Adler, P., & Adler, P. (1994). Observational techniques. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 377-392). Thousand Oaks, CA: Sage. Barrett, F. (1999). Knowledge creating as dialogic accomplishment: A constructivist perspective. In A. Montuori & R. Purser (Eds.), Social creativity (Vol. 1) (pp. 133-151). Cresskill, NJ: Hampton. Bion, W. (1961). Experiences in groups. New York: Basic Books. Chi, M. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6, 271-315. Clandinin, D., & Connelly, F. (1994). Personal experience methods. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 413-427). Thousand Oaks, CA: Sage. Connelly, F., & Clandinin, D. (1995). Teachers’ professional knowledge landscapes: Secret, sacred, and cover stories. In D. Clandinin & F. Connelly (Eds.), Teachers’ professional knowledge landscapes (pp. 3-15). New York: Teachers College Press. Craft, A. (1998). Educator perspectives on creativity: An English study. Journal of Creative Behavior, 32, 244-257. Denzin, N. (2002). The interpretive process. In A. Huberman & M. Miles (Eds.), The qualitative researcher ’s companion (pp. 349-366). Thousand Oaks, CA: Sage. Dey, I. (1999). Grounding grounded theory: Guidelines for qualitative inquiry. San Diego: Academic. Dimock, H. (1987). Groups: Leadership and group development. Guelph, ON: University of Guelph. Donmoyer, R. (1990). Generalizability and the single-case study. In E. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp. 175-200). New York: Teachers College Press. Ericsson, K., & Smith, J. (1991). Prospects and limits of the empirical study of expertise: An introduction. In K. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 1-38). Cambridge, MA: Cambridge University Press. Erlandson, D., Harris, E., Skipper, B., & Allen, S. (1993). Doing naturalistic inquiry: A guide to methods. Newbury Park, CA: Sage. Fontana, A., & Frey, J. (1994). Interviewing: The art of science. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 361-376). Thousand Oaks, CA: Sage. Geertz, C. (1973). The interpretation of cultures. New York: Basic Books. Geertz, C. (1983). Local knowledge: Further essays in interpretive anthropology. New York: Basic Books. Getz, I., & Lubart, T. (1999). The emotional resonance model of creativity: Theoretical and practical extensions. In S. Russ (Ed.), Affect, creative experience, and psychological adjustment (pp. 41-56). Philadelphia: Brunner / Mazel Glaser, R., & Chi, M. (1988). Overview. In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. xv-xxviii). Hillsdale, NJ: Erlbaum. Gruber, H. (1988). The evolving systems approach to creative work. Creativity Research Journal, 1, 27-51. Hmelo, C. (1998). Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. The Journal for the Learning Sciences, 7, 173-208. Hunter, D., Bailey, A., & Taylor, B. (1995). The art of facilitation. Tucson, AZ: Fischer. Johnson, E. (1988). Expertise and decision under uncertainty: Performance and process. In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. 209-228). Hillsdale, NJ: Erlbaum. Kolb, D. A. (1976). Learning-Style Inventory: Technical manual. Boston: McBer & Co. Kolb, D. (1984). Experiential learning: Experience as a source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press. Lesgold, A. (1988). Problem-solving. In R. Sternberg & E. Smith (Eds.), The psychology of human thought (pp. 188-213). New York: Cambridge University Press. Lesgold, A., Glaser, R., Rubinson, H., Klopfer, D., Feltovich, P., & Wang, Y. (1988). Expertise in a complex skill: Diagnosing x-ray pictures. In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. 311-342). Hillsdale, NJ: Erlbaum. Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. McHargue, M. (1994). Enhancing academic leadership through local & regional retreat: Adapting the "great teachers" model for chairs and deans. (ERIC Document Reproduction ED 394562) Marshak, R., & Katz, J. (1998). The covert processes workbook: Dealing with the hidden dimensions of individuals, groups and organizations. Alexandria, VA: NTL Institute. Maxwell, J. (1996). Qualitative research: An interactive approach. Thousand Oaks, CA: Sage. Meador, K., Hunsaker, S., & Kearney, K. (1999). Qualitative research methods for studying creativity. In A. Fishkin, B. Cramond, & P. Olszewski-Kubilius (Eds.), Investigating creativity in youth: Research and methods (pp. 239-261). Cresskill, NJ: Hampton. Morgan, D. (1997). Focus groups as qualitative research (2nd ed.). Thousand Oaks, CA: Sage. Mumford, M., Reiter-Palmon, R., & Redmond, M. (1994). Problem construction and cognition: Applying problem representations in ill-defined domains. In M. Runco (Ed.), Problem finding, problem solving, and creativity (pp. 3-39). Norwood, NJ: Ablex. Novemsky, L. (1998). Second teaching: An exploration of cognitive factors in small group physics learning. Dissertation Abstracts International, A (Humanities and Social Sciences) 59(5-A). Oakley, A. (1981). Interviewing women: A contradiction in terms. In H. Roberts (Ed.), Doing feminist research (pp. 30-61). Boston: Routledge & Kegan Paul. Pavlovic, S., & Friedland, B. (1997). Reflectivity in supervision and teaching. (ERIC Document Reproduction ED 406115) Polanyi, M. (1983). The tacit dimension. Gloucester, MA: Peter Smith. Posner, M. (1988). Introduction: What is it to be an expert? In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. xxix-xxxvi). Hillsdale, NJ: Erlbaum. Pressley, M., & McCormick, C. (1995). Advanced educational psychology for educators, researchers, and policymakers. New York: HarperCollinsCollege. Raelin, J. (2000). Work-based learning: The new frontier of management development. Upper Saddle, NJ: Prentice Hall. Richardson, L. (1994). Writing: A method of inquiry. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 516-529). Thousand Oaks, CA: Sage. Sabers, D., Cushing, K., & Berliner, D. (1991). Differences among teachers in a task characterized by simultaneity, multi-dimensionality, and immediacy. American Educational Research Journal, 28, 63-88. Spradley, J. (1980). Participant observation. New York: Holt, Rinehart & Winston. Stake, R. (1994). Case studies. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 236-247). Thousand Oaks, CA: Sage. Sternberg, R. (1998). Abilities are forms of developing expertise. Educational Researcher, 27(3), 11-20. Sternberg, R. (2000). Giftedness as developing expertise. In K. Heller, F. Mönks, R. Sternberg, & R. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed.) (pp. 55-66). Oxford, K: Elsevier. Stough, L. (1994). Skilled performance in individuals with developmental disabilities. (ERIC Document Reproduction ED 450500) Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage. Uduari-Solner, A., & Keyes, M. (2000). Chronicles of administrative leadership towards inclusive reform: “We’re on the train and we’ve left that station, but we haven’t gotten to the next stop.” In R. Villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (2nd ed.) (pp. 428-442). Toronto: Paul Brookes. Vaughn, S., Schumm, J., & Sinagub, J. (1996). Focus group interviews in education and psychology. Thousand Oaks, CA: Sage. Voss, J., & Post, T. (1988). On the solving of ill-structured problems. In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. 261-285). Hillsdale, NJ: Erlbaum. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman Eds.). Cambridge, MA: Harvard University Press. Vygotsky, L. (1987). Thought and language. (A. Kozulin, Ed.). Cambridge, MA: MIT Press. Wakefield, J. (1989). Creativity and cognition: Some implications for arts education. Creativity Research Journal, 2, 51-63. Weisberg, R. (1988). Problem-solving and creativity. In R. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives (pp. 148-176). New York: Cambridge University Press. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press. Wolcott, H. (1990). Writing up qualitative research. Newbury Park, CA: Sage. Yin, R. (1993). Applications of case study research. Newbury Parks, CA: Sage. Yin, R. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage.