Learning to Learn: teacher research in the Zone of Proximal Development

References

• Apter , M. J. 2001 . Motivational styles in everyday life: a guide to reversal theory , Washington, DC : American Psychological Association .
   Google Scholar
• Baron , S. , Field , J. and Schuller , T. 2000 . Social capital—critical perspectives , Oxford : Oxford University Press .
   Google Scholar
• Baumfield , V. M. 2006 . Tools for pedagogical inquiry: the impact of teaching thinking skills on teachers . Oxford Review of Education , 32 (2) : 185 – 196 .
   Google Scholar
• Boreham , N. and Morgan , C. 2004 . A sociocultural analysis of organisational learning . Oxford Review of Education , 30 : 307 – 325 .
   Web of Science ®Google Scholar
• Bourdieu , P. and Wacquant , L. 2001 . New liberal speak: notes on the new planetary vulgate . Radical Philosophy , 105 : 2 – 5 .
   Google Scholar
• Brookhart , S. M. and Loadman , W. E. 1992 . School university collaboration: across cultures . Teaching Education , 4 : 53 – 68 .
   Google Scholar
• Brown , T. and Jones , L. 2001 . Action research and postmodernism: congruence and critique , Buckingham : Open University Press .
   Google Scholar
• Bruner , J. 1984 . “ Vygotsky's zone of proximal development: the hidden agenda ” . In Children's learning in the ‘zone of proximal development’ , Edited by: Rogoff , B. and Wertsch , J. San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Bruner , J. 1990 . Acts of meaning , Cambridge, MA : Harvard University Press .
   Google Scholar
• Bruner , J. 1991 . The narrative construction of reality . Critical Inquiry , 18 : 1 – 21 .
   Web of Science ®Google Scholar
• Claxton , G. 2002 . Building learning power , Bristol : TLO Limited .
   Google Scholar
• Claxton , G. and Carr , M. 2004 . A framework for teaching learning: the dynamics of disposition . Early Years , 24 : 86 – 98 .
   Google Scholar
• Clement , M. and Vandenberghe , R. 2000 . Teachers' professional development: a solitary or collegial (ad)venture? . Teaching and Teacher Education , 16 : 81 – 101 .
   Web of Science ®Google Scholar
• Cornford , I. 2002 . Learning‐to‐learn strategies as a basis for effective lifelong learning . International Journal of Lifelong Education , 21 : 357 – 368 .
   Google Scholar
• Derrida , J. 1981 . Positions , Chicago, IL : University of Chicago Press .
   Google Scholar
• Dewey , J. 1933 . How we think: a restatement of the relation of reflective thinking to the educative process , Boston, MA : Houghton Mifflin .
   Google Scholar
• Dewey , J. . Between two worlds . address delivered at the Winter Institute of Arts and Sciences, University of Miami . 20 March , Coral Gables, FL. Typescript in Special Collections, Otto G. Richter Library, University of Miami
   Google Scholar
• Ecclestone , K. 2002 . Learning and autonomy in post‐16 education: the politics and practice of formative assessment , London : Routledge Falmer .
   Google Scholar
• Elliot , J. 1991 . Action research for educational change , Buckingham : Open University Press .
   Google Scholar
• Engestrom , Y. , Engestrom , R. and Karkkainen , M. 1995 . Polycontextuality and boundary crossing: learning and problem solving in complex work activities . Learning and Instruction , 5 : 1 – 17 .
   Google Scholar
• Falzon , C. , Higgins , S. and Wall , K. 2004 . “ Using ‘ICT‐supported’ action research as an approach to teacher professional development and systematic enquiry ” . In First International Innovation Education Conference , Leeds : The University of Leeds .
   Google Scholar
• Furlong , J. and Oancea , A. 2005 . Assessing quality in applied and practice‐based educational research—a framework for discussion , Oxford : Oxford University Department of Educational Studies .
   Google Scholar
• Gallas , K. 1998 . Teacher‐initiated professional development: the Lawrence school study groups , Chicago, IL : The Spencer and MacArthur Foundations .
   Google Scholar
• Hardman , F. , Smith , F. and Wall , K. 2003 . ‘Interactive whole class teaching’ in the National Literacy Strategy . Cambridge Journal of Education , 33 : 197 – 215 .
   Google Scholar
• Hammersley , M. 2004 . Action research: a contradiction in terms? . Oxford Review of Education , 30 : 165 – 181 .
   Web of Science ®Google Scholar
• Hargreaves , D. , ed. 2005 . About learning: report of the Learning Working Group , London : Demos .
