Tímarit um menntarannsóknir - 01.01.2004, Page 38

36
Cochran-Smith, M., & Lytle, S. L. (1999).
The teacher research movement: A
decade later. Educational Researcher, 28
(7), 15-25.
Cochran-Smith, M., & Lytle, S. M. (1993).
Inside outside: Teacher research and
knowledge. New York: Teachers College
Press.
Dalmau, M. C., & Hafdís Guðjónsdóttir
(2000a). Framing professional discourse
with teachers: Professional working
theory. Fyrirlestur á ráðstefnu S-Step,
Herstmonceux, UK.
Dalmau, M. C„ & Hafdís Guðjónsdóttir
(2000b). Professional working theory:
Beginning (and extending) theoretical
discussions with teachers. Fyrirlestur á
ráðstefnu AERA: Creating knowledge in
the 21 st century: Insights from multiple
perspectives, New Orleans.
Darling-Hammond, L. (1994). Developing
professional development schools: Early
lessons, challenge, and promise. í L.
Darling-Hammond (ritstj.), Professional
development schools: Schoolsfor
developing a profession (bls. l-27).New
York: Teachers College Press.
Fullan, M. (1993). Cltange forces: Probing
the depths of educational refonn. London:
Falmer.
Fullan, M. (1999). Change forces: The sequel.
Philadelphia: Falmer Press.
Fullan, M. (2005). Leadership sustainability:
System thinkers in action. Thousand
Oaks: Corwin Press.
Fullan, M. G. (1996). Turning systemic
thinking on its head. Phi Delta Kappan,
420-423.
Fullan, M. G„ & Stiegelbauer, S. (1991).
The New meaning of educational change
London: Cassell Educational Limited.
Guðrún Geirsdóttir, (1997). Námskrárgerð,
námskrárfræði og kennarar. Uppeldi
og menntun: Tímarit Kennaraháskóla
íslands, 7, Bls.109-122.
Goodson, I. (2000). Professional knowledge
and the teacher's life and work. í C.
Day & A. Fernandez & T. E. Hauge &
J. Moller (ritstj.) The Life and work of
teachers: International perspectives in
changing times (Bls. 13-25). London:
Falmer
Goodwin, A. L. (1997). Introduction. í A.
L. Goodwin (ritstj.), Assessment for
equit}’ and inclusion: Embracing all
our children (bls.xii-xvi). New York og
London: Routledge.
Hafdís Guðjónsdóttir. (2000). Responsive
professional practice: Teachers analyze
the theoretical and ethical dimensions of
their work in diverse classrooms. Obirt
doktorsritgerð, University of Oregon,
Eugene.
Hall, G. E. (1995). The local educational
change process and policy
implementation. í D. Carter & M. O'Neill
(Ritstj.), International perspectives
on educational reform and policy
implementation. (bls. 184-199). London:
Falmer
Handal, G„ & Lauvás, P. (1982). Pa egne
vilkár: En strategifor veiledning med
lcerere. Oslo: J. W. Cappelens forlag a. s.
Handal, G„ & Lauvás, P. (1987). Promoting
reflective teaching: Supervision in action.
London: The Society for Research into
Higer Education and Open University
Press.
Hargreaves, A. (1994). Changing teachers,
changing times: Teachers' work and
culture in the postmodern age. New York:
Teacher College Press.
Tímarit um menntarannsóknir, 1. árgangur 2004