논문상세정보
-
- 저자 전연우
- 형태사항 26 cm: iv, 409 p.: 삽화
- 일반주기 지도교수: 조희숙, 부록: 1차 포스트모던 그림책 선정 목록 외 수록, 참고문헌: p. 263-289
- 학위논문사항 부산대학교 대학원, 학위논문(박사)-, 유아교육학과, 2016. 2
- DDC 372.21, 23
- 발행지 부산
- 언어 kor
- 출판년 2016
- 발행사항 부산대학교 대학원
유사주제 논문( 120)
박사
포스트모던 그림책을 활용한 유아문학활동 프로그램의 개발 및 적용 = The development and application of childrens literature activity program using postmodern picturebooks
전연우
2016년
'
포스트모던 그림책을 활용한 유아문학활동 프로그램의 개발 및 적용 = The development and application of childrens literature activity program using postmodern picturebooks' 의 주제별 논문영향력
| 주제 |
|
|
|---|---|---|
| 동일주제 총논문수 | 논문피인용 총횟수 | 주제별 논문영향력의 평균 |
| 121 | 0 |
0.0% |
주제별 논문영향력
' 포스트모던 그림책을 활용한 유아문학활동 프로그램의 개발 및 적용 = The development and application of childrens literature activity program using postmodern picturebooks' 의 참고문헌
-
후기구조주의와 포스트모더니즘 [An introductory guide to post-structuralism and postmodernism ]. (박윤준 역). 서울: 조형교육
-
현대교육사상
-
현대 그림책 읽기 [Reading contemporary picturebooks]. (이 혜란 역). 서울: 작은씨앗
-
한국현대문학 비평사. 서울: 소명. 김영봉, 김경수, 강병재, 나항진, 박선미(2008). 신 교육학개론
-
한국칸트학회 포스트모던 칸트서울: 문학과지성사 [2006]
-
푸코 & 하버마스
-
포스트모던 유아교육: 새로운 이 해와 실천을 열어가기. [Beyond quality in early childhood education and care]. (김희연, 신옥순, 염지숙, 유혜령, 정선아 역). 서울: 창지사
-
포스트모던 시대의 문학의 위기
-
포스트모던 그림책을 활용한 토의활동이 유아의 도덕성 발달과 도덕적 추론에 미치는 효과
-
포스트모던 그림책을 활용한 이야기나누기활동이 유아의 이야기 이해력 및 창의성에 미치는 영향
-
포스트모던 그림책에 대한 초등 학습독자의 문학 반응 양상 연구 –초등 4학년을 중심으로-
-
포스트모던 그림책에 대한 유아교사의 인식연구: Lauren Child 의 『쉿! 책 속 늑대를 조심해!』를 중심으로
-
포스트모던 그림책 파라텍스트의 특성 및 기능 연구: 유아의 그 림책 읽기 과정을 중심으로
-
포스트모던 그림책 특성 분석
-
포스트모던 그림책 읽기 활동이 유아의 창의성과 정서지능에 미 치는 영향
-
포스트모던 그림책 연구
-
포스트모던 그림책 [Postmodern picturebooks]. (조희숙 역). 경기: 교문사
-
포스트모던 그림책 [Postmodern picturebooks]. (조희숙 역). 경기: 교문사
-
포스트모던 그림책 [Postmodern picturebooks]. (조희숙 역). 경 기: 교문사
-
포스트모더니즘의 이론
-
포스트모더니즘의 관점에서 본 엘리엇과 리머의 음악교육철학 고찰
-
포스트모더니즘에 대한 성찰
-
포스트모더니즘과 한국문학
-
포스트모더니즘, 그 정체를 찾아서
-
포스트모더니즘 원론
-
포스트모더니즘 개론: 현대문화와 문학이론 [An introduction to postmodernism]. (정정호, 이소영 역). 서울: 한신문화사
-
박사
-
텍스트의 즐거움 [(Le)plaisir du texte]. (김희영 역). 서울: 동문선
-
친사회적 동화를 활용한 통합적 문학 활동의 적용 효과
