Transcription of REFERENCES - Action Research
1 140 REFERENCES1. Alred, Geof and Garvey, Bob (2001), Learning to Produce Knowledge - thecontributions of mentoring. Organisation & People, May 2001, Vol. 8, No. Andrea V. D. & Gosling D. (2001). Joining the dots. Active Learning in HigherEducation, Vol. 2, , July Aniter, Alison and Shaw, Eileen, Ed. (1993). Using Records of Achievement inHigher Education. London: Kogan Ashcroft, Kate and James, David (1999), The Creative Professional: learning to teach14-19 years olds. London: Falmer Press5. Askew, Susan and Carnell, Eileen (1998), Transforming Learning: Individual and GlobalChange. London and Washington: Cassel. Reviewed by Brandt, Deborah (2002).Curriculum Inquiry, Vol. 32, No. 1, Spring, Ball, J. & Bowie, R. (1992), Subject departments and the implementation of nationalcurriculum policy, an overview of the issues. Journal of Curriculum Studies, Vol. 24,No. 2, March- April Barnes, Elaine (1995), The use of Competence in Articled Teacher Scheme (In)Hodgkinson, P.
2 & Issitt, M. Ed. (1995), The Challenge of Competence:professionalism through vocational education and training. London: Bassey, M. (1999), Case Study Research in Educational Settings. Buckingham,Philadelphia: Open University Beeby, C. E. (1966), The Quality of Education in Developing Countries: Cambridge,Massachusetts: Harvard University Press10. Bloomer, Martin & Hodkinson, Phil (2001), Learning Careers: continuity and Change inYoung People s Dispositions to Learning: British Educational Journal, Vol. 26, No. 5,Dec. 200011. Bloomer, Martin (1997), Curriculum Making in Post-16 Education. London and NewYork: Bolam, Ray (1975), Management of Educational Change: towards a conceptualframework (In) Harris, A. et al (1975), Curriculum Change, London: Croom Boyer, E. L. (1990) Scholarship Reconsidered: Priorities of the Professoriate. :Princeton: Carnegie Foundation for the Advancement of Bruner, Jerome, (1990), Acts of Meaning. Cambridge, Massachusetts & London:Harvard University Bullough Jr (1998), Musings on Life Writing: Biography and Case Studies in TeacherEducation (in) Kridel C (1998), Writing Educational Biography: Explanations inQualitative Research .
3 New York and London: Garland Publishing Inc16. Calderhead, J. (1996), Teachers Beliefs and Knowledge (In) Berliner, D. C. and Calfee,R. C. Eds. (1996), Handbook of Educational Psychology. New York: Simon andSchuster Calderhead, J. (1984), Teachers Classroom Decision-making. London, New York,Sydney. Toronto: Holt, Rinehart and Calderhead, J. (1987) ed. Exploring Teachers Thinking. London: Cassel Calderhead, J. (1988) ed. Teachers Professional Learning. London, New York,Philadelphia: Falmer Calderhead, J. and Susan, B. Shorrock (1997). Understanding Teacher Education:case studies in the professional development of Beginning Teachers. London,Washington D. C. Falmer Carter, Kathy and Doyle, Walter (1996), Personal Narrative and Life History in Learningto Teach (In) Sikula, john editor (1996), Handbook of Research on TeacherEducation, second edition: New York: Simon and Schuster Chambers, Phil (2001), Evaluating the Impact of Continuing Professional Development:the Professional Dissertation: the professional dissertation in lifelong learning.
4 Journalof Inservice Education, Vol. 27, No. 1, Charan Singh Maharaj (1979), Die to Live, Radha Soami Satsang, Beas, Punjab, Chidbhananda, Swami (1997), The Bhagavad Gita: Trichy, India: Sri Chopra, D. (1996), The Seven Spiritual Laws of Success. London. New York. Auckland: Bentam Clandinin, D. J. and Connelly F. M. (1998), Stories to Live by: Narrative Understandingof School Reform. Curriculum Inquiry 28: 2, Clark, Anthony (2001), Recent Landscape of Teacher Education: Critical Points andPossible Conjectures. Teaching and Teacher Education, 17 (2001), PP. (599-611)28. Clark, C. M. (1992), Teachers as Designers in Self-Directed Professional development(In) Hargreaves, Andy and Fullan M. G. Eds. (1992), Understanding TeacherDevelopment. N. Y. & London: Teachers College Columbia University:29. Clark, C. M. and Peterson, P. L. (1986), Teachers Thought Processes (In) Wittrock, editor. Hand book of Research On Teaching Third Edition, N Y: Macmillan14230.
5 Clark, Paul (2000), Learning Schools, Learning Systems. London and New Clements, Peter (2001), Autobiographical Research and the Emergence of the FictiveVoice (In) Soler, Janet et al (2001), Teacher Development: Exploring Our OwnPractice. London: Coghlan, David (2001), Insider Action Research Projects. Management Learning, (1), 2001, (pp. 49-60).33. Collingwood, (1938), An Autobiography. Oxford, London: Oxford Connell, Hellen (1984), Education for International Life : a neglected area (In) Skilbeck,M. ed. (1984), Readings in School-based Curriculum. London: Paul Connelly, F. M. and Clandinin, D. J. (1991), Narrative Inquiry: Storied Experience (In)Short, Edmond editor 1991), Form of Curriculum Inquiry. Albany: State University ofNew York Connely F. M. & Clandinin, D. J. (1999), Shaping a Professional Identity: Stories ofEducational Practice: New York and London: Teachers College Columbia Covey, Stephen R (1994), First Things First: to live, to love, to learn, to leave alegacy.
