{"id":65,"date":"2013-07-13T16:21:10","date_gmt":"2013-07-13T22:21:10","guid":{"rendered":"http:\/\/localhost\/wordpress\/?page_id=65"},"modified":"2016-05-04T12:04:17","modified_gmt":"2016-05-04T18:04:17","slug":"books-and-book-chapters","status":"publish","type":"page","link":"https:\/\/www2.uregina.ca\/ktnolan\/research\/books-and-book-chapters\/","title":{"rendered":"Books and Book Chapters"},"content":{"rendered":"<h2>Books<\/h2>\n<ul>\n<li>de Freitas &amp; Nolan, K. (Editors) (2008). <em>Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education<\/em>. New York: Springer. [<a title=\"link to publisher and book access options\" href=\"http:\/\/www.springer.com\/education+%26+language\/mathematics+education\/book\/978-0-387-75463-5\" target=\"_blank\">Link<\/a>]<\/li>\n<li>Nolan, K. (2007). <em>How Should I Know? Preservice Teachers\u2019 Images of Knowing (by Heart) in Mathematics and Science<\/em>. The Netherlands: Sense Publishers. [<a title=\"link to publisher and book access options\" href=\"https:\/\/www.sensepublishers.com\/catalogs\/bookseries\/new-directions-in-mathematics-and-science-education\/how-should-i-knowr\/\" target=\"_blank\">Link<\/a>]<\/li>\n<\/ul>\n<h2>Book Chapters<\/h2>\n<ul>\n<li>Nolan, K. (<em>2016<\/em>). Stimulating conversations between theory and methodology in mathematics teacher education research: Inviting Bourdieu into self-study research. In M. Murphy &amp; C. Costa (Eds.), <em>Theory as method: On Bourdieu, education and society<\/em> (pp. x-y). UK: Routledge <a href=\"https:\/\/www.routledge.com\/products\/9781138900349\" target=\"_blank\">[link]<\/a><\/li>\n<li>Nolan, K. (2014). Discursive productions of teaching and learning through inquiry: Novice teachers reflect on becoming a teacher and secondary mathematics teacher education. In L. Thomas (Ed.), <em>Becoming Teacher: Sites for Teacher Development in Canadian Teacher Education<\/em> (pp. 258-288). E-book published by the Canadian Association for Teacher Education at <a href=\"https:\/\/sites.google.com\/site\/cssecate\/fall-working-conference\" target=\"_blank\">https:\/\/sites.google.com\/site\/cssecate\/fall-working-conference<\/a>.\u00a0<a href=\"http:\/\/www2.uregina.ca\/ktnolan\/wp-content\/uploads\/2013\/12\/CATE-book_Discursive-productions_Nolan-chapter_p258-288_2014.pdf\" target=\"_blank\">[Chapter PDF]<\/a><\/li>\n<li>Nolan, K. (2014). The heART of educational inquiry: Deconstructing the boundaries between research, knowing and representation. In A. Reid, P. Hart, &amp; M. Peters (Eds.), <em>Companion to Research in Education<\/em> (pp. 517-531). London: Springer. [<a title=\"link to publisher and book access options\" href=\"http:\/\/link.springer.com\/chapter\/10.1007%2F978-94-007-6809-3_68\" target=\"_blank\">Link<\/a>]<\/li>\n<li>Nolan, K. (2013). Wearing curriculum or curriculum wearing (on) me? In Erika Hasebe-Ludt and Wanda Hurren (Eds.), <em>Contemplating Curriculum: Genealogies\/Times\/Places<\/em> (pp. x-y). New York, New York: Routledge.<\/li>\n<li>Nolan, K. (2010). Playing the field(s) of mathematics education: A teacher educator\u2019s journey into pedagogical and paradoxical possibilities. In M. Walshaw (Ed.), <em>Unpacking Pedagogy: New Perspectives for Mathematics<\/em> (pp. 153-173). Charlotte, NC: Information Age Publishing Inc. [<a title=\"link to publisher and book access options\" href=\"http:\/\/www.infoagepub.com\/products\/Unpacking-Pedagogy\" target=\"_blank\">Link<\/a>]<\/li>\n<li>Nolan, K. (2010). Praxis. In A. Mills, G. Durepos, &amp; E. Wiebe (Eds.), <em>SAGE Encyclopedia of Case Study Research<\/em> (Vol. 2, pp. 725-727). UK: Sage.<\/li>\n<li>Mulholland, V., Nolan, K., &amp; Salm, T. (2010). Disrupting perfect: Rethinking the role of field experiences. In T. Falkenberg &amp; H. Smits (Eds.), <em>Field Experiences in the Context of Reform of Canadian Teacher Education Programs<\/em> (Vol. 2, pp. 317-326). Winnipeg, MB: Faculty of Education of the University of Manitoba.<\/li>\n<li>Nolan, K. &amp; Exner, A. (2009). Exploring the real possibilities for virtual conferencing during student teacher field experiences. In A. Vilas, A. Martin, &amp; J. Gonzalez (Eds.), <em>Research, Reflections and Innovations in Integrating ICT in Education<\/em> (vol. 1, pp. 611-615). Badajoz, ES: Formatex.