154
Views
5
CrossRef citations to date
0
Altmetric
Original Articles

Premature closure and guided reinvention: a case study in a web‐based learning environment

&
Pages 565-586 | Published online: 02 Nov 2007

References

  • Agar , M. Ethnography as scientifically‐based research: implications for educational policy and practice (Keynote speech) . paper presented at the 25th Annual Ethnography in Education Forum, University of Pennsylvania . Philadelphia.
  • Bakhtin , M. M. 1981 . The dialogic imagination: four essays , Austin, TX : University of Texas Press .
  • Bannink , A. and Van Dam , J. 2006 . A dynamic discourse approach to classroom research . Linguistics and Education , 17 (3) : 283 – 301 .
  • Bannink , A. and Van Dam , J. 2007 . Bootstrapping reflection on classroom interactions: discourse contexts of novice teachers’ thinking . Evaluation and Research in Education , 20 (2) : 81 – 99 .
  • Brown , P. and Levinson , S. C. 1987 . Politeness: some universals in language use , Cambridge : Cambridge University Press .
  • Bullough , R. V. and Draper , R. J. 2004 . Making sense of a failed triad . Journal of Teacher Education , 55 (5) : 407 – 420 .
  • Clarke , D. and Hollingsworth , H. 2002 . Elaborating a model of teacher professional growth . Teaching and Teacher Education , 18 : 947 – 967 .
  • Clarke , D. and Peter , A. 1993 . “ Modelling teacher change ” . In Contexts in mathematics education , Edited by: Atweh , B. , Kanes , C. , Carss , M. and Booker , G. 167 – 175 . Queensland : Mathematics Education Research Group of Australasia .
  • Cole , M. , Hood , L. and McDermott , R. P. 1997 . “ Concepts of ecological validity: their differing implications for comparative cognitive research ” . In Mind, culture and activity , Edited by: Cole , M. , Engeström , Y. and Vasquez , O. 49 – 56 . Cambridge : Cambridge University Press .
  • Cousin , G. 2000 . Strengthening action‐research for educational development . Educational Developments , 1 (3) : 5 – 7 .
  • Day , C. and Leitch , R. 2001 . Teachers’ and teacher educators’ lives: the role of emotions . Teaching and Teacher Education , 13 : 403 – 415 .
  • Day , C. , Pope , M. and Denicolo , P. , eds. 1990 . Insights into teachers’ thinking and practice , Bristol, PA : Falmer Press .
  • Dewey , J. 1933 . How we think: a restatement of the relation of reflective thinking to the educative process , Boston, MA : Heath .
  • Florio‐Ruane , S. 2002 . More light—an argument for complexity in studies of teaching and teacher education . Journal of Teacher Education , 53 (3) : 205 – 215 .
  • Freudenthal , H. 1973 . Mathematics as an educational task , Dordrecht : Reidel .
  • Fullan , M. 1982 . The meaning of educational change , New York : Teachers College Press .
  • Gee , J. P. 1994 . First language acquisition as a guide for theories of learning and pedagogy . Linguistics & Education , 6 : 331 – 354 .
  • Goffman , E. 1974 . Frame analysis , Cambridge, MA : Harvard University Press .
  • Goffman , E. 1979 . Footing . Semiotica , 25 : 1 – 29 .
  • Goffman , E. 1981 . Forms of talk , Oxford : Basil Blackwell .
  • Good , T. and Brophy , J. 1987 . Looking in classrooms , New York : Harper & Row .
  • Goodwin , C. 1981 . Conversational organization: interaction between speakers and hearers , New York : Academic Press .
  • Grimes , C. F. 2002 . The self‐fulfilling prophecy: pygmalion effect at work Available online at: http://www.iloveulove.com/psychology/pygmalion.htm (accessed 12 August 2004)
  • Guskey , T. R. 2002 . Professional development and teacher change . Teachers and Teaching: Theory and Practice , 8 (3/4) : 381 – 391 .
  • Hargreaves , A. 2000 . Mixed emotions: teachers’ perception of their interactions with students . Teaching and Teacher Education , 6 (8) : 811 – 826 .
  • Hatton , N. and Smith , D. 1995 . Reflection in teacher education: towards definition and implementation . Teaching and Teacher Education , 11 (1) : 33 – 49 .
  • Honolulu Community College . 2004 . Six ways to improve your nonverbal communications Available online at: http://Honolulu.edu/intranet/committeees/FacDevCom/guidebk/teachtip/commun-1 (accessed 12 August 2004)
  • Jackson , J. E. 1995 . “ ‘Déjà entendu’—The liminal qualities of anthropological fieldnotes ” . In Representation in ethnography , Edited by: Van Maanen , J. 36 – 78 . Thousand Oaks, CA : Sage .
