Narrative inquiry: a classroom full of researchers

Source document: Studia paedagogica. 2016, vol. 21, iss. 4, pp. 169-173
Extent
169-173
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Review
Language
English
License: Not specified license
Reviewed work
Sisk-Hilton, S., & Meier, D. R.. Narrative inquiry in early childhood and elementary school : learning to teach, teaching well. New York: Routledge, 2017. 143 p. ISBN 9781138924413.
Document
References:
[1] Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge: Harvard University Press.

[2] Chatman, S. (2008). Příběh a diskurs. Narativní struktura v literatuře a filmu. [Story and Discourse: Narrative Structure in fiction and Film]. Brno: Host.

[3] Corsaro, W. A. (2015). The sociology of childhood. Thousand Oaks: Sage.

[4] Herman, D., Jahn, M., & Ryan, M. L. (Eds.). (2008). Routledge encyclopedia of narrative theory. New York: Routledge.

[5] Riessman, C. K. (2008). Narrative methods for the human sciences. Los Angeles: Sage.

[6] Rudduck, J. (2007). Student voice: Student engagement, and school reform. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (p. 587–610). Dordrecht: Springer.

[7] Shön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

[8] Sisk-Hilton, S., & Meier, D. R. (2017). Narrative inquiry in early childhood and elementary school: Learning to teach, teaching well. New York: Routledge.