-
총체적 언어: 문학적 접근을 중심으로. 서울: 창지사. 이대균, 백경순, 송정원, 이현정(2014)．유아문학교육
-
초등학교 동화 감상 지도 방법에 관한 연구
-
초등미술교육에서 시각적 문해력 지도를 위한 그림책 활용 방안 연구
-
철학직설
-
창의적 문제 해결: 창의력의 이론, 개발과 수업
-
질적연구의 이해와 실천 [The council for exceptional children 1920 Association Drive]. (김병하 역). 경기: 한국학 술정보
-
질적연구방법론Ⅱ
-
질적 연구방법 [Qualitative forschung]. (임은미, 최금진, 최인 호, 허문경, 홍경화 역). 서울: 도서출판 한울
-
박사
-
이해중심 유아 그림책 읽기 프로그램 개발 및 효과
-
이야기로 풀어보는 20세기 사상사
-
유아문학교육
-
유아를 위한 창작 조형 활동
-
유아교육평가의 이해
-
유아교육과 아동문학
-
유아교실담론에 나타난 유아의 지식구성 및 권력관계 연구
-
유아교사의 그림책 읽어주기 [Young children’s literary understanding in the classroom]. (서정숙 역). 서울: 창지사
-
유아 교육 이론 해체하기: 비판적 접근 [ Deconstructing early childhood education : social justice and revolution]. (유혜령 역). 서울: 창지사
-
용의 아이들 [Children’s literature comes of age]. (김서정 역). 서울: 문학과 지성사
-
영아를 위한 대화식 그림책 읽기 교사교육 프로그램의 효과
-
박사
-
어린이 문학의 즐거움 1, 2 [The pleasures of children’s literature]. (김서영 역). 서울: 시공주니어
-
아동문학의 미학적 접근 [Aesthetic approaches to children’s literature]. (조희숙, 지은주, 신세니, 안지성, 이효원 역). 경기: 교문사
-
아동문학원론
-
아동문학교육론
-
상호텍스트성을 활용한 그림책 읽기 활동이 유아의 이야기 이해 력에 미치는 영향
-
상호텍스트성 기반 읽기 지도 방안 연구 -포스트모던 그림책을 중심으로-
-
사회과 수업의 재개념화: 대화수업
-
문학과 철학
-
메타픽션적인 그림책에 대한 아동의 반응
-
박사
-
동화를 활용한 상상표현 지도 연구
-
박사
-
동화교육방법론
-
독서행위 [Reading behavior]. (이유선 역). 서울: 신원문화사
-
데리다 & 들뢰즈
-
뉴 패러디임 논술특강자료집
-
글 없는 포스트모던 그림책의 내용 특징과 활용 효과 연구
-
글 없는 그림책을 통한 이야기 구성활동이 유아의 어휘력, 언어이 해력, 언어표현력에 미치는 효과
-
글 없는 그림책에 대한 초등 학습독자의 이야기 구성 양상 연구
-
박사
-
박사
-
그림책을 활용한 부모 유아 상호작용 중심의 부모교육프로그램 개발 및 적용
-
그림책을 보는 눈 [How picturebooks work]. (서정숙 역). 서울: 마루벌
-
그림책론 [Words about pictures: The narrative art of children’s picturebooks]. (김상욱 역). 경기: 보림출판사
-
그림책과 예술교육
-
그림책과 그림책비디오에 대한 초등학생의 반응 양상 비교 연구: John Burningham의「우리 할아버지」를 중심으로
-
그림책 읽기를 활용한 창의적 글쓰기 지도 방안
-
박사
-
그림책 영화를 만나다
-
박사
-
교육과학기술부․보건복지부 5세 누리과정경기: 한국시각장애인협회 [2012]
-
『포스트모더니즘』
-
Zima, P. V. (2010). Modern/postmodern: society, philosophy. London: Bloomsbury Publishing.
-
Young, C. (2007). Organization culture change: The Bottom line of diversity. The Changing Currency of Diversity, 15(1), 26-32.
