Schulz, Renate, Interpreting Teacher Practice: Two Continuing Stories. New York: Teachers College Press, 1997.
Provides narratives of two teachers' teaching along with reflections on the problem of narrative inquiry and of collaborative research.
Broad Topical Focus
Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Mode of Inquiry in the Study
Type of Study
Knowledge Generation, Practical Knowledge
To print the citation, use CTRL-P for PC or ⌘ P for Mac