Recommended Resources

Miscellaneous and Helpful

Selected Reading Suggestions

  • Adler, P. A., & Adler, P. (1994). Observational techniques. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 377 – 392). Thousand Oaks, CA: Sage Publications.
  • Anyon, J. (1981). Social Class and School Knowledge. Curriculum Inquiry, 11(1), 3.
  • Apple, M. (2003). The State and Politics of Knowledge. New York: Routledge.
  • Banks, J. (2004). Multicultural Education. In J. Banks & C. Banks (Eds.), Handbook of Research on Multicultural Education (pp. 3-29). San Francisco: Jossey-Bass.
  • Banks, J. A. (1993). The Canon Debate, Knowledge Construction, and Multicultural Education. Educational Researcher, 22(5), 4 -14.
  • Booth, W. C., Colomb, G. G., Williams, J. M., Bizup, J., & FitzGerald, W. T. (2016). The craft of research.
  • Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.
  • Brown, E. R., & Saltman, K. J. (2005). The critical middle school reader. New York: Routledge.
  • Cochran-Smith, M. (2001). Preparing Teachers for Culturally Diverse schools:  Research and the Overwhelming Presence of Whiteness. Journal of Teacher Education, 52(2), 94-106.
  • Crotty, M. (2003). The foundations of social research: Meaning and perspective in the research process. London: Sage Publications.
  • Delpit, L. D. (1988). The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children. Harvard Educational Review, 58(3), 280.
  • Denzin, N. K. (2002). Handbook of qualitative research. Thousand Oaks (Calif.): Sage Publications.
  • Ede, L. S. (2001). Work in progress : a guide to academic writing and revising. Boston: Bedford/St. Martin’s.
  • Fosnot, C. T. (2005). Constructivism: Theory, Perspectives, and Practice. New York: Teachers College Press.
  • Freire, P. (2003). Pedagogy of the oppressed. New York: Continuum.
  • González, N., Moll, L. C., & Amanti, C. (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research : viewing data across multiple perspectives. Abingdon, Oxon; New York, NY: Routledge.
  • Kliebard, H. (1986). The struggle for the American curriculum: 1893 – 1958. Boston: Routeledge & Kegan Paul.
  • Ladson-Billings, G. (1994). The Dreamkeepers:  Successful Teachers of African American Children. San Francisco: Jossey-Bass.
  • Ladson-Billings, G. (2004). New Directions in Multicultural Education: Complexities, Boundaries, and Critical Race Theory. In J. Banks & C. Banks (Eds.), Handbook of Research on Multicultural Education (pp. 50-65). San Francisco: Jossey-Bass.
  • Lortie, D. C. (1975/2002). Schoolteacher. Chicago: University of Chicago Press.
  • McNeil, L. (2005). Standardization, defensive teaching, and the problems of control. In E. R. Brown & K. J. Saltman (Eds.), The Critical Middle School Reader (pp. 505-518). New York: Routledge: Taylor & Francis Group.
  • Mertens, D. M. (1998). Research Methods in Education and Psychology. Thousand Oaks, CA: Sage Publications.
  • Noddings, N. (2005). The Challenge to Care in Schools: An Alternative Approach to Education New York: Teachers College Press.
  • Noguera, P. (2003). City schools and the American dream:  Reclaiming the promise of public education. New York: Teachers College Press.
  • Oakes, J. (1995). Two cities’ tracking and within-school segregation. Teachers College Record, 96(4), 681-690.
  • Parker, W. C. (2003). Teaching Democracy: Unity and Diversity in Public Life. New York: Teachers College Press.
  • Schommer-Aikins, M. (2002). An evolving theoretical framework for an epistemological belief system. In B. K. Hofer & P. R. Pintrich (Eds.), Personal Epistemology: The Psychology of Beliefs about Knowledge and Knowing (pp. 103-118). Mahwah, N.J.: L. Erlbaum Associates.
  • Schommer-Aikins, M., & Hutter, R. (2002). Epistemological beliefs and thinking about everyday controversial issues. The Journal of Psychology, 136(1), 5.
  • Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
  • Shepard, L. A. (2002). The Hazards of High-Stakes Testing. Issues in Science & Technology, 19(2), 53.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  • Sleeter, C. E., & McLaren, P. L. (Eds.). (1995). Multicultural education, critical pedagogy, and the politics of difference. Albany: State University of New York Press.
  • Smagorinsky, P. (2001). If Meaning Is Constructed, What’s It Made From? Toward a Cultural Theory of Reading. Review of Educational Research, 71(1), 133-169.
  • Stake, R. E. (1994). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 236-247). Thousand Oaks, CA: Sage Publications.
  • Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131-175. doi:10.3102/00346543072002131
  • Yin, R. K. (2003). Case Study Research Design and Methods. Thousand Oaks, CA: Sage Publications.
  • Zeichner, K. M. (2009). Teacher education and the struggle for social justice. New York: Routledge.

 

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