-
Wooten, D. A., & Cullinan, B. E. (2008). Children's literature in the reading program: An invitation to read. Toronto: International Reading Association.
-
Woolfenbarger, C. D., & Sipe, L. (2007). A unique visual and literary art Form: Recent research on picturebooks. Language Arts, 83(3), 273-280.
-
Wisniewski, D. (1996). Evaluating and selecting literature for children. New York: Houghton Mifflin Harcourt Publishing.
-
Wilkinson, I. (1998). Dealing with diversity. Achievement gaps in reading literacy among New Zealand students. Reading Research Quarterly, 33, 144-167.
-
Welsch, W. (2005). Sport viewed aesthetically, or even as art. New York: Columbia University Press.
-
Waugh, P. (1984). Metafiction: The theory and practice of self-conscious fiction. London: Routledge.
-
Watne, T., Lobo, A., & Brennan, L. (2011). Children as secondary socialization agents for their parents. Young Consumers, 12(4), 285-294.
-
Walshaw, M. (2010). Unpacking Pedagogy: New perspectives for mathematics Classrooms. Scottsdale: IAP.
-
Walsh, M. (2009). Pedagogical Potentials of Multimodal Literacy. Hershey: IGI Global.
-
Wadham, R. L., & Ostenson, J. W. (2013). Integrating young adult literature through the common core standards. CA: ABC-CLIO.
-
Vanzo, A. (2013). Kant on Empiricism and rationalism. History of Philosophy Quarterly, 30(1), 53~74.
-
Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Buckingham: Open University Press.
-
Trawick-Smith, J. (1994). Interactions in the classroom : Facilitating play in the early years. New York: Merrill/Macmillan.
-
Taggart, G., & Riddley, K. (2005). Thinking skills in the early years: A literature review. Slough: NFER.
-
Stoodt, B. (1996). Children’s literature. Oxford: Macmillan Education AU.
-
Stonehill, B. (1988). The self-conscious novel: Artifice in fiction from Joyce to Pynchon. Philadelphia: University of Pennsylvania Press.
-
Stevens, C. (2013). The growing child: Laying the roundations of active learning and physical health. London: Routledge.
-
Sternberg, R. J., & Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development, 34, 1-32.
-
Starko, A. J. (2010). Creativity in the classroom. Abingdon: Tayor & Francis.
-
Smutny, F., Walker, S. Y., & Mecstroth, E. A. (1997). Teaching young gifted children in the regular classroom: Identifying, Nurturing, and Challenging Ages 4–9. New York: Free Spirit Publishing.
-
Smith, J., & Patrica, W. (2006). Authenticating children’s literature: Raising cultural awareness with an inquiry-based project in a teacher education course. Teacher Education Quarterly, 33(2), 69-87.
-
Sipe, L. R., & McGuire, C. E. (2006). Picturebook endpapers: Resources for literary and aesthetic interpretation. Children’s Literature in Education, 27, 291-304.
-
Sharon, R., & Susan, G. (2005). Shifting from developmental to postmodern practices in early childhood teacher education. Journal of Teacher Education, 56(1), 34-45.
-
Severe, S. (2004). How to behave so your preschooler will, too! . New York: Penguin.
-
Serafini, F. (2010). Expository fiction: Blurring the boundaries between fiction and nonfiction in dragonology and the discovery of dragons. Journal of Children’s Literature, 36(1), 28-34.
-
Sawyer, R. K., John-Steiner, V., Moran, S., Sternberg, R. J., Feldman, D. H.,
-
Sanjaya, M. (2004). Interactive multimedia in education and training. Hershey: Idea Group Inc.
-
Ryan, S., & Grieshaber, S. (2005). Shifting from developmental to postmodern practices in early childhood teacher education. Journal of Teacher Education, 56(1), 34-45.
-
Russell, D. L. (1991). Literature for children: A short instruction. New York: Longman.
-
Rosenblatt, L. (1988). The literary transaction. Edmonton: University of Alberta Press.
-
Rose, M. A. (1991a). Post-modern pastiche. British Journal of Aesthetics, 31(1), 26-38.
