Deliberate practice in teaching: What teachers do for self-improvement

Teaching and Teacher Education

Volumn 15, Issue 6, 1999, Pages 631-651

  Dunn, Thomas G ^a   Shriner, Constance ^a  

^a UNIVERSITY OF TOLEDO   (United States)

Author keywords

Teacher evaluation; Teacher expertise; Teacher planning

Indexed keywords

EID: 0043028890     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0742-051X(98)00068-7     Document Type: Article

References (29)

1. Berliner D.C. In pursuit of the expert pedagogue. Educational Researcher. 5(7):1986;5-13.
2. Berliner D.C. Educational psychology and pedagogical expertise. New findings and new opportunities for thinking about training Educational Psychologist. 26:1991;145-155.
3. Bereiter C., Scardamalia M. Surpassing ourselves. 1993;Open Court, Chicago, IL.
4. Borko H., Livingston C. Cognition and improvisation. Differences in mathematics instruction by expert and novice teachers American Educational Research Journal. 26:1989;473-498.
5. Calderhead J. Reflective teaching and teacher education. Teaching & Teacher Education. 5:1989;43-51.
6. Chissom B. The work behavior of elementary school teachers. Journal of Educational Research. 80:1987;248-253.
7. Clarridge P., Berliner D. Perceptions of student behavior as a function of expertise. Journal of Classroom Interaction. 26(1):1991;1-8.
8. Dick W., Carey L. The systematic design of instruction. 3rd:1990;Scott Foresman, Glenview, IL.
9. Dunn T.G. Understanding and coping with CBTE limitations. Journal of Teacher Education. 31(4):1980;27-33.
10. Dunn T.G. If we can't contextualize it, should we teach it? Educational Technology Research and Development. 42(3):1994;83-92.
11. Ericsson K.A., Lehmann A.C. Expert and exceptional performance. Evidence of maximal adaptation to task constraints Annual review of Psychology. 47:1996;273-305.
12. Ericsson K.A., Charness N. Expert performance. Its structure and acquisition American Psychologist. 49:1994;725-747.
13. Ericsson K.A., Krampe R.T., Tesch-Romer C. The role of deliberate practice in the acquisition of expert performance. Psychological Review. 100:1993;363-406.
14. Forbes C. The Polgar sisters. Training or genius? 1992;Henry Holt, New York.
15. Gage N.L. Hard gains in the soft sciences. The case of pedagogy:1985;Phi Delta Kappa. Bloomington, Indiana, New York.
16. Glaser R., Chi M. Chi M., Glaser R., Farr M. The nature of expertise. 1988;Lawrence Erlbaum Associates, Hillsdale, NJ.
17. Hall G.E., Jones H.L. Competency-based education. A process for the improvement of education:1976;Prentice-Hall, Englewood Cliffs, NJ.
18. Huberman M. The professional life cycle of teachers. Teachers College Record. 91(1):1989;31-57.
19. National Center for Education Statistics. (1994). How much time do public and private school teachers spend in their work? Report No. NCES-IB-3-94. Washington, DC. (ERIC Document Reproduction Services No. ED 377 550).
20. Perkins D. Outsmarting IQ. The emerging science of learnable intelligence:1995;Free Press, New York.
21. Roney, R., Delong, M., Bloomer, D., & Lindsey, C. (1990). Time used by teachers and school administrators. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, MA.
22. Sabers D., Cushing K.S., Berliner D. Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal. 28:1991;63-88.
23. Schön D.A. Educating the reflective practitioner. 1987;Jossey-Bass, San Francisco, CA.
24. Scriven M. The methodology of evaluation. Tyler R., Gagné R.M., Scriven M. Perspectives of curriculum evaluation (AERA Monograph Series on Curriculum Evaluation, No. 1.). 1967;McCutchan, Berkeley, CA.
25. Shriner, C., & Dunn, T. G. (1996). Deliberate practice in teaching: What teachers believe accounts for effectiveness. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
26. Shulman L.S. Paradigms and research programs for the study of teaching. Wittrock M.C. Handbook of research on teaching. 3rd:1986;3-36 Macmillan, New York.
27. Shulman L.S. Knowledge and teaching. Foundations of the new reform Harvard Educational Review. 57:1987;1-22.
28. Swanson H.L., O'Connor J., Cooney J. An information processing analysis of expert and novice teachers' problem solving. American Educational Research Journal. 27:1990;533-556.
29. Zeichner K.M., Liston D.P. Teaching student teachers to reflect. Harvard Educational Review. 57:1987;23-48.