811
Views
5
CrossRef citations to date
0
Altmetric
Essays

Folk Belief Theory, the Rigor Gap, and the Achievement Gap

References

  • Bain , J. , Mills , C. , Ballantyne , R. and Packer , J. 2002 . Developing reflection on practice through journal writing: Impacts of variations in the focus and level of feedback . Teachers and Teaching: Theory and Practice , 8 ( 2 ) : 171 – 196 . doi: 10.1080/13540600220127368
  • Barton , P. 2004 . Why does the gap persist? . Educational Leadership , 62 ( 3 ) : 8 – 13 .
  • Basile , C. , Olson , F. and Nathenson-Mejia , S. 2003 . Problem-based learning: Reflective coaching for teacher educators . Reflective Practice , 4 ( 3 ) : 291 – 302 .
  • Baylor , A. 2002 . Expanding preservice teachers’ metacognitive awareness of instructional planning through pedagogical agents . Educational Technology Research & Development , 50 ( 2 ) : 5 – 22 . doi: 10.1007/BF02504991
  • Bruner , J. 1990 . Acts of meaning , Cambridge , MA : Harvard University Press .
  • Carey , S. 2009 . The origin of concepts. , Oxford , , UK : Oxford University Press .
  • Chi , M. T. H. 2005 . Commonsense conceptions of emergent processes: Why some misconceptions are robust . The Journal of the Learning Sciences , 14 ( 2 ) : 161 – 199 .
  • Cochran-Smith , M. and Lytle , S. L. 2001 . “ Beyond certainty: Taking an inquiry stance on practice ” . In Teachers caught in the action: Professional development that matters , Edited by: Lieberman , A. and Miller , L. 45 – 58 . New York : Teachers College Press .
  • Conway , P. 2001 . Anticipatory reflection while learning to teach: From a temporally truncated to temporally distributed model of reflection in teacher . Teaching and Teacher Education , 17 ( 1 ) : 89 – 106 . doi: 10.1016/S0742-051X(00)00040-8
  • Daniels , H. , Cole , M. and Wertsch , J. 2007 . Cambridge companion to Vygotsky. , New York , NY : Cambridge University Press .
  • Darling-Hammond , L. 2010 . The flat world and education: How America's commitment to equity will determine our future , New York , NY : Teachers College Press .
  • Gardner , H. 1991 . The unschooled mind: How children think & how schools should teach. , New York , NY : Basic Books .
  • Gardner , H. , Torff , B. and Hatch , T. 1996 . “ The age of innocence reconsidered: Preserving the best of the progressive tradition in psychology and education ” . In The handbook of education and human development: New models of learning, thinking, and teaching , Edited by: Olson , D. and Torrance , N. 28 – 55 . Cambridge , MA : Basil Blackwell .
  • Gates , P. 2006 . Going beyond belief systems: Exploring a model for the social influence on mathematics teacher beliefs . Educational Studies in Mathematics , 63 ( 3 ) : 347 – 369 . doi: 10.1007/s10649-005-9007-z
  • Geary , D. C. 2005 . “ Folk knowledge and academic learning ” . In Origins of the social mind: Evolutionary psychology and child development , Edited by: Ellis , B. J. and Bjorklund , D. F. 493 – 519 . New York , NY : Guilford .
  • Holt-Reynolds , D. 2000 . What does the teacher do? Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher . Teaching and Teacher Education , 16 ( 1 ) : 21 – 32 .
  • Hutto , D. D. 2008 . Folk psychological narratives: The sociocultural basis of understanding reasons , Cambridge , MA : MIT Press .
  • Iran-Nejad , A. and Gregg , M. 2001 . The brain-mind cycle of reflection . Teachers College Record , 103 ( 5 ) : 868 – 895 .
  • Ladson-Billings , G. 2009 . The dreamkeepers: Successful teachers of African American children , San Francisco : Jossey-Bass .
  • Lambert , N. and McCombs , B. 1998 . How students learn: Reforming schools through learner-centered instruction , Washington, DC : American Psychological Association .
  • Manouchehri , A. 2002 . Developing teaching knowledge through peer discourse . Teaching and Teacher Education , 18 ( 6 ) : 715 – 737 . doi: 10.1016/S0742-051X(02)00030-6
  • Moyer , P. and Milewicz , E. 2002 . Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews . Journal of Mathematics Teacher Education , 5 ( 4 ) : 293 – 315 .
  • Nersessian , N. J. 2008 . Creating scientific concepts , Cambridge , MA : MIT Press .
  • Noguera , P. 2009 . The trouble with Black boys… And other reflections on race, equity, and the future of public education , San Francisco , CA : Wiley .
  • Osterman , K. and Kottkamp , R. 2005 . Reflective practice for educators: Professional development to improve student learning (2nd ed.) , Thousand Oaks , CA : Corwin Press .
