References
- [1] David, D. S. (2009). Mindful teaching and teaching mindfulness: A guide for anyone who teaches anything. Summerville, MA: Wisdom Publications
- [2] Drapeau. M. (2002). Subjectivity in research: Why not? But… The Qualitative Report, 7, September
- [3] Farren, M., & Crotty, Y. (2014). Researching our own practice: An individual creative process and a dialogic-collaborative process: Self knowledge is the beginning of wisdom. Krishnamurti (1991, p. 196). International Journal of Transformative Research, 1(1), 63-74
- [4] Gergen, K. (2001). Psychological science in a postmodern context. American Psychologist, 56, 803-813
- [5] Jennings, P. A. (2015). Mindfulness for teachers: Simple skills for peace and productivity in the classroom. New York: W.W. Norton & Company
- [6] Inoue, N. (2015). Beyond actions: Psychology of action research for mindful educational improvement. New York: Peter Lang Publishing
- [7] Inoue, N. (2012). Mirrors of the mind: An introduction of mindful ways of thinking. New York: Peter Lang Publishing.
- [8] Inoue, N. (2011). Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, 14(1), 5-23
- [9] Lewis, C. (2002). Does Lesson Study Have a Future in the United States? Nagoya Journal of Education and Human Development, 1
- [10] Lewis, C. (1995). Educating Hearts and Minds: Reflections on Japanese Preschool and Elementary Education. New York: Cambridge University Press
- [11] Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage Publications
- [12] Nonaka, I. & Konno, N. (1998) The Concept of “Ba”: Building a Foundation for Knowledge Creation. California Management Review, 40(3), 40-54
- [13] Nonaka, I., & Takeuchi, H, (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. New York: Oxford University Press
- [14] Nonaka, I. & Toyama, R. (2003) The knowledge-creation theory revisited: knowledge creation as a synthesizing process. Knowledge Management Research & Practice, 1(1), 2-10
- [15] Nonaka, I. & Toyama, R. (2005) The theory of the knowledge-creating firm: subjectivity, objectivity and synthesis. Industrial and Corporate Change, 14(3), 419-436
- [16] Noffke, S. E. (2009). Revisiting the professional, personal, and political dimensions of action research. In S. E. Noffke & B. Somekh (Eds.). The SAGE handbook of educational action research. (pp. 6-25). Los Angeles: Sage
- [17] Ratner, C. (2002). Subjectivity and objectivity in qualitative methodology. Forum: Qualitative Social Research, 3(3), September
- [18] Reagan, T. (2004). Non-Western Educational Traditions: Indigenous Approaches to Educational Throught and Practice (Sociocultural, Political, and Historical Studies in Education) (3rd edition). New York: Routledge
- [19] Rechtschaffen, D. (2002). The way of mindful education: Cultivating well-being in teachers and students. New York: W. W. Norton & Company
- [20] Torbert, W. R. (2004). Action Inquiry: The Secret of Timely and Transforming Leadership. San Francisco, CA: Berrett-Koehler Publishers
- [21] Whitehead, J. and McNiff, J. (2006). Action research: Living theory: Thousand Oaks, CA: Sage Publications
- [22] Yin, R. K. (1989). Case study research: Design and methods. Thousand Oaks, CA Thousand Oaks: Sage Publications