How Can Teacher Beliefs about Student Learning Be Justified?

REFERENCES

• Aristotle, ca. 330 B.C. Nicomachean ethics. Indianapolis and New York: Bobbs-Merrill.
   Google Scholar
• Bolster, Arthur S. Jr. 1987. Toward a more effective model of research on teaching. In Teachers, teaching, and teacher education, ed. Margo Okazawa-Rey, James Anderson, and Rob Traver, 335—349. Cambridge: Harvard Educational Review.
   Google Scholar
• Brophy, Jere E., and Thomas L. Good. 1986. Teacher behavior and student achievement. In Handbook of research on teaching, 3rd ed., ed. Merlin C. Wittrock, 328–375. New York and London: Macmillan.
   Google Scholar
• Campbell, Donald T. 1988. Evolutionary epistemology. In Methodology and epistemology far social science: Selected papers of Donald T. Campbell, ed. E. Samuel Overman, 393–434. Chicago and London: University of Chicago Press.
   Google Scholar
• Clark, Christopher M., and Penelope L. Peterson. 1986. Teachers' thought processes. In Handbook of research on teaching, 3rd ed., ed. Merlin C. Wittrock, 255–296. New York and London: Macmillan.
   Google Scholar
• Cobb, Paul, Erna Yackel, and Terry Wood. 1992. A constructivist alternative to the representational view of mind in mathematics education. Journal for Research in Mathematics Education 23(1): 2–34.
   Web of Science ®Google Scholar
• Connelly, F. Michael, and D. Jean Clandinin. 1990. Stories of experience and narrative inquiry. Educational Researcher 19(5): 2–14.
   Google Scholar
• Cronbach, Lee J. 1978. Designing educational evaluations. Stanford, CA: Evaluation Consortium.
   Google Scholar
• Dewey, John. 1916. Democracy and education. New York: Macmillan.
   Google Scholar
• Dewey, John. 1929. The quest for certainty: A study of the relation of knowledge and action. New York: Minton, Balch, and Company.
   Google Scholar
• Elbaz, Freema. 1983. Teacher thinking: A study of practical knowledge. New York: Nichols.
   Google Scholar
• Ennis, Robert H. 1981. Rational thinking and educational practice. In Philosophy and education: Eightieth yearbook of the National Society for the Study of Education, ed. Jonas Soltis, 143–183. Chicago: University of Chicago Press.
   Google Scholar
• Fenstermacher, Gary D. 1986. Philosophy of research on teaching: Three aspects. In Handbook of research on teaching, third edition, ed. M. Wittrock, 33–49. New York and London: Macmillan.
   Google Scholar
• Fenstermacher, Gary D. 1987. Prologue to my critics: A reply to my critics. Educational Theory 37(4): 357–360; 413–422.
   Google Scholar
• Fenstermacher, Gary D., and Virginia Richardson. 1993. The elicitation and reconstruction of practical arguments in teaching. Journal of Curriculum Studies 25: 101–114.
   Web of Science ®Google Scholar
• Gettier, Edmund L. 1963. Is justified true belief knowledge? Analysis 23: 121–123.
   Google Scholar
• Green, Thomas F. 1976. Teacher competence as practical rationality. Educational Theory 26(3): 249–258.
   Web of Science ®Google Scholar
• James, William. [1907] 1974. Pragmatism. New York: New American Library.
   Google Scholar
• Lampert, Magdalene. 1987. How do teachers manage to teach? Perspectives on problems in practice. In Teachers, teaching and teacher education, ed. Margo Okazawa-Rey, James Anderson, and Rob Traver, 106–123. Cambridge: Harvard Educational Review.
   Google Scholar
• Lindblom, Charles, and David Cohen. 1979. Usable knowledge: Social science and social problem solving. New Haven: Yale University Press.
   Google Scholar
• Morgan, Barbara A. 1993. Practical rationality: A self investigation, Journal of Curriculum Studies 25: 115–124.
   Web of Science ®Google Scholar
• Morine-Dershimer, Greta. 1987. Practical examples of the practical argument: A case in point. Educational Theory 37(4): 395–408.
   Google Scholar
• Munby, Hugh. 1986. Metaphor in the thinking of teachers: An exploratory study. Journal of Curriculum Studies 18(2): 197–209.
   Web of Science ®Google Scholar
• National Research Council. 1989. Everybody counts: A report to the nation on the future of mathematics education. Washington, DC: National Academy Press.
   Google Scholar
• Orton, Robert E. 1990. Knowledge growth and teaching: Toward a genetic foundation for teachers' knowledge. Philosophy of Education: 1990. Urbana, IL: Philosophy of Education Society.
   Google Scholar
• Orton, Robert E. 1993. Two problems with teacher knowledge. Philosophy of Education: 1993. Urbana, IL: Philosophy of Education Society.
   Google Scholar
• Piaget, Jean. 1954. The construction of reality in the child. New York: Basic Books.
   Google Scholar
• Piaget, Jean. 1972. The principles of genetic epistemology. London: Routledge and Kegan Paul.
   Google Scholar
• Popkewitz, Thomas S. 1988. Educational reform: Rhetoric, ritual, and social interest. Educational Theory 38(1): 77–93.
   Google Scholar
• Popper, Karl. 1965. Conjectures and refutations: The growth of scientific knowledge. New York: Harper and Row.
   Google Scholar
• Popper, Karl. 1972. Objective knowledge: An evolutionary approach. Oxford: Clarendon Press.
   Google Scholar
• Resnick, Lauren B. 1983. Mathematics and science learning: A new conception. Science 220 (April): 477–478.
   PubMed Web of Science ®Google Scholar
• Romberg, Thomas A., and Thomas P. Carpenter. 1986. Research on teaching and learning mathematics: Two disciplines of scientific inquiry. In Handbook of research on teaching, third edition, ed. Merlin C. Wittrock, 850–873. New York and London: Macmillan.
   Google Scholar
• Rorty, Richard. 1979. Philosophy and the mirror of nature. Princeton: Princeton University Press.
   Google Scholar
• Rorty, Richard. 1982. Consequences of pragmatism. Minneapolis: University of Minnesota Press.
   Google Scholar
• Shavelson, Richard J., and Paula Stern. 1981. Research on teachers' pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research 51 (4): 455–498.
   Web of Science ®Google Scholar
• Shulman, Lee S. 1987. Knowledge and teaching: Foundations of the new reform. In Teachers, teaching, and teacher education, ed. Margo Okazawa-Rey, James Anderson, and Rob Traver, 313–334. Cambridge: Harvard Educational Review.
   Google Scholar
• Vasquez-Levy, Dorothy. 1993. The use of practical arguments in clarifying and changing practical reasoning and classroom practices: Two cases. Journal of Curriculum Studies 25: 125–243.
   Web of Science ®Google Scholar
• Vygotsky, Lev. 1962. Thought and language. Cambridge: MIT Press.
   Google Scholar
• Vygotsky, Lev. 1978. Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
   Google Scholar
• Wilson, Suzanne M., and Lee S. Shulman. 1987. “150 different ways” of knowing: Representations of knowledge in teaching. In Exploring Teacher Thinking, ed. James Calderhead. Sussex: Holt, Rinehart, and Winston.
   Google Scholar