-
Rogoff, B., Mosier, C., Mistry, J., & Goncu, A. (1993). Toddlers' guided participation with their caregivers in cultural activity. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning(pp. 230-253). New York: Oxford University Press.
-
Rinaldi, C. (1993). The emergent curriculum and social constructivism. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children. Norwood: Ablex.
-
Readings, B. (1996). The university in the ruins. Cambridge: Harvard University Press.
-
Prince, G. (2006). Distributing frames. Poetics Today, 27, 625-630.
-
Pound, L. (2011). Influencing early childhood education: Key figures, philosophies and ideas. London: McGraw-Hill Education.
-
Piccone, J. (1999). Curiosity and exploration. Northridge: California State University Press.
-
Pereboom, D. (2009). Free will. Indianapolis: Hackett Publishing.
-
Pellet, V. (2014). Text, extratext, metatext and parartext in translation. Newcastle: Cambridge Scholars Publishing.
-
Paulson, J. (2011). Education, conflict and development. Oxford: Symposium Books.
-
Paul, J. (2006). The Book way to literacy. Oxford: Blackwell.
-
Patel, N. V. (2003). A holistic approach to learning and teaching interaction: Factors in the development of critical learners. The International Journal of Educational Management, 17(7), 272-284.
-
Pantaleo, S. (2008a). Exploring student response to contemporary picturebooks. Toronto: University of Tornoto Press.
-
Pantaleo, S. (2004). Young children interpret the metafictive in Anthony Browne’s Voices in the Park. Journal of Early Childhood Literacy, 4(1), 211-233.
-
Pancsofar, N. (2010). Fathers’ early contributions to children’s language development in families from low-income rural communities. Early Child Res Q, 25(4), 450-463.
-
Oishansky, B. (2008). The power of pictures: Creating pathways to literacy through art. New Jersey: John Wiley & Sons.
-
Nodelman, P., & Reimer, M. (2003). The pleasures of children’s literature. New York: Pearson.
-
Nikolajeva, M. (2008). Play and playfulness in postmodern picturebooks. In L. R. Sipe, & S. Pantaleo (Eds.), Postmodern picturebooks (pp. 55-73). New York: Routledge.
-
Nel, P., & Paul, L. (2011). Keywords for children’s literature. New York: NYU Press.
-
Moss, P., & Petrie, P. (2005). From children's services to children's spaces: Public policy, children and childhood. London: Routledge.
-
Morrow, L. M. (1990). Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly, 5, 537-554.
-
Mitchell, S. N., Reily, R. C., & Logue, M. E. (2009). Benefits of collaborative action research for the beginning teacher. Teaching and Teacher Education, 25(2), 344-349.
-
Meerbergen, K. (2012). Play, parody, intertextuality and interaction: Postmodern flemish picture books as semiotic playgrounds. Nordic Journal of Children’s Literature Aesthetics, 3, 1-13.
-
McGuire, C., Belfatti, M., & Ghiso, M. (2008). “It doesn’t say how?”: Third graders’ collaborative sense-making from postmodern picturebooks. In L. R. Sipe, & S. Pantaleo (Eds.), Postmodern picturebooks (pp. 193-206). New York: Routledge.
-
McCallum, R. (2008). Would I lie to you?: Metalepsis and moral disruption in some "true" fairy tales. In L. R. Sipe, & S. Pantaleo (Eds.), Postmodern picutrebooks(pp. 180-192). New York: Routledge.
-
Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13, 125-139.
-
Mayall, B. (1996). Children, health and the social order. Buckingham: Open University Press.
-
Mathis, J. B. (2002). Picture book text sets: A novel approach to understanding theme. Journal of Educational Strategies, Issues and Ideas, 75(3), 127-131.
-
Martinez-Alvarez, P., Ghiso, M. P., & Martinez, I. (2012). Creative literacies and learning with latino emergent bilinguals. Learning Landscapes, 6(1), 273-298.
-
Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6, 1-13.
