Unlocking the Knowledge in Action of an Expert Practitioner

Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369-406.

Anderson, J. R. (1990). Cognitive psychology and its implications (3rd ed.). New York: Freeman.

Baker, J. , Burman, E. , & Jones, M. (1988, November). You can't have one without the other!: Student teachers' perceptions of theory-practice links. Paper presented at a conference of the Australian Association for Research in Education, Armidale, New South Wales.

Barnes, H. (1989). Structuring knowledge for beginning teaching. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 13-22). Oxford, UK: Pergamon Press.

Bereiter, C. , & Scardamalia, M. (1986). Educational relevance of the study of expertise. Interchange, 17(2), 10-19.

Bereiter, C. , & Scardamalia, M. (1992). Cognition and curriculum. In P. Jackson (Ed.), Handbook of research on curriculum (pp. 517-542). New York: Macmillan.

Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13.

Bloom, B. S. (1953). Thought processes in lectures and discussions. Journal of General Education, 7, 160-169.

Bolin, F. S. (1988). Helping student teachers think about teaching. Journal of Teacher Education, 40(2), 10-19.

Bolin, F. S. (1989). Helping students think about teaching: Another look at Lou. Journal of Teacher Education, 41(1), 10-19.

Borko, H. (1989). Research on learning to teach: Implications for graduate teacher preparation. In A. E. Woolfolk (Ed.), Research perspectives on the graduate preparation of teachers (pp. 69-87). Englewood Cliffs, NJ: Prentice Hall.

Britzman, D. P. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442-456.

Bromme, R. , & Tillema, H. (1995). Fusing experience and theory: The structure of professional knowledge. Learning and Instruction, 5, 261-267.

Brown, J. S. , Collins, A. , & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Clarke, A. (1995). Professional development in practicum settings: Reflective practice under scrutiny. Teaching and Teacher Education, 11(3), 243-261.

Collins, A. , Brown, J. S. , & Newman, S. E. (1989). Cognitive apprenticeship: Teaching crafts of reading, writing and mathematics. In L. B. Resnick (Eds.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 450-494). Hillsdale, NJ: Erlbaum.

Dewey, J. (1974). How we think: A restatement of the relation of reflective thinking to the educative process. In R. Archambault (Ed.), John Dewey on education: Selected writings (pp. 230-259). Chicago: University of Chicago Press. (Original work published 1933)

Dewey, J. (1974). Progressive education and the science of education. In R. Archambault (Ed.), John Dewey on education: Selected writings (pp. 169-182). Chicago: University of Chicago Press. (Original work published 1928)

Dewey, J. (1974). The relation of theory to practice in education. In R. Archambault (Ed.), John Dewey on education: Selected writings (pp. 313-339). Chicago: University of Chicago Press. (Original work published 1904)

Diamond, C.T.P. (1988). Construing a career: A developmental view of teacher education and the teacher educator. Journal of Curriculum Studies, 20, 133-140.

Ethell, R. G. (1997). Reconciling the propositional and procedural knowledge: Beginning teachers' knowledge in action. Unpublished doctoral thesis, Griffith University, Australia.

Feiman-Nemser, S. (1992). Helping novices learn to teach: Lessons from an experienced support teacher (Research Report No. ED 343887). East Lansing: The National Center for Research on Teacher Learning, Michigan State University.

Fitts, P. M. , & Posner, M. I. (1967). Human performance. Belmont, CA.: Brooks/Cole.

Glaser, R. (1984). Education and thinking: The role of knowledge. American Psychologist, 39(2), 93-104.

Glaser, R. , & Chi, M.T.H. (1988). Overview. In M.T.H. Chi , R. Glaser , & M. J. Farr (Eds.), The nature of expertise (pp. xv-xxviii). Hillsdale, NJ: Erlbaum.

Grossman, P. L. (1989). Learning to teach without teacher education. Teachers College Record, 9(2), 191-208.

Kane, R. G. (1993). Knowledge in action: A longitudinal study of the propositional and procedural knowledge of the beginning teacher. Unpublished masters thesis, Griffith University.

Kennedy, M. M. (1987). Inexact sciences: Professional education and the development of expertise. In E. Z. Rothkopf (Ed.), Review of Research in Education (pp. 133-165). Washington, DC: American Educational Research Association.

Livingston, C. , & Borko, H. (1989). Expertnovice differences in teaching: A cognitive analysis and implications for teacher education. Journal of Teacher Education, 41(1), 36-42.

Marland, P. , & Osborne, B. (1990). Classroom theory, thinking, and action. Teaching and Teacher Education, 6(1), 93-109.

Marland, P. W. (1977). A study of teachers' interactive thoughts. Unpublished doctoral dissertation, University of Alberta, Calgary.

Marland, P. W. (1984). Stimulated recall from video: Its uses in the thought processes of classroom participants. In 0. Zuber-Skerritt (Ed.), Video in Higher Education (pp. 226-237). London: Kogan Page.

Meade, P. , & McMeniman, M. (1992). Stimulated recall -An effective methodology for examining successful teaching in science. Australian Educational Researcher, 19(3), 1-18.

Munby, H. , & Russell, T. (1992). Frames of reflection: An introduction. In H. Munby & T. Russell (Eds.), Teachers and teaching. From classroom to reflection (pp. 1-8). London: Falmer Press.

Munby, H. , & Russell, T. (1993). Reflective teacher education: Technique or epistemology? Teaching and Teacher Education, 9(4), 431-438.

Nespor, J. K. (1985). The role of beliefs in the practice of teaching: Final report of the teacher beliefs study (Research Report No. ED 270 446). Austin: University of Texas.

Prestine, N. A. , & LeGrand, B. E. (1991). Cognitive learning theory and the preparation of educational administrators: Implications for practice and policy. Educational Administration Quarterly, 27(1), 61-89.

Resnick, L. B. (Ed.). (1989). Knowing, learning and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum.

Roth, R. A. (1989). Preparing the reflective practitioner: Transforming the apprentice through the dialectic. Journal of Teacher Education, 41, 31-35.

Russell, T. (1987). Learning the professional knowledge of teaching: Views of the relationship between "theory" and "practice." Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.

Russell, T. (1988). From preservice teacher education to first year of teaching: A study of theory and practice. In J. Calderhead (Eds.), Teachers' professional learning (pp. 13-34). London: Falmer.

Russell, T. (1989). The roles of research knowledge and knowing-in-action in teachers' development of professional knowledge. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Schon, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

Sternberg, R. J. , & Horvath, J. A. (1995). A prototype view of expert teaching. Educational Researcher, 24(6), 9-17.

Stones, E. (1992). Quality teaching: A sample of cases. London: Routledge.

Sweller, J. (1990). Cognitive processes and instructional procedures. Australian Journal of Education, 34(2), 125-130.

Tesch, R. (1989). Textbase Alpha. Computer software package. Desert Hot Springs, CA: Qualitative Research Management.

Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228.

Wear, S. B. , & Harris, J. C. (1994). Becoming a reflective teacher: The role of stimulated recall. Action in Teacher Education, 16(2), 45-51.

Yaxley, B. G. (1933). Critically reflective teachers in a devolving educational context: Implications of Schdn's proposals for the teacher as a critically reflective practitioner. South Pacific Journal of Teacher Education, 21(1), 23-32.

Yinger, R. J. (1986). Examining thought in action: A theoretical and methodological critique of research on interactive teaching. Teaching and Teacher Education, 2(3), 263-282.

Zeichner, K. (1986). The practicum as an occasion for learning to teach. The South Pacific Journal of Teacher Education, 14(2), 11-27.