202
Views
6
CrossRef citations to date
0
Altmetric
Original Articles

A FRAMEWORK FOR TEACHING

Pages 342-358 | Published online: 05 Jul 2010

References

  • ANDERSON , J.R. 1995 . Cognitive Psychology and its Implications , 4thedn. , San Francisco : W.H. Freeman .
  • ANDERSON , J.R. , REDER , L.M. and SIMON , H.A. 1997 . Situative versus cognitive perspectives: form versus substance . Educational Researcher , 26 ( 1 ) : 18 – 21 .
  • BANDURA , A. 1986 . Social Foundations of Thought and Action , Englewood Cliffs, NJ : Prentice-Hall .
  • BERLINER , D.C. 2002 . Educational research: the hardest science of all . Educational Researcher , 31 ( 8 ) : 18 – 20 .
  • BIGGS , J. 1999 . Teaching for Quality Learning at University , Buckingham : Society for Research into Higher Education/Open University Press .
  • BROADIE , S. 1991 . Ethics with Aristotle , New York : Oxford University Press .
  • BRUNER , J.S. 1968 . Toward a Theory of Instruction , New York : Norton .
  • CHI , M. , GLASER , R. and FARR , M. 1988 . The Nature of Expertise , Hove : Lawrence Erlbaum .
  • COBB , P. and BOWERS , J. 1999 . Cognitive and situative learning perspectives in theory and practice . Educational Researcher , 28 ( 2 ) : 4 – 15 .
  • DEPARTMENT FOR EDUCATION AND SKILLS/TEACHER TRAINING AGENCY . 2002 . Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training , London : DFES/TTA .
  • DE CORTE , E. 2000 . Marrying theory building and the improvement of school practice: a permanent challenge for instructional psychology . Learning and Instruction , 10 : 249 – 266 .
  • DONALDSON , L. 2001 . The Contingency Theory of Organizations , London : Sage .
  • DUNNE , J. 1993 . Back to the Rough Ground: ‘Phronesis’ and ‘Techne’ in Modern Philosophy and in Aristotle , Notre Dame, IND : University of Notre Dame Press .
  • DUNKIN , M.J. and BIDDLE , B.J. 1974 . The Study of Teaching , New York : Holt, Rinehart and Winston .
  • EISNER , E. 1996 . “ Is the art of teaching a metaphor? ” . In Changing Research and Practice , Edited by: KOMPF , M. 9 – 19 . London : Falmer .
  • ELBAZ , M. 1983 . Teacher Thinking: A Study of Practical Knowledge , London : Croom Helm .
  • ERAUT , M. 1994 . Developing Professional Knowledge and Competence , London : Falmer .
  • FEUER , M.J. , TOWNE , L. and SHAVELSON , R.J. 2002 . Scientific culture and educational research . Educational Researcher , 31 ( 8 ) : 4 – 14 .
  • FLODEN , R. and BUCHMANN , M. 1993 . Between routines and anarchy: preparing teachers for uncertainty . Oxford Review of Education , 19 ( 3 ) : 373 – 382 .
  • GAGNE , R. 1965 . The Conditions of Learning , New York : Holt, Rinehart and Winston .
  • GOODNOW , W.E. 1982 . The contingency theory of education . International Journal of Lifelong Education , 4 : 341 – 352 .
  • GUDMUNSDOTTIR , S. 1997 . Introduction to the theme issue of ‘narrative perspectives on research on teaching and teacher education’ . Teaching and Teacher Education , 13 ( 1 ) : 1 – 3 .
  • HARGREAVES , D.H. 1997 . In defence of research for evidence-based teaching: a rejoinder to Martyn Hammersley . British Educational Research Journal , 23 ( 4 ) : 405 – 419 .
  • HARTMAN , H. 1998 . Metacognition in teaching and learning: an introduction . Instructional Science , 26 : 1 – 3 .
  • HEGARTYS. 2000 Teaching as a knowledge-based activity Oxford Review of Education 26 (3/4 451 465
  • JOYCE , B. and WEIL , M. 1996 . Models of Teaching , 5thedn , Boston : Allyn and Bacon .
  • KAST , F. and ROSENZWEIG , J. 1973 . Contingency Views of Organization and Management , Chicago : Science Research Associates .