-
Marczely, B. (2002). Supervision in Education: A differentiated approach with legal perspectives. Lanham: R & L Education.
-
Malpas, S. (2003). Jean-Francois lyotard. New York: Routledge.
-
Mackey, M. (2003). The case of peter rabbit: Changing conditions of literature for Children. London: Routledge.
-
Machado, J. (2012). Early childhood experiences in Language Arts: Early Literacy. Boston: Cengage Learning.
-
Lohfink, G. S. (2006). Responses to postmodern picture books: A case study of a fourth grade book club. Michigan: ProQuest.
-
Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116(1), 75-98.
-
Livermore, J. (1997). More than words can say: A view of literacy through the arts. Canberra: Australian Center for Arts Education.
-
Littauer, F. (2006). How to get along with difficult people. Oregon: Harvest House Publishers.
-
Lipson, M. Y., & Cooper, J. D. (2002). Understanding and Supporting comprehension development in the elementary and middle Grades. Boston: Houghton Mifflin Company.
-
Linfield, R. S. (2012). Planning for learning through books. Bedfordshine: Andrews UK Limited.
-
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. CA: SAGE Publications.
-
Lillard, A., & Curenton, S. (1999). Do young children understand what others feel, want, and know? Young Children, 54(5), 52-57.
-
Lieberman, M. D. (2000). Intuition: A social cognitive neuroscience approach. Psychological Bulletin, 126(1), 109-137.
-
Lieberman, J. N . (1977). Playfulness : Its relationship to Imagination and creativity. New York : Academic Press.
-
Lichtman, R. (1987). The illusion of maturation in the age of decline. New York: Plenum.
-
Lewis, D. (2001). Reading contemporary picturebooks: Picturing Text: The Contemporary Children's Picturebook. New York: Routledge.
-
Landow, G. P. (1997). Hypertext 2.0: The convergence of contemporary critical theory and technology. Baltimore: Johns Hopkins University Press.
-
Kress, G. (2003). Literacy in the new media age. East Sussex: Psychology Press.
-
Krashen, S. (2002). The lexile framework: The controversy continues. California School Library Journal, 25(2), 29-31.
-
Kraayenoord, C. E. (1996). Story construction from a picture book. Early Childhood Research Quarterly, 11, 41-61.
-
Korthagen, F., & Kessels, J. (1999). Linking Theory and Practice: Changing the Pedagogy of Teacher Education. Educational Researcher, 28(4), 4-17.
-
Kassin, S., Fein, S., & Markus, H. (2013). Social psychology. Boston: Cenage Learning.
-
Kagan, S. (1994). Cooperative learning. CA: Resources for Teachers, Inc.
-
K mmerling-Meibauer, B., & Silva-D az, C. 그림책의 미 학 [New directions in picturebook research]. (조희숙, 신세니, 안지성, 이효 원, 김윤숙, 전연우 역). 경기: 교문사
-
Jurenka, N. A. (2001). Hobbies through Children’s Books and Activities. Littleton: Libraries Unlimited.
-
Jones, B., Chang, S., Heritage, M., & Tobiason, G. (2014). Supporting students in close reading. Los Angeles: University of California Press.
-
Joegensen, D. L. (1989). Participant observation: A methodology for human studies. London: Sage.
-
Jalongo, M. R. (2004). Young children and picture books. National Association for the Education of Young Children, 2, 1-170.
-
Isabel, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Educational Journal, 32(3), 157-163.
-
Hutcheon, L. (1980). Narcissistic narrative: The metafictional paradox. New York: Methuen.
-
Hunt, P. (2004). International companion encyclopedia of children’s literature. London: Routledge.
-
Hunt, P. (1999). Understanding children's literature: Key essays from the International companion encyclopedia of children's literature. London: Taylors & Francis.
-
Hughes, C. (2011). Liberal democracy as the end of history: Fukuyama and postmodern challenges. London: Routledge.
-
Hoody, M. L. (2008). Critical literacy in primary education: Policy, praxis and the postmodern. doctoral dissertation. The University of Minnesota.
