References
Bloom, J. (2005). Issues of Science Education for Social Justice and the Environment.
Retrieved May 16, 2006, from
http://elsci.coe.nau.edu/readarticle.php?article_id=57
Brandt, C. B. (2004). Book Review. Teaching for Social Justice and Connecting Girls
and Science: Constructivism, Feminism, and Science Education Reform. NWSA
Journal, 16(2), 208-212.
Citadel School of Education. (n.d.). Conceptual Framework. Retrieved April 28, 2006,
from http://www.citadel.edu/education/about_us/conceptual_framework.html
David O. McKay School of Education. (2005). Education: A Moral Endeavor.
Conceptual Framework for BYU Educator Preparation Programs. Retrieved
April 26, 2006, from http://education.byu.edu/framework.html
Frazier, W. M., & Sterling, D. R. (2005). What Should my Science Classroom Rules Be
and How Can I Get my Students to Follow Them? Clearing House, 79(1), 31-35.
Garmon, M. A. (2005). Six Key Factors for Changing Preservice Teachers'
Attitudes/Beliefs about Diversity. Educational Studies, 38(3), 275-286.
Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban,
Latino school. Journal for Research in Mathematics Education, 34(1), 37+.
Lesser, L. M., & Nordenhaug, E. (2004). Ethical Statistics and Statical Ethics: Making an
Interdisciplinary Module. Journal of Statistics Education, 12(3).
McDonald, M. A. (2005). The integration of social justice in teacher education:
dimensions of prospective teachers' opportunities to learn. Journal of Teacher
Education, 56(5), 418-435.
Moscovici, H. (2003). Secondary Science Emergency Permit Teachers' Perspectives on
Power Relations in Their Environments and the Effects of These Powers on
Classroom Practices. Teacher Education Quarterly, 30(2), 41-54.
NCATE. (2002). Professional Standards for the Accreditation of Schools, Colleges, and
Departments of Education. Washtington, DC: National Council for Accreditation
of Teacher Education.
Pace University. (2004). Conceptual Framework. Retrieved April 28, 2006, from
http://appserv.pace.edu/emplibrary/Conceptual-Framework.pdf
Romo, J. J., & Chavez, C. (2006). Border Pedagogy: A Study of Preservice Teacher
Transformation. The Educational Forum, 70(2), 142-153.
SUNY-Oswego School of Education. (2004). School of Education, Conceptual
Framework -- December 1998. Retrieved April 26, 2006, from
http://www.oswego.edu/academics/colleges_and_departments/education/about/co
nceptual_framework.html
Teacher Education Accreditation Council (TEAC). (2004). On some differences between
TEAC and NCATE. Retrieved May 1, 2006, from
http://www.teac.org/literature/onsomedifferencesjan04.pdf
Williams, N. L., Connell, M., & White, C. (2003). Real Boats Rock: A Transdisciplinary
Approach for Teacher Preparation. Action in Teacher Education, 24(4), 95-102.
Convention