13
Views
6
CrossRef citations to date
0
Altmetric
Original Articles

Descriptions of Two Novice Secondary Teachers' Planning

Pages 63-84 | Published online: 15 Dec 2014

REFERENCES

  • Berliner, D. 1987. Ways of thinking about students and classrooms by more and less experienced teachers. In Exploring Teachers' thinking, ed. J. Calderhead, 60–83. Salisbury, England: Cassell.
  • Borko, H., R. E. Lalik, and E. Tomchin. 1987. Student Teachers' understanding of successful teaching. Teaching and Teacher Education 3: 77–90.
  • Borko, H., and C. Livingston. 1989. Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers.
  • Borko, H., and J. A. Niles. 1982. Factors contributing to Teachers' judgments about students and decisions about grouping students for reading instruction. Journal of Reading Behavior 14: 127–140.
  • Borko, H., and J. Niles. 1987. Descriptions of teacher planning: Ideas for teachers and researchers. In Educators' handbook: A research perspective, ed. V. Richardson-Koehler, 167–187. White Plains, NY: Longman.
  • Brophy, J. 1982. How teachers influence what is taught and learned in classrooms. Elementary School Journal 83: 1–13.
  • Brown, D. Sardo. 1982. Teacher planning styles in the middle school. Paper presented at the Annual Meeting of the Eastern Educational Research Association, Ellenville, NY, October.
  • Brown, D. Sardo. 1988. Twelve middle school Teachers' planning. Elementary School Journal 89: 69–87.
  • Brown, D. Sardo. 1990. A survey of experienced Teachers' planning practices. Journal of Education for Teaching 16(1): 57–79.
  • Bullough, R. 1987. Planning and the first year of teaching. Journal of Education for Teaching 12: 231–250.
  • Bullough, R. 1989. Teacher self-concept and student culture in the first year of teaching. Teachers' College Record 91(2): 209–233.
  • Burden, P. H. 1980. Teachers' perceptions of the characteristics and influences on their personal and professional development. Ph.D. diss., Ohio State University, Columbus, 1979. Dissertation Abstracts International, 40, 5404A.
  • Burns, R. B., and A. Lash. 1988. Nine seventh-grade Teachers' knowledge and planning of problem-solving instruction. Elementary School Journal 88(4): 369–386.
  • Clandinin, D. J. 1989. Developing rhythm in teaching: The narrative study of a beginning teacher's personal practical knowledge of classrooms. Curriculum Inquiry 19(2): 121–141.
  • Clandinin, D. J., and F. M. Connelly. 1986. Rhythms in teaching: The narrative study of Teachers' personal practical knowledge of classrooms. Teaching and Teacher Education 2(4): 377–387.
  • Clark, C., and J. L. Elmore. 1981. Teacher planning in the first weeks of school (Research Series No. 56). East Lansing: Institute for Research on Teaching, Michigan State University.
  • Clark, C., and P. Peterson. 1986. Teachers' thought processes. In Third handbook of research on teaching, ed. M. C. Wittrock, 255–296. Chicago, IL: Rand McNally.
  • Clark, C., and R. Yinger. 1979. Teachers' thinking. In Research on teaching: Concepts, findings and implications, ed. P. L. Peterson and H. J. Walberg, 231–263. Berkeley, CA: McCutchan.
  • Fieman-Nemser, S. 1983. Learning to teach. In Handbook of teaching and policy, ed. L. S. Shulman and G. Sykes. White Plains, NY: Longman.
  • Hunter, M. 1982. Mastery teaching. El Segundo, CA: TIP Publications.
  • Kleinsasser, A. M. 1988. The reflection-in-action of novice language arts teachers: An inquiry into an epistemology of practice. Ph.D. diss., University of Kansas, Lawrence.
  • Leinhardt, G. 1983. Routines in expert math Teachers' thoughts and actions. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.
  • McCutcheon, G. 1980. How do elementary school teachers plan? The nature of planning and influences on it. Elementary School Journal 81: 4–23.
  • McLeod, M. A. 1981. The identification of intended learning outcomes by early childhood teachers: An exploratory study. Ph.D. diss., University of Alberta, Edmonton, Alberta, Canada.
  • McNeil, L. M. 1980. Knowledge forms and knowledge content. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, MA, April.
  • Morine, G. 1976. A study of teacher planning (BTES Tech. Rep. 75-11-6). San Francisco, CA: Far West Laboratory for Educational Research and Development.
  • Morine-Dershimer, G. 1979. Teacher plans and classroom reality: The South Bay study, Part IV (Research Series No. 60). East Lansing: Michigan State University, Institute for Research on Teaching.
  • Pataniczek, D., and N. S. Isaacson. 1981. The relationship of socialization and concerns of beginning secondary teachers. Journal of Teacher Education 32(6): 14–17.
  • Russo, N. A. 1978. Capturing Teachers' decision policies: An investigation of strategies for teaching reading and mathematics. Paper presented at the Annual Meeting of the American Educational Research Association, Toronto, Canada, March.
  • Ryan, K. 1986. Induction of new teachers. Bloomington, IN: Phi Delta Kappa Educational Foundation.
  • Shavelson, R. J., and P. Stern. 1981. Research on Teachers' pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research 51: 455–498.
  • Smith, D. L. 1984. A study of Teachers' curriculum planning and decision making, 1 & 2. Ph.D. diss., University of Sydney, Sydney, Australia.
  • Smith, E. L., and N. B. Sendelbach. 1979. Teacher intentions for science instruction and their antecedents in program materials. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, April.
  • Tabachnick, B. R., T. S. Popkewitz, and K. Zeichner. 1979–1980. Teacher education and the professional perspectives of student teachers. Interchange 10(4): 12–29.
  • Tyler, R. W. 1950. Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press.
  • Veenman, S. 1984. Perceived problems of beginning teachers. Review of Educational Research 54 (Summer): 143–178.
  • Wendel, R. 1990. A longitudinal study of beginning secondary Teachers' decision-making from planning through instruction. Paper presented at the American Educational Research Association, Boston, MA.
  • Westerman, D. A. 1989. An analysis of preactive, interactive, and postactive decision making by novice and expert teachers in elementary classrooms. Ph.D. diss., Catholic University of America, Washington, DC.
  • Yinger, R. J. 1980. A study of teacher planning. Elementary School Journal 80: 107–127.
  • Yinger, R. J. 1987. Learning the language of practice. Curriculum Inquiry 17: 293–326.
  • Yinger, R. J., and S. Johnston. 1991. The character of working knowledge. Paper presented at the American Educational Research Association, Chicago, IL.
  • Zahorik, J. A. 1975. Teachers' planning models. Educational Leadership 33: 134–139.
  • Zahorik, J. A. 1991. Discussant's remarks at the Annual Meeting of the American Educational Research Association, Chicago, IL, April.

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.