한국 유아교육 교사들의 신념과 실제에 관한 사례 연구 = Listening to What Teachers Say about Early Childhood Education in Korea

참고문헌 (Reference)

1 "reinforcement in developmentally appropriate early childhood classrooms" 77 (77): 64-67, 2000

2 "What have we learned about developmentally appropriate practice?" 52 : 4-13, 1997

3 "Theories of childhood: an introduction to Dewey, Montessori, Erickson, Piaget & Vygotsky." Redleaf Press 2000

4 "The implicit theories of early childhood teachers" 38 : 13-22, 1988

5 "The Relationship between teacher beliefs and practices" 1998

6 "The 21st Century’s Tasks and Prospect of Early Childhood Education in Korea" 2000

7 "Structural model of Head Start classroom quality" 15 (15): 115-134, 2000

8 "Statistical yearbook of early childhood Education in Korea" Korea 2000

9 "Scaffolding children’s learning: Vygotsky and early childhood education." National Association for the Education of Young Children. 1995

10 Buchmann, "Role over person Morality and authenticity in teaching" 529-543, 1986

11 "Recent developments in Korean school education" 10 (10): 55-71, 1999

12 "Qualitative research for education: an introduction to theory and methods. (3rd ed.)" Allyn and Bacon. 1998

13 "Qualitative research and case study applications in education. (2nd ed.)." Jossey-Bass Publishers 1998

14 "Perspectives on developmentally appropriate practice Advanced in Early Education and Day Care" JAI Press s : 1993

15 "Perspectives of teachers" principals 151-166, 1988

16 "Pedagogies of self in American and Japanese early childhood education: A critical conceptual analysis." 101 (101): 193-208, 2000193-208

17 "Mind in society The Development of Higher Psychological Processes" Harvard University Press 1978

18 "Measuring the developmentally appropriateness of kindergarten teachers’ beliefs and practices" 255-276, 1993

19 "Learning to Use Language" 1983

20 "Kindergarten teachers’use of developmentally appropriate practices and attitudes about authority" 445-457, 1990

21 "Is developmentally appropriate practice for everyone?" 74 (74): 283-292, 1998

22 "How early childhood teacher beliefs vary across grade level" 14 (14): 515-536, 1999

23 "Handbook of child psychology" 103-128, 1983

24 "Group time conversation in a preschool classroom International" 1 (1): 113-142, 1996

25 "Early childhood teachers’ theories in practice What do teachers believe? Paper presented at the Early Childhood Convention" 1991

26 "Early childhood teachers" Hyungsul Publishing 2000

27 "Early childhood education teachers: Do they practice what they preach?" 18 (18): 305-326, 1997

28 "Early childhood curriculum and cultural definitions of knowledge Issues in early childhood curriculum" Teacher College Press 1-20, 1991

29 "Distinct in beliefs/united in concerns Listening to strongly DAP and strongly traditional K-primary teachers" 22 : 123-133, 2001

30 "Developmentally appropriate practice in early childhood programs, rev. ed" National Association for the Education of Young Children 1997

31 "Developmentally appropriate practice in early childhood programs serving children from birth through age 8 National Association for the Education of Young Children" 1987

32 "Developmentally Appropriate Practice Is for Everyone" 74 (74): 274-280, 1998

33 "DAP centrism: Challenging developmentally appropriate practice" Australian Early Childhood Association. 1995

34 "Critical science and the history of child development’s influence on early education research" 2 (2): 95-108, 1991

35 "Characteristics of teachers who talk the DAP talk and walk the DAP walk" 13 (13): 218-232, 1999

36 "Challenges for early childhood education" Teachers College Press 1994

37 "Another view on "reinforcement in developmentally appropriate early childhood classrooms" 77 (77): 64-67, 2000

38 "American and Chinese teachers’ beliefs about early childhood curriculum" 2000

39 "Alternative perspectives on early childhood education" 7 (7): 183-197, 1991

40 "A review of researh on teacher beliefs and practices" 38 (38): 47-65, 1996