Thinking Like a Teacher: Encouraging Cognitive Growth in Case Analysis

Anderson, L. W. & Burns, R. B. (1989). Research in classrooms: The study of teachers, teaching and instruction. New York: Pergamon Press.

Barnett, C. (1992). Using case discussions to promote changes in beliefs among mathematics teachers. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Beach, R. & Tedick, D. (1992). Post-bac preservice teachers' written reflection responses to hypothetical and actual teaching situations. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Berliner, D. (1992). Telling the stories of educational psychology. Educational Psychologist, 27, 143-161.

Bransford, J. D. , & Vye, N. J. (1989). A perspective on cognitive research and its implications for instruction. In L. B. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research (pp. 173-205). Reston, VA: Association for Supervision and Curriculum Development.

Carter, K. (1992). Toward a cognitive conception of classroom management: A case of teacher comprehension. In J. H. Shulman (Ed.), Case methods in teacher education (pp. 111- 130). New York: Teachers College Press.

Comeaux, M. (1992). Challenging students' views about teaching and learning: Constructivism in the social foundations classroom. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Good, T. L. & Brophy, J. E. (1990). Educational psychology. (4th edition) New York: Longman.

Glaser, B. & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.

Greenwood, G. E. & Parkay, F. W. (1989). Case studies for teacher decision making. New York: Random House.

Grossman, P. L. (1992). Teaching and learning with cases: Unanswered questions. In J. H. Shulman (Ed.), Case methods in teacher education (pp. 227-240). New York: Teachers College Press.

Holt-Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in course work. American Educational Research Journal, 29, 325-349.

Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129-169.

Kagan, D. M. , & Tippins, D. J. (1991). How teachers' classroom cases express their pedagogical beliefs. Journal of Teacher Education, 42, 281-229.

Kennedy, M. M. (1991). An agenda for research on teacher learning. (Special Report). East Lansing, MI: National Center for Research on Teacher Learning.

Kleinfeld, J. (1991). Changes in problem solving abilities of students taught through case methods. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Kleinfeld, J. (1992). Getting to the point: How expert professors manage the tension between active student-centered learning versus didactic teaching in case discussions. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Lundeberg, M. A. (1993a). Cognitive growth in case analysis. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta.

Lundeberg, M. A. (1993b). Gender differences in case analysis. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Martin . (1991). Journal use in preservice teacher education: Reflection, dialogue & cognitive change. Paper presented at the Annual Meeting of the Association of Teacher Educators, New Orleans.

Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.

Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Journal of Educational Research, 62(3), 307-332.

Perkins, D. N. , & Solomon, G. (1989). Are cognitive skills context-bound? Educational Researcher, 18(1), 16-25.

Peterson, P. L. , Carpenter, T. & Fennema, E. (1989). Teachers' knowledge of students' knowledge in mathematics problem solving: correlational and case analysis. Journal of Educational Psychology, 81, 558-569.

Posner, G. J. , Strike, K. A. , Hewson, P. W. & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.

Prawat, R. S. (1989). Promoting access to knowledge, strategy, and disposition in students: A research synthesis. Review of Educational Research, 59, 1-41.

Richardson, V. (1992). The use of videocases in teacher education. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Richardson, V. , Anders, P. , Tidwell, D. , & Lloyd, C. (1991). The relationship between teachers' beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28, 559-586.

Shulman, J. (1992). Tender feelings, hidden thoughts: Confronting bias, innocence, and racism through case discussions. Paper presented at American Educational Research Association, San Francisco.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, February, 4-14.

Shulman, L. S. (1992). Toward a pedagogy of cases. In J. H. Shulman (Ed.), Case methods in teacher education (pp. 1-32). New York: Teachers College Press.

Swanson, H. L. , O'Connor, J. E. , & Cooney, J. B. (1990). An information processing analysis of expert and novice teachers' problem solving. American Educational Research Journal, 27, 533-556.

Wassermann, S. (1993). Getting down to cases. New York: Teachers College Press.

Wassermann, S. (1994). Using cases to study teaching. Phi Delta Kappan, 75(8), 602-611.