  • Jay , J. K. and Johnson , K. L. 2002 . Capturing complexity: a typology of reflective practice for teacher education . Teaching and Teacher Education , 18 : 73 – 85 .
  • Kagan , D. M. 1992 . Professional growth among preservice and beginning teachers . Review of Educational Research , 62 (2) : 129 – 169 .
  • Kamberelis , G. 2001 . Producing heteroglossic classroom (micro)cultures through hybrid discourse practices . Linguistics and Education , 12 (1) : 85 – 125 .
  • Kendon , A. 1992 . “ The negotiation of context in face‐to‐face interaction ” . In Rethinking context , Edited by: Duranti , A. and Goodwin , C. 326 – 334 . Cambridge : Cambridge University Press .
  • Korthagen , F. and Kessels , J. 1999 . Linking theory and practice: changing the pedagogy of teacher education . Educational Researcher , 28 (4) : 4 – 17 .
  • Larsen‐Freeman , D. 1997 . Chaos/complexity science and second language acquisition . Applied Linguistics , 18 : 141 – 165 .
  • Lave , J. and Wenger , E. 1991 . Situated learning—legitimate peripheral participation , Cambridge : Cambridge University Press .
  • Leather , J. and Van Dam , J. 2003 . “ Towards an ecology of language acquisition ” . In Ecology of language acquisition , Edited by: Leather , J. and Van Dam , J. 1 – 29 . Dordrecht : Kluwer .
  • Leitch , R. and Day , C. 2000 . Action research and reflective practice: towards a holistic view . Educational Action Research , 8 (1) : 179 – 193 .
  • Mellor , N. 2001 . Messy method: the unfolding story . Educational Action Research , 9 (3) : 465 – 484 .
  • Pennington , M. 1996 . The ‘cognitive‐affective filter’ in teacher development: transmission‐based and interpretation‐based schemas for change . System , 24 (3) : 337 – 350 .
  • Phelps , R. and Hase , S. 2002 . Complexity and action research: exploring the theoretical and methodological connections . Educational Action Research , 10 (3) : 507 – 523 .
  • Reiman , A. 1999 . The evolution of social roletaking and guided reflection framework in teacher education: recent theory and quantitative synthesis of research . Teaching and Teacher Education , 15 : 597 – 612 .
  • Rosenstein , R. 2000 . Video use for program evaluation: a conceptual perspective . Studies in Educational Evaluation , 26 : 373 – 394 .
  • Roth , W.‐M. , Masciotra , D. and Boyd , N. 1999 . Becoming‐in‐the‐classroom: a case study of teacher development through co‐teaching . Teaching and Teacher Education , 15 : 771 – 784 .
  • Rowe , M. B. 1986 . Wait time: slowing down may be a way of speeding up! . Journal of Teacher Education , 37 : 43 – 50 .
  • Schön , D. A. 1983 . The reflective practitioner: how professionals think in action , New York : Basic Books .
  • Schön , D. A. 1987 . Educating the reflective practitioner: toward a new design for teaching and learning in the profession , San Francisco, CA : Jossey‐Bass .
  • Shkedi , A. and Laron , D. 2004 . Between idealism and pragmatism: a case study of student teachers’ pedagogical development . Teaching and Teacher Education , 20 : 693 – 711 .
  • Van Dam , J. 2002 . “ Ritual, face, and play in a first English lesson: bootstrapping a classroom culture ” . In Language acquisition and language socialization , Edited by: Kramsch , C. 237 – 265 . New York : Continuum .
  • Varenne , H. and McDermott , R. 1998 . Successful failure: the school America builds , Boulder, CO : Westview .
  • Vygotsky , L. S. 1978 . Mind in society: the development of higher psychological processes , Cambridge, MA : Harvard University Press .
  • Vygotsky , L. S. 1986 . Thought and language , Cambridge, MA : MIT .
  • Wajnryb , R. 1998 . Telling it like it isn’t—exploring an instance of pragmatic ambivalence in supervisory discourse . Pragmatics , 29 : 531 – 544 .
  • Wideen , M. , Mayer‐Smith , J. and Moon , B. 1998 . A critical analysis of the research on learning to teach: making the case for an ecological perspective on inquiry . Review of Educational Research , 68 (2) : 130 – 178 .
  • Zanting , A. , Verloop , N. and Vermunt , J. 2001 . Student teachers eliciting mentors’ practical knowledge and comparing it to their own beliefs . Teaching and Teacher Education , 17 : 725 – 740 .

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.