Instructional design as a professional development tool-of-choice for graduate teaching assistants

Innovative Higher Education

Volumn 30, Issue 3, 2005, Pages 163-175

  Hardré, Patricia L ^a  

^a UNIVERSITY OF OKLAHOMA   (United States)

Author keywords

Instructional design; TA professional development; Teaching expertise

Indexed keywords

EID: 26844547923     PISSN: 07425627     EISSN: 15731758     Source Type: Journal    
DOI: 10.1007/s10755-005-6301-8     Document Type: Article

References (58)

1. Anderson, J. R. (1993). Rules of the Mind. Hillsdale, NJ: Erlbaum.
2. Ashton, P. T. (1985). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35, 28-32.
3. Berliner, D. C. (1988). The development of expertise in pedagogy. Washington, DC: American Association of Colleges for Teacher Education.
4. Biddle, B. J., & Anderson, D. S. (1986). Methods, knowledge, and research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 42-64). New York, NY: Macmillan.
5. Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Education Research Journal, 26, 473-498.
6. Branch, R. M. (1994). Common instructional design practices employed by secondary school teachers. Educational Technology, 34(3), 25-33.
7. Branch, R. M. (1997). Perceptions of ID process models. In VisionQuest: Journey toward visual literacy, report of the Visual Literacy Association. Cheyenne, WY: International Visual Literacy Association.
8. Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy.
9. Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24, 61-100.
10. Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass.
11. Brown, A. L., & Campione, J. C. (1996). Psychological learning theory and the design of innovative environments: On procedures, principles and systems. In L. Schauble and R. Glaser (Eds.), Contributions of instructional innovation to understanding learning (pp. 229-270). Hillsdale, NJ: Erlbaum.
12. Cochran-Smith, M., & Lytle, S. (1993). Inside / outside: Teacher research and knowledge. New York, NY: Teachers College.
13. Cognition and Technology Group at Vanderbilt (1996). Looking at technology in context: A framework for understanding technology and educational research. In D. Berliner and R. Calfee (Eds.), Handbook of research in educational psychology (pp. 807-840). Mahwah, NJ: Erlbaum.
14. Corno, L., & Randi, J. (1999). A design theory for classroom instruction in self-regulated learning. In C. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (pp. 293-318). Mahwah, NJ: Erlbaum.
15. Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction. New York, NY: Longman.
16. Druckman, D., & Bjork, R. A. (1991). Optimizing long-term retention and transfer. In D. Druckman and R. A. Bjork (Eds.), In the mind's eye (pp. 23-56). Washington, DC: National Academy.
17. Druckman, D., & Bjork, R. A. (1994). Learning, remembering, believing: Enhancing human performance. Washington, DC: National Academy.
18. Duckworth, E. (1997). Teacher to teacher: Learning from each other. New York, NY: Teachers College.
19. Earle, R. S. (1996). Instructional design fundamentals as elements of teacher planning routines: Perspectives and practices from two studies. Paper presented at the annual meeting of the Association for Educational Communications and Technology, Indianapolis, IN.
20. Ericsson, K. A., & Staszewski, J. J. (1989). Skilled memory and expertise: Mechanisms of exceptional performance. In D. Klahr and K. Kotovsky, (Eds.), Complex information processing: The impact of Herbert Simon (pp. 235-267). Hillsdale, NJ: Erlbaum.
21. Gagne, R., & Medsker, K. (1996). The conditions of learning: Training applications. New York, NY: Harcourt Brace.
22. Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38.
23. Glaser, R., & Chi, M. T. H. (1988). Introduction: What is it to be an expert? In M. T. H. Chi, R. Glaser, and M. J. Farr (Eds.), The nature of expertise (pp. xv-xxi). Hillsdale, NJ: Erlbaum.
24. Gustafson, K. L., & Branch, R. M. (2002). What is instructional design? In R. A. Reiser and J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 16-25). New York, NY: Prentice-Hall.
25. Hardré, P. L. (2001a). Building flexible technology skills using concept models. Performance Improvement, 40(6), 36-40.
26. Hardré, P. L. (2001b). Designing effective learning environments for continuing education, Performance Improvement Quarterly, 14(3), 43-74.
27. Hardré, P. L. (2002). The effects of instructional design professional development on teaching performance, perceived competence, self-efficacy, and effectiveness. Unpublished doctoral dissertation, University of Iowa, Iowa City.
28. Hardré, P. L. (2003a). The effects of instructional design training on university teaching assistants. Performance Improvement Quarterly, 16(4), 23-39.
