Transforming the Subject Matter: Examining the Intellectual Roots of Pedagogical Content Knowledge

References

• Apple, M. W. (1990). Ideology and curriculum (2nd ed.). New York: Routledge.
   Google Scholar
• Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boader (Ed.), Multiple perspectives on teaching and learning mathematics (pp. 83–104). Westport, CT: Ablex.
   Google Scholar
• Bernstein, B. (1971). On the classification and framing of educational knowledge. In F. D. Young (Ed.), Knowledge and control: New directions for the sociology of education (pp. 47–69). London: Collier-Macmillan.
   Google Scholar
• Bourdieu, P. (1971). System of education and systems of thought. In F. D. Young (Ed.), Knowledge and control: New directions for the sociology of education (pp. 189–207). London: Collier-Macmillan.
   Google Scholar
• Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.
   Google Scholar
• Bruner, J. S. (1996). The process of education. Cambridge, MA: Harvard University Press. (Original work published in 1960)
   Google Scholar
• Bullough, R. V. (2001). Pedagogical content knowledge circa 1907 and 1987: A study in the history of an idea. Teaching and Teacher Education, 17, 655–666.
   Web of Science ®Google Scholar
• Clermont, C. P., Krajcik, J. S., & Borko, H. (1993). The influence of an intensive in-service workshop on pedagogical content knowledge growth among novice chemical demonstrators. Journal of Research on Science Teaching, 30(1), 21–43.
   Web of Science ®Google Scholar
• DeBoer, G. E. (1991). A history of ideas in science education: Implications for practice. New York: Teachers College Press.
   Google Scholar
• Deng, Z. (2007). Knowing the subject matter of a secondary-school science subject. Journal of Curriculum Studies, 39(4).
   Google Scholar
• Deng, Z., & Luke, A. (2007). Subject matter: Defining and theorizing school subjects. In F. M. Connelly, M. F. He, & J. Phillion (Eds.), Sage handbook of curriculum and instruction. Thousand Oaks, CA: Sage.
   Google Scholar
• Dewey, J. (1966). Lectures in the philosophy of education. New York: Random House. (Original work published in 1899)
   Google Scholar
• Dewey, J. (1972). The psychological aspect of the school curriculum. In J. A. Boydston & F. Bowers (Eds.), The early works of John Dewey 1882–1898: Vol. 5. 1895–1898. Carbondale: Southern Illinois University Press. (Original work published in 1897)
   Google Scholar
• Dewey, J. (1990). The school and society & the child and the curriculum. Chicago: University of Chicago Press. (Original work published in 1902)
   Google Scholar
• Dewey, J. (1998). Experience and education: The 60th anniversary edition. West Lafayette, IN: Kappa Delta Pi. (Original work published in 1938)
   Google Scholar
• Doyle, W. (1992). Curriculum and pedagogy. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 486–516). New York: Macmillan.
   Google Scholar
• Evans, R. W. (2007). Recent research on the teaching of history: An inquiry into values. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 9–13.
   Google Scholar
• Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer.
   Google Scholar
• Goodson, I. (1985). Social histories of secondary curriculum: Subject for study. London: Palmer.
   Google Scholar
• Goodson, I., Anstead, C. J., & Mangan, J. M. (1998). Subject knowledge: Reading for the study of school subject. London: Falmer.
   Google Scholar
• Goodson, I., & Marsh, C. J. (1996). Studying school subjects. London: Falmer.
   Google Scholar
• Grimmett, P. P., & MacKinnon, A. M. (1992). Craft knowledge and the education of teachers. Review of Research in Education, 18, 385–456.
   Web of Science ®Google Scholar
• Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
   Google Scholar
• Haertel, E. H. (1991). New forms of teacher assessment. Review of Research in Education, 17, 3–29.
   Google Scholar
• Kliebard, H. M. (1992). Forging the American curriculum: Essays in curriculum history and theory. New York: Routledge.
   Google Scholar
• Kliebard, H. M. (1995). The struggle for the American curriculum: 1893–1958 (2nd ed.). London: Routledge.
   Google Scholar
• Lederman, N. G., Gess-Newsome, J., & Latz, M. S. (1994). The nature and development of pre-service teachers’ conception of subject matter and pedagogy. Journal of Research in Science Teaching, 31(2), 129–146.
   Web of Science ®Google Scholar
• Leinhardt, G., Putnam, R., Stein, M., & Baxter, J. ( 1991). Where subject matter knowledge matters. In J. Brophy (Ed.), Advances in research on teaching (Vol. 2, pp. 87–113). Greenwich, CT: JAI Press.
   Google Scholar
• Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370–391.
   Web of Science ®Google Scholar
• Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41, 3–11.
   Web of Science ®Google Scholar
• Peterson, R. F., & Treagust, D. F. (1998). Learning to teach primary science through problem-based learning. Science Education, 82(2), 215–237.
   Web of Science ®Google Scholar
• Phelps, G, & Schilling, S. (2004). Developing measures of content knowledge for teaching reading. The Elementary School Journal, 105(1), 31–48.
   Web of Science ®Google Scholar
• Popkewitz, T. S. (Ed.). (1987). The formation of school subjects: The struggle for creating an American institution. London: Falmer.
   Google Scholar
• Rudolph, J. L. (2002). Scientists in the classroom: The cold war reconstruction of American science education. New York: Palgrave.
   Google Scholar
• Schwab, J. J. (1962). The concept of a discipline. Educational Record, 43, 197–205.
   Google Scholar
• Schwab, J. J. (1964a). The structure of the disciplines: Meaning and significance. In G. W. Ford & L. Pugno (Eds.), The structure of knowledge and the curriculum (pp. 1–30). Chicago: Rand McNally.
   Google Scholar
• Schwab, J. J. (1964b). The structure of the natural science. In G. W. Ford & L. Pugno (Eds.), The structure of knowledge and the curriculum (pp. 31–49). Chicago: Rand McNally.
   Google Scholar
• Schwab, J. J. (1969). The practical: A language for curriculum. School Review, 78, 1–23.
   Web of Science ®Google Scholar
• Schwab, J. J. (1971). The practical: Arts of eclectic. School Review, 79, 493–542.
   Web of Science ®Google Scholar
• Schwab, J. J. (1973). The practical: Translation into curriculum. School Review, 81, 501–522.
   Web of Science ®Google Scholar
• Schwab, J. J. (1978). Education and the structure of the disciplines. In I. Westbury & N. Wilkof (Eds.), Science, curriculum, and liberal education (pp. 229–272). Chicago: University of Chicago Press.
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
   Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
   Web of Science ®Google Scholar
• Tanner, D., & Tanner, L. N. (1995). Curriculum development: Theory into practice (3rd ed.). Englewood Cliffs, NJ: Merrill.
   Google Scholar
• Westbury, I. (2005). Reconsidering Schwab’s “practicals”: A response to Peter Hlebowitsh’s “Generational ideas in curriculum: A historical triangulation. Curriculum Inquiry, 35(1), 89–101.
   Web of Science ®Google Scholar
• Westbury, I., & Osborne, M. D. (2001). Joseph. J. Schwab 1910–1988. In J. A. Palmer (Ed.), Fifty modern thinkers on education: From Piaget to the present (pp. 73–78). New York & London: Routledge.
   Google Scholar
• Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). “150 different ways” of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104–124). London: Cassell.
   Google Scholar
• Young, M. F. D. (Ed.). (1971). Knowledge and control: New directions for the sociology of education. London: Collier-Macmillan.
   Google Scholar