  • KLEIN , G. , ORASANU , J. , CALDERWOOD , R. and ZSAMBOK , C.E. 1993 . Decision-making in Action: Models and Methods , Norwood, NJ : Ablex .
  • MAYER , R. 1998 . Cognitive, metacognitive and motivational aspects of problem solving . Instructional Science , 26 ( 1/2), ) : 49 – 63 .
  • MAXWELL , J.A. 2004 . Causal explanation, qualitative research, and scientific enquiry in education . Educational Researcher , 33 ( 2 ) : 3 – 11 .
  • MCCULLOCH , G. 2002 . ‘Disciplines contributing to education’? Educational studies and the disciplines . British Journal of Educational Studies , 50 ( 1 ) : 110 – 119 .
  • PIRRIE , A. 2001 . Evidence-based practice in education: the best medicine? . British Journal of Educational Studies , 49 ( 2 ) : 124 – 136 .
  • PROSSER , M. and TRIGWELL , K. 1999 . Understanding Learning and Teaching: the Experience in Higher Education , Maidenhead : Open University Press .
  • RAMSDEN , P. 1992 . Learning to Teach In Higher Education , London : Routledge .
  • ROSENSHINE , B. and STEVENS , R. 1986 . “ Teaching functions ” . In Handbook of Research on Teaching , 3rdedn , Edited by: WITTROCK , M. New York : Macmillan .
  • SCHÖN , D.A. 1987 . Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions , San Francisco : Jossey-Bass .
  • SEGAL , S. 1998 . The role of contingency and tension in the relationship between theory and practice in the classroom . Journal of Curriculum Studies , 30 ( 2 ) : 199 – 206 .
  • SHULMAN , L. 1987 . Knowledge and teaching: foundations of the new reform . Harvard Educational Review , 57 ( 1 ) : 1 – 22 .
  • SLAVIN , R.E. 2002 . Evidence-based education policies: transforming educational practice and research . Educational Researcher , 31 ( 7 ) : 15 – 21 .
  • SQUIRES , G. 1999 . Teaching as a Professional Discipline , London : Falmer .
  • SQUIRES , G. 2001 . Management as a professional discipline . Journal of Management Studies , 38 ( 4 ) : 473 – 487 .
  • SQUIRES , G. 2002a . Modelling medicine . Medical Education , 36 : 1077 – 1082 .
  • SQUIRES , G. 2002b . Managing your Learning , London : Routledge .
  • SQUIRES , G. 2003a . Praxis: a dissenting note . Journal of Curriculum Studies , 35 ( 1 ) : 1 – 7 .
  • SQUIRES , G. 2003b . Trouble-shooting your Teaching , London : RoutledgeFalmer .
  • SQUIRES , G. 2003c . Trouble-shooting your Teaching , London : RoutledgeFalmer . (loose-leaf in binder) (
  • SQUIRESG. (forthcoming) Art, science and the professions Studies in Higher Education
  • STERNBERG , R. 1997 . Thinking Styles , Cambridge : Cambridge University Press .
  • THOMAS , G. 1997 . What's the use of theory? . Harvard Educational Review , 67 ( 1 ) : 75 – 104 .
  • TRINDER , L. and REYNOLDS , S. 2001 . Evidence-based Practice: A Critical Appraisal , Oxford : Blackwell .
  • TURNER-BISSETT , R. 1999 . The knowledge bases of the expert teacher . British Educational Research Journal , 25 ( 1 ) : 39 – 55 .
  • US DEPARTMENT OF EDUCATION . 1987 . What Works: Research about Teaching and Learning , 2ndedn , Washington, D.C : Department of Education .
  • VAN MANEN , M. 1997 . Researching Lived Experience: Human Science for an Action Sensitive Pedagogy , 2ndedn , London : Ontario, Althouse .
  • WANG , M.C. , HAERTEL , G.D. and WALBERG , H.J. 1993 . Towards a knowledge base for school learning . Review of Educational Research , 63 ( 3 ) : 249 – 294 .
  • WILLIAMS , R. , FAULKNER , W. and FLECK , J. 1998 . Exploring Expertise: Issues and Perspectives , London : Macmillan .

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.