6 London: Simon and Covey, Stephen R. (1992), The Seven Habits of Highly Effective People. London:Simon and Schuster Crossley, M. and Jarvis, P. (2001), Introduction: Context Matters. ComparativeEducation, , No. 4, 2001, Crotty, M. (1998), The Foundations of Social Research . London: Cunningham, J B (1993), Action Research and Organisation Development. Londonand West Port, CT: Czarniawska, Barbra (2001), Is it Possible to be a Constructionist Consultant?Management learning, Vol. 32 (2), Dads Marion, (2001) Continuing Professional Development: Nurturing the Expert within(In) Soler, Janet et al (2001), Teacher Development: Exploring our own : P C Dads, M & Hart S (2001), Doing Practitioner Research Differently. London and NewYork: Routledge/ Day, Christopher (1999), Developing Teachers: The Challenges of Lifelong : Falmer Deal, T. E. & Nollan, R. R. (1982), Alternative Schools: a Conceptual Map (In)Planning in the Curriculum. Hodder and Stoughton in association with the DeFillipi, R.
7 J. (2001), An Introduction: Project-based Learning, Reflective Practice andLearning Outcomes. Management Learning, Vol. 32, No. 1, March 2001, (pp. 5-10).48. Delors, Jacques (1996), Education: The Treasure Within. Paris, UNESCO49. Dillon, J. and Moreland, N. (1996), Participants Experience of a Competency-basedProfessional Development: a case study. Journal of Vocational Education andTraining, Vol. 48, , Driver, Michael (2002), Learning and Leadership in Organisations; towardscomplementary communities of practice. Management Learning, Vol. 33 (1): Elliott, John (1990), Validating case Studies, Westminster Studies in Education, 13,pp. Elliott, John (1991), Action Research for Curriculum Change. Buckingham: OpenUniversity Elliott, John (1998), The Curriculum Experiment. Buckingham, Philadelphia: OpenUniversity Eraut, M. (1994), Developing Professional Knowledge and Competence: London:Falmer Eraut, M. (1997), Developing Expertise in School Management and Teaching (In) Kydd,Lesley et al eds.
8 (1997), Professional Development for Educational : Open University Fullan, M. G. (1993, Change Forces. London: Falmer Fullan, M. G. (1999), Change Forces: The Sequel. London, Philadelphia: Falmer Gasper, Des (2000), Evaluating the Logical Framework Approach Toward Learning-oriented Development Evaluation, Public Administration and Development, 20, 17-28(2000).59. Ghaye, Anthony and Ghaye, Kay (1998), Teaching and Learning through CriticalReflective Practice, London: David Fulton Publishers Goodson, Ivor and Hargreaves, Andy ed. (1996), Teachers professional : Falmer Greene, Maxine (1991), Teaching: The question of personal reality (In) Lieberman, Ann& Miller Lynne (1991) Eds. Staff Development for Education in the 90 s. New Yorkand London: Teachers College, Columbia Groberg D H (1993), Sources of Leadership Success: Lessons from a Peach Digest, March 199363. Hagarty, Seamus (2000), Teaching as knowledge-based Activity. Oxford Review ofEducation, Vol.)
9 26, No s. 3&4, Halstead J. M. (In) Halstead J. M. and Taylor J. M. (1996), Values in Education andEducation in Values. London: Falmer Hamilton, Mary Lynn et al eds. 1998, Reconceptualising Teaching Practice: self-study in teacher education. London: Falmer Hampson, Sarah, E. (1984), Sources of Information about the Self (In) Barnes, Peter etal eds (1984), Personality Development and Learning: Hodder and Stoughton inassociation with the Open Hargreaves, Andy; Lo, leslie (2000), The Paradoxical Professional: teaching at the turnof century. Prospect, Vol. XXX, No. 2, June Harre Rom (1998), The Singular Self. London. Thousand Oaks. New Delhi: Hayden, M. C. & Thompson, J. J. ed. (1998), International Education: principles andpractice. London: Kogan Hayden, Mary and Thompson Jeff ed. (2000), International Schools and InternationalEducation. London: Kogan Hayden, Mary and Thompson, Jeff (1995), Perceptions of International Education: APreliminary Study.
10 International Review of He, Ming Fang (2002), A Narrative Inquiry of Cross-cultural Lives: Lives in the NorthAmerican Academy. Journal of Curriculum Studies, , No. 5,September/October He, Ming Fang and Philon, Joan (2002), Fluctuating Landscapes, Shifting Inquiry 32:1 (2002).74. Hiebert, J; Galliomore, R & Stigler, J W (2002), A Knowledge Base for the TeachingProfession: what would it look like and how can be get one? Educational Researcher,Vol. 31, No 5, , June/July Hodkinson, P. and Issitt, M. Eds (1995), The Challenge of Competence:professionalism through vocational education and training. London: Cassell76. Hofstede, G. (1980), Cultures, Consequences: International differences in work-related values. Beverly Hills: Hofstede, G. (1986), Cultural differences in Teaching and learning. InternationalJournal of Intercultural Relations 10, 3, (301-320)14578. Holly, Peter (1991), Action Research : The missing link in the creation of schools ascentres of inquiry (In) Lieberman, Ann & Miller, Lynne, Eds.