Why What Works Doesn't in Teacher Education

Allan, K. K. , & Miller, M. S. (1990). Teacher-researcher collaboratives: Cooperative professional development. Theory Into Practice, 29, 196-202.

Anderson, D. S. , & Biddle, B. J. (Eds.). (1991). Knowledge for policy: Improving education through research. New York: Falmer.

Argyris, C. , & Schon, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.

Berliner, D. C. (1987). Knowledge is power. In D. C. Berliner & B. V. Rosenshine (Eds.), Talks to teachers (pp. 3-33). New York: Random House.

Buchmann, M. , & Schwille, J. (1983). Education: The overcoming of experience. American Journal of Education, 92, 30-51.

Carter, K. (1990). Teachers' knowledge and learning to teach. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 291-310). New York: Macmillan.

Cawelti, G. (Ed.). (1995). Handbook of research on improving student achievement. Alexandria, VA: Educational Research Service.

Cochran-Smith, M. , & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.

Cohen, D. K. , & Garet, M. S. (1975). Reforming educational policy with applied social research. Harvard Educational Review, 45(1), 17-43.

Cronbach, L. J. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30(2), 116-127.

Darling-Hammond, L. (Ed.). (1994). Professional development schools: Schools for developing a profession. New York: Teachers College Press.

Dewey, J. (1929). The sources of a science of education. New York: Live right.

DiMaggio, P. J. , & Powell, W. W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48, 147-160.

Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 392-431). New York: Macmillan.

Doyle, W. , & Ponder, G. A. (1978). The practicality ethic in teacher decision making. Inter- change, 8(3), 1.

Elmore, R. F. (1993). What knowledge base? Review of Educational Research, 63(3), 314-318.

Elmore, R. G. , & Sykes, G. (1992). Curriculum policy. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 185-215). New York: Macmillan.

Feiman-Nemser, S. (1983). Learning to teach. In L. S. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150-170). New York: Longman.

Freiberg, H. J. , & Waxman, H. C. (1990). Changing teacher education. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 617-635). New York: Macmillan.

Fullan, M. (1991). The new meaning of educational change (2nd ed.). New York: Teachers College Press.

Gardner, W. (1989). Preface. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. ix-xii). New York: Pergamon.

Getzels, J. W. (1978). Paradigm and practice: On the impact of basic research in education. In P. Suppes (Ed.), Impact of research on education: Some case studies (pp. 477-521). Washington, DC: National Academy of Education.

Goodlad, J. I. (1990). Teachers for our nation's schools. San Francisco: Jossey-Bass.

Griffin, G. A. (1989). Coda: The knowledge-driven school. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 277-286). New York: Pergamon.

Grimmett P. P. , & MacKinnon, A. M. (1992). Craft knowledge and the education of teachers. In G. Grant (Ed.), Review of research in education (Vol. 18, pp. 385-456). Washington, DC: American Educational Research Association.

Guyton, E. , & McIntyre, D. J. (1990). Student teaching and school experiences. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 514-534). New York: Macmillan.

Hannaway, J. , & Talbert, J. E. (1993). Bringing context into effective schools research: Urban- suburban differences. Educational Administration Quarterly, 29, 164-186.

Hargreaves, A. (1984). Experience counts, theory doesn't: How teachers talk about their work. Sociology of Education, 57, 244-254.

Hedges, L. V. (1987). How hard is hard science, how soft is soft science? American Psychologist, 42, 443-455.

Houston, W. R. (Ed.). (1990). Handbook of research on teacher education. New York: Macmillan.

Husen, T. , & Kogan, M. (Eds.). (1984). Educational research and policy: How do they relate? New York: Pergamon.

Jackson, P. C. (1968). Life in classrooms. New York: Holt, Rinehart & Winston.

James, W. (1899). Talks to teachers on psychology and to students on some of life's ideals. New York: Holt, Rinehart & Winston.

Kerdeman, D. , & Phillips, D. C. (1993). Empiricism and the knowledge base of educational practice. Review of Educational Research, 63(3), 305-313.

Kliebard, H. M. (1993). What is a knowledge base, and who would use it if we had one? Review of Educational Research, 63(3), 295-303.

Lampert, M. (1985). Teaching about thinking and thinking about teaching. Journal of Curriculum Studies, 16(1), 1-18.