   Google Scholar
• Hickman , L. A. 1990 . “ Knowing as a technological artifact ” . In John Dewey's pragmatic technology , Edited by: Hickman , L. A. Bloomington, IN : Indiana University Press .
   Google Scholar
• Higgins , S. and Leat , D. 1997 . Horses for courses or courses for horses: what is effective teacher development? . British Journal of In‐service Education , 23 : 303 – 314 .
   Google Scholar
• Higgins , S. , Wall , K. , Falzon , C. , Hall , E. , Leat , D. , Baumfield , V. , Clark , J. , Edwards , G. , Jones , H. , Lofthouse , R. , Moseley , D. , Miller , J. , Murtagh , L. , Smith , F. , Smith , H. and Woolner , P. 2005 . Learning to Learn in schools Phase 3 Evaluation Year 1 final report , London : Campaign for Learning . Available online at: http://www.campaignforlearning.org.uk/projects/L2L/Resources/researchreports.htm) (accessed 5 June 2006)
   Google Scholar
• Higgins , S. , Wall , K. , Baumfield , V. , Hall , E. , Leat , D. and Woolner , P. 2006 . Learning to Learn in schools Phase 3 Evaluation Year Two final report , London : Campaign for Learning .
   Google Scholar
• James , M. and Brown , S. 2005 . Grasping the TLRP nettle: preliminary analysis and some enduring issues surrounding the improvement of learning outcomes . Curriculum Journal , 16 : 7 – 30 .
   Google Scholar
• Kemmis , S. and McTaggart , R. 1988 . The action research planner , (3rd edn) , Geelong : Deakin University .
   Google Scholar
• Lave , J. and Wenger , E. 1991 . Situated learning: legitimate peripheral participation , Cambridge : Cambridge University Press .
   Google Scholar
• Leont'ev , A. N. 1978 . Activity consciousness and personality , Englewoods Cliffs, NJ : Prentice Hall .
   Google Scholar
• Muijs , D. 1997 . Predictors of academic achievement and academic self‐concept: a longitudinal perspective . British Journal of Educational Psychology , 67 : 263 – 277 .
   PubMed Web of Science ®Google Scholar
• Perkins , D. N. , Jay , E. and Tishman , S. 1993 . Beyond abilities: a dispositional theory of thinking . Merrill‐Palmer Quarterly , 39 : 1 – 21 .
   Web of Science ®Google Scholar
• Rawson , M. 2000 . Learning to Learn: more than a skill set . Studies in Higher Education , 25 : 225 – 238 .
   Web of Science ®Google Scholar
• Scraw , G. 1998 . Promoting general metacognitive awareness . Instructional Science , 26 : 113 – 125 .
   Google Scholar
• Smith , F. , Hardman , F. , Wall , K. and Mroz , M. 2004 . Interactive whole class teaching in the National Literacy and Numeracy strategies . British Educational Research Journal , 30 : 395 – 413 .
   Web of Science ®Google Scholar
• Stenhouse , L. 1981 . What counts as research? . British Journal of Educational Studies , 29 : 103 – 114 .
   Web of Science ®Google Scholar
• Sternberg , R. 1998 . Metacognition, abilities and developing expertise: what makes an expert student? . Instructional Science , 26 : 127 – 140 .
   Web of Science ®Google Scholar
• Vygotsky , L. 1978 . Mind in society: the development of higher psychological processes , Cambridge, MA : Harvard University Press .
   Google Scholar
• Wenger , E. 1998 . Communities of practice: learning, meaning and identity , Cambridge : Cambridge University Press .
   Google Scholar
• Wood , D. , Bruner , J. and Ross , G. 1976 . The role of tutoring in problem‐solving . Journal of Child Psychology and Psychiatry , 17 : 89 – 100 .
   PubMed Web of Science ®Google Scholar
• Wood , D. and Wood , H. 1993 . Vygotsky, tutoring and learning . Oxford Review of Education , 22 : 5 – 16 .
   Google Scholar
• Woolner , P. , Higgins , S. , Moseley , D. and Wall , K. . The impact of Learning to Learn on attainment results: using changes in GCSE and SAT performance to assess school progress . paper presented at the International Association of Cognitive Educational Psychology (IACEP) conference . July , Durham.
   Google Scholar
• Zeichner , K. 2003 . Teacher research as professional development for P‐12 educators in the USA . Education Action Research , 11 : 301 – 325 .
   Google Scholar