29. Hardré, P. L. (2003b). Beyond two decades of motivation: A review of the research and practice in instructional design and human performance technology. Human Resource Development Review, 2(1), 54-81.
30. Hardré, P. L. (2004). Starting from the end: Instructional design for teaching technology. Association for the Advancement of Computing in Education Journal, 12, 315-330.
31. Hatano, G. (1990). The nature of everyday science: A brief introduction. British Journal of Developmental Psychology, 8, 245-250.
32. Kennedy, M. F. (1994). Instructional design or personal heuristics in classroom instructional planning. Educational Technology, 34(3), 17-24.
33. Knowles, M. S. (1990). The adult learner: A neglected species. Houston, TX: Gulf.
34. Lambert, L. M., & Tice, S. L. (Eds.). (1993). Preparing graduate students to teach: A guide to programs that improve undergraduate education and develop tomorrow's faculty. Washington, DC: American Association for Higher Education.
35. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
36. Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78, 75-95.
37. Magliaro, S. G., & Shambaugh, R. N. (1999). Teaching instructional design: Reframing the relationship between teachers and designers. Selected research and development papers of the annual meeting of the Association for Educational Computing and Technology, Houston, TX.
38. Marincovich, M., Prostko, J., & Stout, F. (Eds.). (1998). The professional development of graduate teaching assistants. Bolton, MA: Anker.
39. McGilly, K. (Ed.) (1996). Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, MA: MIT Press.
40. Moallem, M. (1994). An experienced teacher's model of thinking and teaching: An ethnographic study on teacher cognition. Paper presented at the annual meeting of the Association for Educational Computing and Technology, Nashville, TN.
41. Moallem, M. (1996). Instructional design models and research on teachers' thinking: Toward a new conceptual model for research and development. Proceedings of the National Convention of the Association for Educational Computing and Technology, Indianapolis, IN.
42. Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4th ed.). New York, NY: Wiley.
43. Reigeluth, C. (1999). Instructional-design theories and models: Vol. II. A new paradigm of instructional theory. Mahwah, NJ: Erlbaum.
44. Reiser, R. A. (1994). Examining the planning practices of teachers: Reflections on three years of research. Educational Technology, 34(3), 11-16.
45. Reiser, R. A. (2002). A history of instructional design and technology. In R. A. Reiser and J. V. Dempsey (Eds), Trends and issues in instructional design and technology (pp. 26-54). New York, NY: Prentice-Hall.
46. Reiser, R. A., & Radford, J. M. (1990). Preparing preservice teachers to use the systems approach. Performance Improvement Quarterly, 3(4), 40-52.
47. Richey, R. C., Fields, D. C., & Foxon, M. (2001). Instructional design competencies: The standards (3rd ed.). Syracuse, NY: ERIC Clearinghouse on Information & Technology.
48. Robinson, C. S., & Hayes, J. R. (1978). Making inferences about relevance in understanding problems. In R. Revlin and R. E. Mayer (Eds.), Human reasoning (pp. 195-206). Washington, DC: Winston.
49. Ryan, K. E. (2000). Evaluating teaching in higher education: A vision for the future. In K. E. Ryan (Ed.), New directions for teaching and learning, (Vol. 88, pp. 1-2). San Francisco, CA: Jossey-Bass.
50. Sabers, D. S., Cushing, K. S., & Berliner, D. C. (1991). Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal, 28, 63-88.
51. Seldin, P., Ambrose, S. A., & Annis, L. (1995). Improving college teaching, Bolton, MA.: Anker.
52. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
53. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
54. Smith, P. L., & Ragan, T. J. (1993, 1999). Instructional design. Upper Saddle River, NJ: Prentice-Hall.
55. Sternberg, R. J., & Wagner, R. K. (1993). Mind in Context. Cambridge, MA: Cambridge University Press.
56. Tice, S. L. (1997). The relationship between faculty preparation programs and teacher assistant development programs. Occasional Paper #4, Association of American Colleges and Universities. Washington, DC: Council of Graduate Schools.
57. Wilson, B. G. (1995). Situated instructional design: Blurring the distinctions between theory and practice, design and implementation, curriculum and instruction. Proceedings of the National Convention of the Association for Educational Computing and Technology, Anaheim, CA.
58. Wineburg, S. S., & Fournier, J. E. (1994). Contextualized thinking in history. In M. Carretero and J. D. Voss (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 285-308). Hillsdale, NJ: Erlbaum.