-
Hohmann, M., & Weikart, D. P. (1995). Educating young children: Active learning practices for preschool and child care programs. Yipsilanti: High/Scope Press.
-
Hillman, J. (1995). Discovering children’s literature. Englewood Cliffs: Prentice Hall.
-
Hicks, S. R. C. (2004). Explaining postmodernism: skepticism and socialism from Rousseau to Foucault. New York: Scholarly Publishing.
-
Hellman, P. (2003). The role of postmodern picture books in art education. Art Education, 56(6), 5-12.
-
Heidegger의 존재사유에서 고향상실과 귀향의 의미
-
Heidegger의 세계개념: 데카르트의 세계개념에 대한 Heidegger 의 비판적 관점을 중심으로
-
Hegarty, P. (2004). Jean Baudrillard: Live theory. Edinburgh: A&C Black.
-
Hayes, N. (2003). Transformations: Theory and practice in early education. Ireland: OMEP.
-
Hassett, D. D., & Curwood, J. S. (2009). Theories and practices of multimodal education: The instructional dynamics of picture books and primary classrooms. The Reading Reader, 63(4), 270-282.
-
Hancock, P., & Tyler, M. (2001). Work, postmodernism and organization: A Critical introduction. London: Sage.
-
Hall, C. (2008). Imagination and multimodality: Reading, picturebooks, and anxieties about childhood. In L. R. Sipe, & S. Pantaleo (Eds.), Postmodern picturebooks (pp. 130-146). New York: Routledge.
-
Grube, V. (2009). Admitting their worlds: reflections of a teacher/researcher on the self-initiated art making of children. International Journal of Education & the Arts, 10(7), 1-15.
-
Grotewell, P. G., & Burton, Y. R. (2008). Early childhood education: Issues and developments. New York: Nova Publications.
-
Griffin, D. R., & Falk, R. A. (1993). Postmodern politics for a planet in crisis: Policy, process, and presidential vision. New York: SUNY Press.
-
Grieshaber, S., & Cannella, G. S. (2001). Embracing identities in early childhood education: Diversity and possibilities. New York: Teachers College Press.
-
Goldstone, B. P. (2004). The postmodern picture books: A new subgenre. Language Arts, 81(3), 196-204.
-
Goldstone, B. P. (2002). What’s up with our books? Changing picture book codes and teaching implications. Reading Teacher, 55, 362-350.
-
Goldstein, J. H. (1994). Toys, play, and child development. Cambridge: Cambridge University Press.
-
Goldberg, S. G. (1999). Challenging “resistance to change”. Journal of Applied Behavioral Science, 35(1), 25-41.
-
Ginsberg, K. R. (2007). The Importance of play in promoting healthy child development and maintaining strong parent-child bonds. Official Journal of the American Academy of Pediatrics, 119(1), 182-191.
-
Gerrad, E. E. (2008). Picturebooks as visual literacy: The influence of illustrations on second graders’ comprehension of narrative text. Maryland: University of Maryland Press.
-
Gergen, K. J. (2001). Psychological science in a postmodern context. The American Psychologist, 56, 803-813.
-
Gardner, H., & Nakamura, J. (2003). Creativity and development. Oxford: Oxford University Press.
-
Frohart, P. (1998). The book of fabulous questions: Great conversation starters about love, sex and other personal Stuff. MN: BRG Publishing.
-
Frey, A., & Fontana, J. H. (1994). Interviewing the art of science. London: Sage.
-
Frank, M. (1985). Was ist neostrukturalismus. Frankfurt: Suhrkamp Verlag.
-
Fludernik, M. (2003). Natural narratoloy and cognitive parameters. Standford: CSLI Publications.
-
Flood, J., Heath, S. B., & Lapp, D. (2015). Handbook of research on teaching literacy through the communicative and visual arts. London: Routledge.
-
Fisher, R. (1998). Thinking about thinking: Developing metacognition in children, Early Childhood Development and Care, 141, 1-15.
-
Fang, Z. (1997). Illustrations, text, and the child reader: What are pictures in children’s storybooks for? Reading Horizons, 37(2), 130-142.
