-42.

Christensen, L. M. (1997). Pedagogical and philosophical development: An ethnographic process. In E. T. Stringer's (Ed.), Breaking the Boundaries: Collaborative Practices in Teaching and Research. Manwah, N. J.: Lawrence Erlbaum Associates, Inc.

Clandinin, D. J. & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.

Cochran-Smith, M. & Lytle, S. L. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher. 19(2). 2-11.

Denzin, N. K. (1989a). Interpretive biography. Newbury Park, CA: Sage Publications. Denzin, N. K. (1989b). Interpretive interactionism. Newbury Park, CA: Sage Publications.

Derrida, J. (1972/1981). Positions. Chicago: University of Chicago Press.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process (rev. ed.). Boston: Heath. (original work published 1909).

Dewey, J. (1964). The relation of theory to practice in education. In Reginald D. Archambault (ed.) John Dewey on Education. Chicago, IL: University of Chicago Press.

Duckworth, E. (1986). Teaching as research. Harvard Educational Review. 56(4), 481-495.

Eisner, E. (1885). The educational imagination. New York: Macmillan.

Eisner, E. W. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Upper Saddle River, NJ: Prentice Hall, Inc.

Eisner, J. (1985). Facilitating action research in school: Some dilemmas. In R. Burgess (Ed.), Field methods in the study of education. Lewes: Falmer Press.

Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.

Geertz, C. (1983). Local knowledge: Further essays in interpretive anthropology. New York: Basic Books.

Geertz, C. (1988). Works and lives: The anthropologist as author. Stanford, CA: Stanford University Press.

Giroux, H. A., & McLaren, P. (1989). Critical pedagogy. the state and cultural struggle. Albany, New York: State University of New York Press.

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

Goodlad, J. I. (1984). A place called school. New York: McGraw Hill, Inc.

Guba, E. G. (1990). Subjectivity and objectivity. In E. W. Eisner & A. Peshkin's (Eds.), Qualitative inquiry in education: The continuing debate. (pp. 74-91). New York: Teachers College Press.

Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, Ca: Sage.

Halpern, E. S. (1983). Auditing naturalistic inquiries: The development and application of a model. Unpublished doctoral dissertation, Indiana University.

Henderson, J. G., & Hawthorne, R. D. (1995). Transformative Curriculum Leadership. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Hollingsworth, S. (1994). Teacher research & urban literacy education: Lessons & conversations in a feminist key. New York: Teachers College Press.

Husserl, E. (1962). 1d.ui: General introduction to pure phenomenology. New York: Collier.[Originally published 1913]

Lieberman, A. (1992). The meaning of scholarly activity and the building of community. Educational Researcher. 21(6),5-12.

Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, Ca: Sage Publications.

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

Maher, F. (1994). The feminist classroom. New York: Basic Books.

Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass Publishers.

Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco, CA: Jossey-Bass Publishers.

Noddings, N. (1984). Carina: A feminine approach to ethics and moral education. Berkeley, CA: University of California Press.

Noddings, N. (1992). Gender and curriculum. In P. W. Jackson (Ed,). The handbook of research on curriculum (pp. 659-684). New York: Macmillan.

Patterson, L., Santa, C. M., Short, K. G., & Smith, K. (1993). Teachers are researchers: Reflection and action. Newark, Delaware: International Reading Association.

Patterson, L., Stansell, J. C., & Lee, S. (1990). Teacher researcher. New York: Richard C. Owen Publishers, Inc.

Patton, M. Q. (1982). Practical evaluation. Beverly Hills, CA: Sage Publications.

Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd Ed.). Newbury Park, Ca: Sage.

Pinar, W. F., & Reynolds, W. M. (Eds.). (1992). Understanding curriculum as phenomenological and deconstructed text. New York: Teachers College Press.

Rorty, R. (1979). Philosophy and the mirror of nature. Princeton, N. J.: Princeton University Press.

Schon, D. (1983). The reflective practitioner. New York: Basic Books.

Spradley, J. P. (1980). Participant observation. Orlando, Florida: Harcourt, Brace, Jovanovich, Inc.

Stacey, J. (1988). Can there be a feminist ethnography? Women's Studies International Forum. ii, 21-27. Stringer, E. T. (1996). Action research: A handbook for Practitioners. Newbury Park, CA: Sage.

Stringer, E. T. (1999). Action research: Second Edition. Thousand Oaks, CA: Sage Publications.

van Manen, M. (1977). linking ways of knowing with ways of being practical. Curriculum Inquiry. 6(3).35-44.

van Manen, M. (1986). The tone of teaching. Portsmouth, NH: Heinemann.

van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany, N. Y.: State University of New York.

van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. Albany, NY: State University of New York Press.

Witherell, C. & Noddings, N. (1991). (Eds.) Stories lives tell: narrative and dialogue in education. New York: Teachers College Press.

Young, R. E. (1990). A critical theory of education: Habermas and our children's future. New York: Teachers College Press.

 
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