<\/li>\n<li>Nolan, K. (2008). Imagine there\u2019s no haven: Exploring the desires and dilemmas of a secondary mathematics education researcher. In T. Brown (Ed.), <em>The Psychology of Mathematics Education: A Psychoanalytic Displacement<\/em> (pp. 159-181). The Netherlands: Sense Publishers.<\/li>\n<li>Nolan, K. (2008). Living the landscape with\/in a thrice-told tale. In E. de Freitas &amp; K. Nolan (Eds.), <em>Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education<\/em> (pp. 155-157). New York: Springer.<\/li>\n<li>Nolan, K. (2008). The (com)promises of disrupting comforting narratives of compliance. In E. de Freitas &amp; K. Nolan (Eds.), <em>Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education<\/em> (pp. 123-130). New York: Springer.<\/li>\n<li>Nolan, K. &amp; de Freitas, E. (2008). Foreword to the research text: Mathematics education under cross-examination. In E. de Freitas &amp; K. Nolan (Eds.), <em>Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education<\/em> (pp. 1-11). New York: Springer. [<a title=\"link to publisher and book access options\" href=\"http:\/\/www.springer.com\/education+%26+language\/mathematics+education\/book\/978-0-387-75463-5\" target=\"_blank\">Link<\/a>]<\/li>\n<li>Nolan, K., Eidsness, B., Graham, S., Lawless, K., Putland, D., &amp; Stuckless, T. (2008). The promises of disrupting comforting narratives of compliance. In E. de Freitas &amp; K. Nolan (Eds.), <em>Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education<\/em> (pp. 111-121). New York: Springer.<\/li>\n<li>Nolan, K. &amp; Muir, P. (2008). More than mark(et) driven? Scenes from a continuing conversation. In E. de Freitas &amp; K. Nolan (Eds.), <em>Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education<\/em> (pp. 175-182). New York: Springer.<\/li>\n<li>Nolan, K. (2005). Publish or cherish? Performing a dissertation in\/between research spaces. In R. Barnett (Ed.), <em>Reshaping Universities: New Relationships Between Research, Scholarship and Teaching<\/em> (pp. 119-135). Great Britain: Open University Press.<\/li>\n<li>Barrett, M.J., Hart, E., Nolan, K., &amp; Sammel, A. (2005). Challenges in implementing action-oriented sustainability education. In W. Leal Filho (Ed.), <em>Handbook of Sustainability Research<\/em> (pp. 507-534). Frankfurt: Peter Lang Scientific Publishers.<\/li>\n<li>Nolan, K., Maeers, M, Friesen, D., &amp; Couros, A. (2005). Evolving participation in educational technology communities of practice. In C.-K. Looi, D. Jonassen, &amp; M. Ikeda (Eds.), <em>Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation<\/em> (pp. 840-843). The Netherlands: IOS Press.<\/li>\n<li>Nolan, K. (2003).\u00a0 ConSCIENCEness Land(e)scapes.\u00a0 In E. Hasebe-Ludt &amp; W. Hurren (Eds.), <em>Curriculum Intertext: Place\/Language\/Pedagogy<\/em> (pp. 76-77).\u00a0 New York, NY: Peter Lang.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Books de Freitas &amp; Nolan, K. (Editors) (2008). Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education. New York: Springer. [Link] Nolan, K. (2007). How Should I Know?&#8230; <a href=\"https:\/\/www2.uregina.ca\/ktnolan\/research\/books-and-book-chapters\/\">Read more &raquo;<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":60,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-65","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www2.uregina.ca\/ktnolan\/wp-json\/wp\/v2\/pages\/65","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www2.uregina.ca\/ktnolan\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www2.uregina.ca\/ktnolan\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www2.uregina.ca\/ktnolan\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www2.uregina.ca\/ktnolan\/wp-json\/wp\/v2\/comments?post=65"}],"version-history":[{"count":27,"href":"https:\/\/www2.uregina.ca\/ktnolan\/wp-json\/wp\/v2\/pages\/65\/revisions"}],"predecessor-version":[{"id":1147,"href":"https:\/\/www2.uregina.ca\/ktnolan\/wp-json\/wp\/v2\/pages\/65\/revisions\/1147"}],"up":[{"embeddable":true,"href":"https:\/\/www2.uregina.ca\/ktnolan\/wp-json\/wp\/v2\/pages\/60"}],"wp:attachment":[{"href":"https:\/\/www2.uregina.ca\/ktnolan\/wp-json\/wp\/v2\/media?parent=65"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}