Lanier, J. E. , & Little, J. W. (1986). Research on teacher education. In M. C. Wittrock (Ed.), Handbook of research on teacher education (pp. 527-569). New York: Macmillan.

Leinhardt, G. , & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78, 75-95.

Lieberman, A. , & Miller, L. (Eds.). (1991). Staff development for education in the '90s (2nd ed.). New York: Teachers College Press.

Lindblom, C. E. , & Cohen, D. K. (1979). Usable knowledge: Social science and social problem solving. New Haven: Yale University Press.

Lortie, D. C. (1975). School teacher. Chicago: University of Chicago Press.

Love, J. M. (1985). Knowledge transfer and utilization in education. In E. W. Gordon (Ed.), Review of research in education (Vol. 12, pp. 337-386). Washington, DC: American Educational Research Association.

Majone, G. (1989). Evidence, argument, and persuasion in the policy process. New Haven, CT: Yale University Press.

March, J. G. , & Olsen, J. P. (1989). Rediscovering institutions: The organizational basis of politics. New York: Free Press.

Meyer, J. W. , & Rowan, B. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83, 340-363.

Meyer, J. W. , & Zucker, L. (1989). Permanently failing organizations. Newbury Park, CA: Sage.

Nisbett, R. , & Ross, L. (1980). Human inference: Strategies and shortcomings of social judgment. Englewood Cliffs, NJ: Prentice Hall.

Noffke, S. E. , & Stevenson, R. B. (1995). Educational action research: Becoming practically critical. New York: Teachers College Press.

Petrie, H. G. (Ed.). (1994). Professionalization, partnership, and power: Building professional development schools. Albany: SUNY

Pintrich, P. R. (1990). Implications of psychological research on student learning and college teaching for teacher education. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 826-857). New York: Macmillan.

Reynolds, M. C. (Ed.). (1989). Knowledge base for the beginning teacher. New York: Pergamon.

Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19(7), 10-18.

Richardson, V. (in press). Handbook of research on teaching (4th ed.). Washington, DC: American Educational Research Association.

Ryle, G. (1949). The concept of mind. New York: Barnes & Noble.

Schon, D. A. (1983). The reflective practitioner. New York: Basic Books.

Scott, W. R. (1995). Institutions and organizations. Thousand Oaks, CA: Sage.

Sebring, P. A. , & Bryk, A. S. (1993). Charting reform in Chicago schools: Pluralistic policy research. New Directions in Program Evaluation, 59, 13-28.

Shavelson, R. J. (1988). Contributions of educational research to policy and practice: Constructing, challenging, changing cognition. Educational Researcher, 17(7), 4-11, 22.

Sirotnik, K. A. , & Goodlad, J. I. (Eds.). (1988). School-university partnerships in action: Concepts, cases, and concerns. New York: Teachers College Press.

Smylie, M. A. (1989). Teachers' views of the effectiveness of sources of learning to teach. Elementary School Journal, 89, 543-558.

Stinchcombe, A. L. (1968). Constructing social theories. Chicago: University of Chicago Press.

Tillema, H. H. (1994). Training and professional expertise: Bridging the gap between new information and pre-existing beliefs of teachers. Teaching and Teacher Education, 10, 601-615.

U.S. Department of Education (1986). What works: Research about teaching and learning. Washington, DC: Author.

Wang, M. C. , Haertel, G. D. , & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294.

Weiss, C. (1980). Social science research and decision-making. New York: Columbia University Press.

Wildavsky, A. (1979). Speaking truth to power: The art and craft of policy analysis. New Brunswick, NJ: Transaction Books.

Wimpelberg, R. K. , Teddlie, C. , & String field, S. (1989). Sensitivity to context: The past and future of effective schools research. Educational Administration Quarterly, 25(1), 82-107.

Winitzky, N. , Stoddart, T. , & O'Keefe, P. (1992). Great expectations: Emergent professional development schools. Journal of Teacher Education, 43, 3-18.

Wittrock, M. C. (Ed.). (1986). Handbook of research on teaching (3rd ed.). New York: Macmillan.

Zeuli, J. S. (1992, April). How do teachers understand research when they read it? Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Zucker, L. G. (1987). Institutional theories of organization. Annual Review of Sociology, 13, 443-464.