- Anders, P. L. & Evans, K. S. (1994). Relationships between teachers’ beliefs and their instructional practice in reading. In R. Garner & P.A. Alexander (Eds.), Beliefs about text and instruction with text (pp. 137-153). Hillsdale, NJ: Lawrence Erlbaum Associates. [Google Scholar]
- Anders, P. L., Hoffman, J. V., & Duffy, G. G. (2000). Teaching teachers to teach reading: Paradigm shifts, persistent problems, and challenges. In M. L. Kamil, [Google Scholar]
- P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, 3 (pp. 719-742). Mahwah, NJ: Lawrence Erlbaum Associates. [Google Scholar]
- Bigelow, B., Harvey, B., Karp, S., & Miller, L. (Eds.). (2001). Rethinking our classrooms: Teaching for equity and justice Volume Two. Milwaukee: Rethinking Schools. [Google Scholar]
- Boran, S. & Comber, B. (2001). Introduction: The inquirers and their questions. In S. Boran & B. Comber (Eds.), Critiquing whole language and classroom inquiry (pp. vii-xvii). Urbana, IL: National Council for Teachers of English. [Google Scholar]
- Cambourne, B. (1988). The whole story: Natural learning and the acquisition of literacy in the classroom. New York, NY: Scholastic. [Google Scholar]
- Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard Educational Review, 61, 279-310. [Google Scholar]
- Darling-Hammond, L. (Ed.). (1994). Professional development schools: Schools for developing a profession. New York: Teachers College Press. [Google Scholar]
- Dewey, J. (1916). Democracy and education. New York: Free Press. Dewey, J. (1997). Democracy and education. New York: Free Press. [Google Scholar]
- Dudley-Marling, C. (1999). I’m not a communist, a liberal, or a whole language teacher (and I don’t beat my wife). Talking Points 10(2), 14-16. [Google Scholar]
- Edelsky, C. (1999). On critical whole language practice: Why, what and a bit of how. In C. Edelsky (Ed.), Making justice our project: Teachers working toward critical whole language practice (pp. 7-36). Urbana, IL: National Council for Teachers of English. [Google Scholar]
- Edelsky, C., Altwerger, B. & Flores, B. (1991). Whole language: What’s the difference. Portsmouth, NH: Heinemann. [Google Scholar]
- Freire, P. (1985). The politics of education. South Hadley, MA: Bergin & Garvey. Freire, P. (1994). Pedagogy of the oppressed. New York: Continuum. [Google Scholar]
- Freire, P. & Macedo, D. (1987). Literacy: Reading the word and the world. South Hadley, MA: Bergin & Garvey Publishers, Inc. [Google Scholar]
- Goodman, K. S. (1986). What’s whole in whole language. Portsmouth, NH: Heinemann. [Google Scholar]
- Goodman, K. S. (2005). What’s whole in whole language. Berkeley, CA: RDR Books. [Google Scholar]
- Goodman, Y. M. (1985). Kidwatching: Observing children in classrooms. In A. Jagger & M. T. Smith-Burke (Eds.), Observing the language learner (pp. 9- 18). Newark, DE and Urbana, IL: Co-published by International Reading Association and the National Council for Teachers of English. [Google Scholar]
- Goodman, Y., Hood, W., & Goodman, K. (1991). (Eds.) Organizing for whole language. Portsmouth, NH: Heinemann. [Google Scholar]
- Glaser, B. G. & Strauss, A. S. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine De Gruyter. [Google Scholar]
- Gordon, R. L. (1980). Interviewing: Strategies, techniques, and tactics. Homewood, IL: Dorsey Press. [Google Scholar]
- Greene, M. (1998). Introduction: Teaching for social justice. In W. Ayers, J. A. Hunt & T. Quinn (Eds.), Teaching for social justice: A democracy and education reader (pp. xxvii-xlvi). New York: Free Press. [Google Scholar]
- Harste, J. (2001). What education is and isn’t. In S. Boran & B. Comber (Eds.), Critiquing whole language and classroom inquiry (pp. 1-17). Urbana, IL: National Council for Teachers of English. [Google Scholar]
- Harste, J., Woodward, V.A., & Burke, C. (1984). Language stories and literacy lessons. Portsmouth, NH: Heinemann. [Google Scholar]
- Lee, E., Menkart, D., & Okazawa-Rey, M. (1998). Beyond heroes and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. Washington D.C.: Network of Educators on the Americas. [Google Scholar]
- Mintz, E. & Yun, J. T. (Eds.). (1997). The complex world of teaching. Cambridge, MA: Harvard Educational Review. [Google Scholar]
- Moore, E. (2005, February 17). Sixth graders target social injustice: College students work with Caldwell middle schoolers. Star Ledger, p. E1. [Google Scholar]
- Seidman, I. E. (1991). Interviewing as qualitative research. New York: Teachers’ College Press. [Google Scholar]
- Shannon, P. (1990). The struggle to continue: Progressive reading instruction in the United States. Portsmouth, NH: Heinemann. [Google Scholar]
- Shannon, P. (1992). Becoming political: Readings and writings in the politics of literacy education. Portsmouth, NH: Heinemann. [Google Scholar]
- Short, K. G., Harste, J. C. with C. Burke. (Eds.). (1996). Creating classrooms for authors and inquirers. Portsmouth, NH: Heinemann. [Google Scholar]
- Stock, P. L. (1995). The dialogic curriculum: Teaching and learning in a multicultural society. Portsmouth, NH: Heinemann. [Google Scholar]
- Taylor, M. (2007). Whole language teaching is wholehearted activism. In M. Taylor (Ed.), Whole language teaching, whole-hearted practice: Looking back, looking forward (pp. 1-10). New York: Peter Lang. [Google Scholar]
- Taylor, M. & Coia, L. (2006). Revisiting feminist authority through a co/autoethnographic lens. In D. Tidwell & L. Fitzgerald (Eds.), Self-study research and issues of diversity (pp. 51-70). Rotterdam: SensePublishers. [Google Scholar]
- Taylor, M. & Otinsky, G. (2007). Whole language nurtures social justice inquiry. In M. Taylor (Ed.), Whole language teaching, whole-hearted practice: Looking back, looking forward (pp. 94-115). New York: Peter Lang. [Google Scholar]
- Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press. Weaver, C. (1990). Understanding whole language: From principles to practices. Portsmouth, NH: Heinemann. [Google Scholar]
- Wells, G. (2001). Action, talk, & text: Learning and teaching through inquiry. New York: Teachers College Press. [Google Scholar]
|