Elmore, R. F. (1983). Complexity and control: What legislators and administrators can do about implementing public policy. In L. S. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 342-369). New York: Longman.
2.
Fenstermacher, G. , & Richardson, V. (1993). The elicitation and reconstruction of practical arguments in teaching. Journal of Curriculum Studies, 25, 101-114.
3.
Florio-Ruane, S. (2002). More light: An argument for complexity in studies of teaching and teacher education. Journal of Teacher Education, 53, 206-217.
4.
Gage, N. L. (1985). Hard gains in the soft sciences: The case of pedagogy. Bloomington, IN: Phi Delta Kappa.
5.
James, W. (1958). Talks to teachers. New York: Norton.
6.
Jonsen, A. R. , & Toulmin, S. (1988). The abuse of casuistry. Berkeley: University of California Press.
7.
Miller, R. B. (1996). Casuistry and modern ethics. Chicago: University of Chicago Press.
8.
Richardson, V. , & Anders, P. (1994). The study of teacher change. In V. Richardson (Ed.), Teacher change and the staff development process: A case in reading instruction (pp. 159-180). New York: Teachers College Press.
9.
Shulman, J. H. , Whittaker, A., & Lew, M. (Eds.). (in press). Using assessment to teach understanding: A casebook for educators. New York: Teachers College Press.
10.
Shulman, L. S. (1996). Just in case: Reflections on learning from experience. In J. A. Colbert, P. Desberg, & K. Trimble (Eds.), The case for education: Contemporary approaches for using case methods (pp. 197-217). Boston: Allyn and Bacon.
11.
Wilson, S. M. , Floden, R. E., & Ferrini-Mundy, J. (2002). Teacher preparation research: An insider’s view from the outside. Journal of Teacher Education, 53, 191-205.