REFERENCES
Anson, C. M. (1989). Response styles and ways of knowing. In C. Anson
(Ed.),
Writing and response: Theory, practice, and research (pp. 332-366).
Urbana, Ill.: National Council of Teachers of English.
Dewey, J. (1933). How we think: A restatement of the relation of reflective
thinking
to the educative process. Chicago: Henry Regnery.
Flanders, N. A. (1970). Analyzing teacher behavior. Reading, Mass.:
Addison-Wesley.
Hedin, D. (1979). Teenage health educator: An action learning program
to promote
psychological development. Dissertation Abstracts International, 40,
754A.
(University Microfilms No. 7918343).
Hunt, D. E. (1981). Teachers' adaptation: Reading and flexing to students.
In B.
Joyce, C. Brown, & L. Peck (Eds.), Flexibility in teaching: An
excursion into
the nature of teaching and training (pp. 59-71). New York: Longman.
Kitchener, K., & King, P. (1981). Reflective judgment: Concepts
of justification and
their relationship to age and education. Journal of Applied Developmental
Psychology, 2, 89-116.
Kitchener, K., & King, P. (1994). Developing reflective judgment:
Understanding and promoting intellectual growth and critical
thinking in adolescents and adults. San Francisco: Jossey-Bass.
Loevinger, J. (1987). Ego development. San Francisco: Jossey-Bass.
Mann, A. F. (1992). A quantitative and qualitative evaluation of a
peer tutor-training
course: A cognitive-developmental model. Unpublished doctoral
dissertation. North Carolina State University.
Mead, G. A. (1934). Mind, self,and society. Chicago: University of
Chicago Press.
Oja, S. N., & Sprinthall, N. A. (1978). Psychological and moral
development of
teachers. In N. Sprinthall and R. Mosher (Eds.), Value development
as the
aim of education. Schenectady, New York: Character Research Press.
Reiman, A.J. , & Thies-Sprinthall, L. (1993). Promoting the development
of mentor
teachers: Theory and research programs using guided reflection. Journal
of Research and Development in Education, 26(3), 179-185.
Reiman, A. J., & Parramore, B. (1993). Promoting preservice teacher
development
through extended field experience. In S. Odell and M. O'Hair (Eds.),
Diversity
and teaching (pp. 111-121). Orlando: Harcourt Brace Jovanovich.
Schon, D. A. (1983). The reflective practitioner. New York: Basic Books.
Schon, D. A. (1987). Educating the reflective practitioner. San Francisco:
Jossey-Bass.
Snow, R. E. (1987). Aptitude-treatment interaction models. In M. J.
Dunkin (Ed.),
The international encyclopedia of teaching and teacher education (pp.
28-31).
New York: Pergamon.
Sprinthall, N. A., & Thies-Sprinthall, L. (1983). The teacher as
an adult learner: A
cognitive-developmental view. In G. A. Griffin (Ed.), Staff development:
Eighty-Second Yearbook of the National Society for the Study of Education
(pp. 13-35). Chicago: University of Chicago Press.
Thies-Sprinthall, L. (1984). Promoting the developmental growth of
supervising
teachers: Theory, research programs, and implications. Journal of Teacher
Education, 35(3), 329-336.
Tom, A. (1985, April). Inquiring into inquiry teacher education. Paper
presented at the
annual meeting of the American Educational Research Association, Chicago.
van Manen, M. (1977). Linking ways of knowing with ways of being practical.
Curriculum Inquiry, 6, 205-228.
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard Press.
Vygotsky, L. (1934). Thought and language. Moscow-Leningrad: Sozekgiz.
Zeichner, K., & Liston, D. (1987). Reflective teacher education
and moral deliberation.
Journal of Teacher Education, 18(6), 2-8.
