Graduate School of Education - George Mason University
Graduate School of Education - George Mason University

Our Graduate School of Education is the alma mater for one third of teachers and administrators in Northern Virginia’s world-class school systems. Each year, more than 3,000 graduate students enroll in our innovative academic programs, which include advanced study for teachers and school leaders, instructional design and technology, and a renowned PhD in Education program that is among the largest in the country.

School of Recreation, Health, and Tourism - George Mason University

The School of Recreation, Health, and Tourism (SRHT) offers exciting, career-ready majors in dynamic fields such as athletic training, tourism and events management, health and physical education, kinesiology, sport management, and recreation management. SRHT features renowned faculty, cutting-edge research, six laboratories and centers, and a diverse student body of more than 1,000 undergraduate and graduate students each year. Each major requires one or more internship or clinical experiences, ensuring that students graduate not just with a transcript but with a resume that demonstrates their professional aptitude and skills.

Bibliography

The following references are linked to either the publishers or abstracts of the works found online:

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Cochran-Smith, Marilyn & Lytle, Susan L. (1993). Inside/Outside: Teacher Research and Knowledge. New York: Teachers College Press.

Donahue, Zoe, Ed.and others. (1996). Research in the Classroom: Talk, Texts, and Inquiry. Newark, DE: International Reading Association.

Darling-Hammond, L. (1996). The Quiet Revolution: Rethinking Teacher Development. Educational Leadership, 53(6), 4-10.

Falk, B. & Blumenreich, M. (2005). The Power of Questions: A Guide to Teacher and Student Research. Portsmouth, NH: Heinemann.

Fleischer, C. (1998). Advocating for Change: A New Education for New Teachers. English Education, 30(2), 78-100.

Graves, D. (1981). Writing: Teachers and Children at Work. Wesport, CT.

Hubbard, Ruth Shagoury & Power, Brenda Miller (1993). The Art of Classroom Inquiry. Portsmouth, NH: Heineman Publishers,p.1-8.

Huberman, Michael. (1996).Moving Mainstream: Taking a Closer Look at Teacher Research. Language Arts, 73 (February): 124-140.

Johnson, Rita. (1993). Where Can Teacher Research Lead? One Teacher's Daydream. Educational Leadership, 51(2), 66-68.

Lieberman,A. (1996). Creating Intentional Learning Communities. Educational Leadership, 54(3), 51-55.

MacLean, Marion S. & Mohr, Marian M. (1999). Teacher-Researchers at Work. Berkeley, CA: National Writing Project, p. 2-11.

Mohr, M.& MacLean, M. (1987). Working Together: A Guide for Teacher-Researchers. Urbana, IL: National Council of Teachers of English.

Miles, M. & Huberman, A.M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. (2nd ed). Beverly Hills, CA: Sage.

Power, Brenda Miller Power (1996). Taking Note: Improving Your Observational Notetaking. York, ME: Stenhouse Publishers.

Sagor, Richard (2004). The action research guidebook: A four-step process for educators and school teams. Corwin Press: Thousand Oaks, CA.

Wolcott, H.F. (1990). Writing Up Qualitative Research. Qualitative Research Methods Series #20. Newbury Park, CA: Sage.