-
Eysteinsson, A., & Liska, V. (2007). Modernism. John Amsterdam: Benjamins Publishing.
-
Ewing, A. C. (1996). A Short commentary on Kant's critique of pure reason. Chicago: University of Chicago Press.
-
Evans, N., Whitehouse, H., & Hickey, R. (2012). Pre-service teachers’ conceptions of education for sustainability. Australian Journal of Teacher Education, 37(7), 1-12.
-
Evans, J. (2015). Challenging and controversial picturebooks: creative and critical responses to visual texts. London: Routledge.
-
English, F. W. (2003). The postmodern challenge to the theory and practice of educational administration. Springfield: Charles C. Thomas Publisher LTD.
-
Engel, S. (2015). The hungry mind. Cambridge: Harvard University Press.
-
Enciso, P., Wolf, S. A., Coats, K., & Jenkins, C. (2010). Essay book review: Children’s literature: Standing in the shadows of adults. Reading Research Quarterly, 45(2), 252-263.
-
Edwards, G., & Saltman, J. (2010). Picturing canada. Toronto: University of Toronto Press.
-
Edge-Patrington, C. D. (2010). How students make sense of postmodern picturebooks with metafictive devices. Vancover: University of Biritish Columbia Press.
-
Duursma, E., Augustyn, M., & Zuckerman, B. (2008). Reading aloud to children: the evidence. Archives of Disease in Childhood, 93(7), 554-557.
-
Duursma, E., Augustyn, M., & Zuckerman, B. (2008). Reading aloud to children: The evidence. Archives of Disease in Child, 93, 554-557.
-
Dresang, E. T. (1999). Radical change: Books for youth in a digital age. New York: The H. W. Wilson Company.
-
Dils, T. E. (2009). You can write children's books. Cincinnati: FW Media Inc.
-
Dickinson, D. K., Griffith, J. A., Golinkoff, R. M., & Hirsh-Pasek, K. (2012). How reading books fosters language development around the World. Child Development Research, 2012, 1-14.
-
Dennett, D. C. (2006). Breaking the spell: religion as a natural phenomenon. London: Allen Lane.
-
Delanty, G. (2000). Modernity and postmodernity: knowledge, power and the self. London: Sage.
-
Daly, N. (2015). Picturebooks in teacher education: Eight teacher educators share their practice: Australian Journal of Teacher Education, 40(3), 89-101.
-
Currie, M. (2010). Postmodern narrative theory. London: Palgrave Macmillan.
-
Cullinan, B. E., & Person, D. G. (2005). The continuum encyclopedia of children’s literature. Edinburgh: A&C Black.
-
Cruz, D. T. (2014). Postmodern metanarratives: Blade runner and literature in the age of image. London: Palgrave Macmillan.
-
Crane, J. (1998). The pacific world of early childhood education. International Journal of Early Childhood, 32(2), 47-50.
-
Connell, J. (1996). Assessing the influence of Dewey’s epistemology on Rosenblatt’s reader response theory. Urbana-Champaign: University of Illinois Press.
-
Cole, D. R., & Pullen, D. L. (2010). Multiliteracies in motion: Current theory and practice. London: Routledge.
-
Coats, K. (2008). Teaching children’s literature in a postmodern world. Pedagogy, 1(2), 405-409.
-
Clement, L. D. (2013). On Beyond Z: The visual imagination and postmodern children’s picture books In I. M. Barco (Ed.), Literature and Interarts Critical Essays. 53-78.
-
Carter, V. C. (2007). An approach to authoring and publishing children’s literature. doctoral dissertation unpublished. Ohio State University.
-
Burgess, D., & Newton, P. (2014). Educational administration and leadership. London: Routledge.
-
Bromley, K. D. (1992). Webbing with literature: Creating story maps with children's books. New York: Simon & Schuster. Inc.
-
Brewster, J., & Jones, P. (2001). Babies and young children. Oxford: Nelson Thornes.
