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Journal of Curriculum Studies Volume 25, 1993 - Issue 2
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Original Articles

The use of practical arguments in clarifying and changing practical reasoning and classroom practices: two cases

Dorothy Vasquez‐LevyView further author information
Pages 125-143 | Published online: 09 Jul 2006

Citations (13)

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Read on this site (5)

Catherine Fallona & Holly Johnson. (2002) A Teacher's and Researcher's Experiences with Power and Representation within the Practical Argument Process. Teachers and Teaching 8:2, pages 141-154.
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Jand Noel. (1999) On the Varieties of Phronesis. Educational Philosophy and Theory 31:3, pages 273-289.
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Vivi Nilssen, Sigrun Gudmundsdottir & Vibeke Wangsmo-Cappelen. (1998) Mentoring the Teaching of Multiplication: a case study. European Journal of Teacher Education 21:1, pages 29-45.
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Robert E. Orton. (1996) How Can Teacher Beliefs about Student Learning Be Justified?. Curriculum Inquiry 26:2, pages 133-146.
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GaryD. Fenstermacher & Virginia Richardson. (1993) The elicitation and reconstruction of practical arguments in teaching. Journal of Curriculum Studies 25:2, pages 101-114.
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Articles from other publishers (8)

Nicholas E. Husbye, Christy Wessel Powell, Sarah Vander Zanden & Tiffany Karalis. (2018) Coaching in Practice‐Based Literacy Education Courses. The Reading Teacher 72:2, pages 191-200.
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Gary D. Fenstermacher & Virginia Richardson. (2019) L’explicitation et la reconstruction des arguments pratiques dans l’enseignement. Nouveaux cahiers de la recherche en éducation, pages 6-25.
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Khalil Gholami & Jukka Husu. (2010) How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge. Teaching and Teacher Education 26:8, pages 1520-1529.
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Patrick Bonvin. (2016) The Role of Teacher Attitudes and Judgement in Decision-Making: The Case of Grade Retention. European Educational Research Journal 2:2, pages 277-294.
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Allan Feldman. (2000) Decision making in the practical domain: A model of practical conceptual change. Science Education 84:5, pages 606-623.
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Dorothy Vásquez-Levy. (1998) Features of practical argument engagement. Teaching and Teacher Education 14:5, pages 535-550.
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Gary D. Fenstermacher & Virginia Richardson. (1994) L'explicitation et la reconstruction des arguments pratiques dans l'enseignement. Nouveaux c@hiers de la recherche en éducation 1:1, pages 157.
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Gary D. Fenstermacher. (2016) Chapter 1: The Knower and the Known: The Nature of Knowledge in Research on Teaching. Review of Research in Education 20:1, pages 3-56.
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