Using symbolic interactionism to analyze a specialized STEM high school teacher’s experience in curriculum reform
暂无分享,去创建一个
[1] Rubén Gaztambide-Fernández,et al. Educating Elites: Class Privilege and Educational Advantage , 2011 .
[2] Corinn Williams,et al. The History of Specialized STEM Schools and the Formation and Role of the NCSSSMST , 2009 .
[3] J. Schneider. Privilege, equity, and the Advanced Placement Program: tug of war , 2009 .
[4] Rubén Gaztambide-Fernández,et al. The Best of the Best: Becoming Elite at an American Boarding School , 2009 .
[5] D. Nesdale,et al. Peer Groups, Social Identity, and Children's Bullying Behavior , 2009 .
[6] Juliet M. Ray. Building the bridge as you walk on it: Didactic behaviors of elementary teachers in a dual language program , 2008 .
[7] Jeanne Allen,et al. Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace , 2009 .
[8] Adam Howard. Learning Privilege: Lessons of Power and Identity in Affluent Schooling , 2007 .
[9] Antonio Amorim. Improving urban science education, new roles for teachers, students and researchers , 2006 .
[10] Wolff‐Michael Roth,et al. Coteaching: Creating Resources for Learning and Learning to Teach Chemistry in Urban High Schools. , 2004 .
[11] S. Harding. The feminist standpoint theory reader : intellectual andpolitical controversies , 2004 .
[12] P. Bourdieu. Forms of Capital , 2002 .
[13] R. V. D. Berg. Teachers’ Meanings Regarding Educational Practice , 2002 .
[14] V. LaBoskey,et al. Narrative inquiry in practice : advancing the knowledge of teaching , 2002 .
[15] R. Hofman,et al. Social context effects on pupils' perception of school , 2001 .
[16] Linda Grant,et al. :Peer Power: Preadolescent Culture and Identity , 2000 .
[17] John W. Meyer,et al. The “Actors” of Modern Society: The Cultural Construction of Social Agency* , 2000 .
[18] E. Rothschild. Four Decades of the Advanced Placement Program , 1999 .
[19] Kenneth Tobin,et al. Teaching referents and the warrants used to test the viability of students' mental models: Is there a link? , 1997 .
[20] A. Powell. Lessons from Privilege: The American Prep School Tradition , 1997 .
[21] Sudia Paloma McCaleb. Building Communities of Learners: A Collaboration Among Teachers, Students, Families, and Community , 1995 .
[22] F. Pignatelli. What Can I Do? Foucault on Freedom and the Question of Teacher Agency. , 1993 .
[23] Constance C. Gerger. Social Linguistics and Literacies: Ideology in Discourses. , 1993 .
[24] W. Sewell. A Theory of Structure: Duality, Agency, and Transformation , 1989, American Journal of Sociology.
[25] D. Clandinin,et al. Teachers as Curriculum Planners. Narratives of Experience. , 1988 .
[26] J. Richardson. Handbook of Theory and Research for the Sociology of Education , 1986 .
[27] I. Karp. agency and social theory: a review of Anthony Giddens , 1986 .
[28] A. Kellerman,et al. The Constitution of Society : Outline of the Theory of Structuration , 2015 .
[29] E. Spreitzer,et al. Identity and Commitment to the Teacher Role. , 1984 .
[30] M. Foucault. The Subject and Power , 1982, Critical Inquiry.
[31] M. Foucault,et al. Power/Knowledge: Selected Interviews and Other Writings 1972-1977 , 1980 .
[32] A. Giddens. Central Problems in Social Theory: Action, Structure and Contradiction in Social Analysis , 1979 .
[33] R. D'amico. Discipline and Punish: The Birth of the Prison , 1978, Telos.
[34] M. D. de M’Uzan. [Self and identity]. , 1970, Revue francaise de psychanalyse.
[35] H. Blumer,et al. Symbolic Interactionism: Perspective and Method , 1988 .
[36] E. Goffman. The Presentation of Self in Everyday Life , 1959 .
[37] J. Conant. The identification and education of the academically talented : student in the American secondary school : the conference report, February, 1958 , 1958 .
[38] M. Ginsberg. Human Nature and the Social Order , 1941, Nature.
[39] G. Mead,et al. Mind, Self and Society. From the Standpoint of a Social Behaviorist. , 1935 .