  • Patrick , H. and Pintrich , P. 2001 . “ Conceptual change in teachers’ intuitive conceptions of learning, motivation, and instruction: The role of motivational and epistemological beliefs ” . In Understanding and teaching the intuitive mind: Student and teacher learning , Edited by: Torff , B. and Sternberg , R. 117 – 144 . Mahwah , NJ : Erlbaum .
  • Portes , P. and Salas , S. 2011 . Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities , New York , NY : Lang .
  • Putnam , R. and Borko , H. 2000 . What do new views of knowledge and thinking have to say about research on teacher learning? . Educational Researcher , 29 ( 1 ) : 4 – 15 . doi: 10.3102/0013189×029001004
  • Raudenbush , S. W. , Rowan , B. and Cheong , Y. F. 1993 . Higher order instructional goals in secondary schools: Class, teacher, and school influences . American Educational Research Journal , 30 ( 3 ) : 523 – 553 .
  • Ravitch , D. 2010 . The death and life of the great American school system: How testing and choice are undermining education , New York , NY : Basic Books .
  • Richardson , V. 1994 . “ The consideration of beliefs in staff development ” . In Teacher change and the staff development process: A case in reading instruction , Edited by: Richardson , V. 90 – 108 . New York , NY : Teachers College Press .
  • Richardson , V. and Placier , P. 2002 . “ Teacher change ” . In Handbook of research on teaching (4th ed. , Edited by: Richardson , V. 905 – 947 . Washington, DC : American Educational Research Association .
  • Rosenthal , R. and Jacobson , L. 1992 . Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development (Expanded ed.) , New York , NY : Irvington .
  • Roskos , K. , Vukelich , C. and Risko , V. 2001 . Reflection and learning to teach reading: A critical review of literacy and general teacher education studies . Journal of Literacy Research , 33 ( 4 ) : 595 – 635 . doi: 10.1080/10862960109548127
  • Shweder , R. 1991 . Thinking through cultures: Expeditions in cultural psychology , Cambridge , MA : Harvard University Press .
  • Spalding , E. and Wilson , A. 2002 . Demystifying reflection: A study of pedagogical strategies that encourage reflective journal writing . Teachers College Record , 104 : 1393 – 1421 .
  • Sternberg , R. J. , Forsythe , G. B. , Hedlund , J. , Horvath , J. A. , Wagner , R. K. , Williams , W. M. and …Grigorenko , E. L. 2000 . Practical intelligence in everyday life , New York , NY : Cambridge University Press .
  • Torff , B. 2005 . Developmental changes in teachers’ beliefs about critical-thinking activities . Journal of Educational Psychology , 97 ( 1 ) : 13 – 22 . doi: 10.1037/0022-0663.97.1.13
  • Torff , B. 2006 . Expert teachers’ beliefs about critical-thinking activities . Teacher Education Quarterly , 33 ( 2 ) : 37 – 52 .
  • Torff , B. and Sessions , D. 2006 . Issues influencing teachers’ beliefs about use of critical-thinking activities with low-advantage learners . Teacher Education Quarterly , 33 ( 4 ) : 77 – 92 .
  • Torff , B. and Sternberg , R. 2001 . “ Intuitive conceptions among learners and teachers ” . In Understanding and teaching the intuitive mind: Student and teacher learning , Edited by: Torff , B. and Sternberg , R. 3 – 26 . Mahwah , NJ : Erlbaum .
  • Torff , B. and Warburton , E. 2005 . Assessment of teachers’ beliefs about classroom use of critical-thinking activities . Educational and Psychological Measurement , 65 ( 1 ) : 155 – 179 . doi: 10.1177/0013164404267281
  • Trundle , K. , Atwood , R. and Christopher , J. 2002 . Preservice elementary teachers’ conceptions of moon phases before and after instruction . Journal of Research in Science Teaching , 39 ( 7 ) : 633 – 658 .
  • Vygotsky , L. 1978 . Mind in society: The development of higher psychological processes , Cambridge , MA : Harvard University Press .
  • Warburton , E. and Torff , B. 2005 . The effect of perceived learner advantages on teachers’ beliefs about critical-thinking activities . Journal of Teacher Education , 56 ( 1 ) : 24 – 33 . doi: 10.1177/0022487104272056
  • Zohar , A. , Degani , A. and Vaaknin , E. 2001 . Teachers’ beliefs about low-achieving students and higher-order thinking . Teaching and Teacher Education , 17 ( 4 ) : 469 – 485 . doi: 10.1016/S0742-051X(01)00007-5

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.