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Amstutz, L. S., & Mullet, J. H. (2005). The little book of restorative discipline for schools: Teaching responsibility; creating caring climates. Intercourse, PA: Good Books.
Beane, J., & Apple, M. (2007). The case for democratic schools. Democratic schools: Lessons in powerful education. Portsmouth, NH: Heinemann.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. 
Caldwell, P. F., & Sholtis, S. A. (2008). Developing an ethic of care in the classroom, Kappa Delta Pi Record, 44(2), 85-89.
Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.
Costa, A. L., & Garmston, R. J. (2002). Cognitive coaching: A foundation for renaissance schools. Norwood, MA: Christopher-Gordon Publishers, Inc.
Dewey, J. (1938). Education and experience. New York: Touchstone Books.
Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181-194.
Duncan-Andrade, J., & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. New York: Peter Lang.
Fosnot, C. T. (1996). Constructivism: Theory, perspectives, and practice. New York: Teachers College Press.
Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury.
Gallagher, S. (2003). Educational psychology: Disrupting the dominant discourse. New York: Peter Lang.
Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.
Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). New York: Routledge.
Goldstein, L. S. (2002). Reclaiming caring in teacher education. New York: Peter Lang.
Grabill, J., & Hicks, T. (2005). Multiliteracies meet methods: The case for digital writing in English education. English Education, 37(4), 301-311.
Grushka, K., McLeod, J. H., & Reynolds, R. (2005). Reflecting upon reflection: Theory and practice in one Australian university teacher education program. Reflective Practice, 6, 239-246.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press.
Henderson, J. G. (2001). Reflective teaching: Professional artistry through inquiry. Upper Saddle River, NJ: Merrill Prentice Hall.
Hines, M. B., & Johnson, J. (2007). Teachers and students as agents of change: Toward a taxonomy of the literacies of social justice. In D. Rowe, R. Jimenez, D. Compton, D. Dickinson, Y. Kim, K. Leander, & V. Risko (Eds.), 2007 Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.
Kahn, P., Young, R., Grace, S., Pilkington, R., Rush, L., Tomkinson, B., & Willis, I. ( 2006). The role and effectiveness of reflective practices in programmes for new academic staff: A grounded practitioner review of the research literature. York, UK: The Higher Education Academy.
Katz, M. S. (2007). Competing conceptions of caring and teaching ethics to prospective teachers.
Philosophy of Education Yearbook, 128-135.
Lantieri, L., & Patti, J. (2002). The road to peace in our schools. Educational Leadership, 54(1),
28-31. 
Leland, C., & Harste, J. C. (2000). Critical literacy: Enlarging the space of the possible. Primary Voices, 9(2), 3-7.
McEntee, G. H., Appleby, J., Dowd, J., Grant, J., Hole, S., & Silva, P. (2003). At the heart of teaching: A guide to reflective practice. New York: Teachers College Press.
Noddings, N. (2003a). Caring: A feminine approach to ethics and moral education. Berkeley, CA: University of California Press.
Noddings, N. (2003b). Is teaching a practice? Journal of Philosophy of Education, 37, 241–251.
Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.
Roth, J. (2011). Teaching that transforms: Why Anabaptist-Mennonite Education Matters. Scottdale, PA: Mennonite Publishing Network.
Schon, D. A. (1993). The reflective practitioner: How professionals think in action. New York: Basic Books.
Street, B. V. (2001). The new literacy studies. In E. Cushman, E. R. Kintgen, B. M. Kroll, & M. Rose (Eds.), Literacy: A critical sourcebook (pp. 430-442). Boston: Bedford/St. Martin's.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
York-Barr, J., Sommers, W., Ghere, G., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed.). Thousand Oaks, CA: Corwin Press.
Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical refection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51(1), 39-49.
NOTE: The above references are only representative of the total literature surveyed for program development.


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