Against-the-Grain Teacher Education: A Study of Coursework,Field Experience,and Perspectives

Adler, S. , & Goodman, J. (1986). Critical theory as a foundation for methods courses. Journal of Teacher Education, 37(4), 2-8.

Apple, M. (1986). Teachers and texts: A political economy of class and gender relations in education. London: Routledge & Kegan Paul.

Apple, M. (1993). Official knowledge: Democratic education in a conservative age. New York: Routledge.

Bakhtin, M. (1981). Discourse in the novel. In M. Holquest (Ed.), The dialogic imagination: Four essays by M. M. Bakhtin. Austin: University of Texas Press. (Original work published in 1935)

Bloom, L. (1992). "How can we know the dancer from the dance?": Discourses of the self-body. Human Studies, 15(3), 313-334.

Clift, R. , Houston, W. , & Pugach, M. (1990). Encouraging reflective practice in education: An analysis of issues and programs. New York: Teachers College Press.

Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard Educational Review, 61(3), 279-310.

Cuban. L. (1982). Persistence of the inevitable: The teacher centered classroom. Education and Urban Society, 15(1), 26-41.

Dewey, J. (1976). Experience and education. New York: Collier Books. (Original work published 1938)

Duffy, G. , Roehler, L. , & Putman, J. (1987). Putting the teacher in control: Basal reading textbooks and instructional decision making. Elementary School Journal, 87(3), 357-366.

Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297-324.

Erickson, F. (1986). Qualitative research on teaching. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 119-161). New York: Macmillan.

Feiman-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 212-233). New York: Macmillan.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Giroux, H. (1988). Schooling and the struggle for democratic public life. Minneapolis: University of Minnesota Press.

Glaser, B. , & Strauss, A. (1975). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.

Goetz, J. , & LeCompte, M. (1981). Ethnographic research and the problem of data reduction. Anthropology and Education Quarterly, 12(1), 51-70.

Goodlad, J. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.

Goodman, J. (1986). Teaching preservice teachers a critical approach to curriculum design: A descriptive account. Curriculum Inquiry, 16(2), 179-210.

Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers' professional perspectives. Teaching and Teacher Education: An International Journal of Research and Studies, 4(2), 121-137.

Grant, C. , & Secada, W. (1990). Preparing teachers for diversity. In W. Houston (Ed.), Handbook of research on teacher education (pp. 403-422). New York: Macmillan.

Kohl, H. (1986). On teaching. New York: Schocken.

Lincoln, Y. , & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.

Novak, J. (1994). Democratic teacher education: Programs, processes, problems, and prospects. Albany: State University of New York Press.

Postman, N. , & Weingartner, C. (1969). Teaching as a subversive activity. New York: Delta.

Tabachnick, B. R. , & Zeichner, K. M. (Eds.) (1991). Issues and practices in inquiry-oriented teacher education. New York: Falmer.

Valli, L. (Ed.) (1992). Reflective teacher education: Cases and critiques. Albany: State University of New York Press.

Woodward, A. (1986). Over-programmed materials: Taking the teacher out of teaching. American Educator, 10(1), 22-25.

Zeichner, K. , & Gore, J. (1990). Teacher socialization. In W. Houston (Ed.), Handbook of research on teacher education (pp. 329-348). New York: Macmillan.