-
Bourn, D. (2008). Young people, identity and living in a global society. A Development Education Review, 7, 48-61.
-
Borgmann, A. (1992). Crossing the postmodern divide. Chicago: University of Chicago Press.
-
Booker, K. (2012). Using picturebooks to empower and inspire readers and writers in the upper primary classroom. Literacy Learning: the Middle Years, 20(2). 1-14.
-
Boog, J. (2014). Born reading: Bringing up bookworms in a digital age: From picturebooks to ebooks and everything in between. Parsippany: Simon & Schuster.
-
Bland, J. (2013). Children’s literature and learner empowerment: Children and teenagers in English language education. Edinburgh: A&C Black.
-
Birch, S. A., & Bloom, P. (2004). Understanding children’s and adults’ limitations in mental state reasoning. Trends in Cognitive Sciences, 8(6), 255-260.
-
Best S., & Kellner, D. (1997). The postmodern turn. New York: Guilford Press.
-
Bertens, H. (1995). The idea of the postmodern: A history. London: Routledge.
-
Beaver, M., & Brewster, J. (2003). Babies and young children. Cheltenham: Nelson Thornes.
-
Bateman, K. (2014). Text and image: A critical introduction to the visual/verbal divide. London: Routledge.
-
Barrett, T. (2007). Modernism and postmodernism: An overview with art examples. Washington DC: NAEA.
-
Bakhtin, M. M. (1990). Art and Answerability. Austin: University of Texas Press.
-
Baker, G., & Morris, K. (2005). Descartes’ dualism. London: Routledge.
-
Arizpe, E., Styles, M., Cowan, K., Mallouri, L., & Wolpert, M. A. (2008). The voices behind the pictures: Children responding to postmodern picturebooks. In L. R. Sipe, & S. Pantaleo (Eds.), Postmodern picturebooks (pp. 207-222). New York: Routledge.
-
Arizpe, E., Farrell, M., & McAdam, J. (2013). Picturebooks: Beyond the borders of art, narrative and culture. London: Routledge.
-
Anstey, M., & Bull, G. (2004). The picture book: Modern and postmodern. In P. Hunt (Ed.), International companion encyclopedia of children’s literature 1. New York: Routledge.
-
Anstey, M. (2002). “It’s not all black and white”: Postmodern picturebooks and new literacies. Journal of Adolescent & Adult Literacy, 45, 444-457.
-
Andreson, S. (2010). Children and the good life: New challenges for research on children. Dordrecht: Springer Science & Business Media.
-
Allmendinger, P. (2002). Planning in postmodern times. London: Routledge. Alvarez, A. O. (2010). Reflecting on metacognitive strategies in F. L. teaching and learning. Cuadernos de Linguistica Hispanica, 16, 69-82.
-
Allen, E., & Cowdery, G. (2014). The exceptional child: Inclusion in early childhood education. Kentucky: Cengage Learning.
-
Allan, C. (2015). Playing with picturebooks: Postmodernism and the postmodernesque. New York: Palgrave Macmillan.
-
Aiken, A. G. (2015). Postmodernism and children’s literature. Journal of the International Christian Community for Teacher Education, 10(2), 75-96.
-
Ahluwaila, P., Atkinson, S., Bishop, P., Christie, P., Hattam, R., & Mattews, J. (2012). Reconciliation and pedagogy. London: Routledge.
-
Adam, H. (2010). Children’s literature and the early years learning framework. Berkeley: Berkeley Electronic Press.
-
21세기 문예이론
-
20세기 인물백과사전
-
. Paths to interpretation: Developing students’ interpretive Repertories. Language and Literacy. 17(3), 118-133.
-
. How children learn: Contemporary thinking and theorists. Luton: Andrews UK Limited.
-
(2008b). Ed vere’s the gateway: Starring a postmodern cheese thief. In L. R. Sipe, & S. Pantaleo (Eds.), Postmodern picturebooks (pp. 238-256). New York: Routledge.
-
(1991b). The post-modern and the post-industrial: A critical analysis. Cambridge: Cambridge University Press.