Contrasting research perspectives: What the evidence yields

Teachers and Teaching: Theory and Practice

Volumn 7, Issue 3, 2001, Pages 271-295

  Foss, Donna H ^a,c   Kleinsasser, Robert C ^b  

^a UNIVERSITY OF CENTRAL ARKANSAS   (United States)

^b UNIVERSITY OF QUEENSLAND   (Australia)

^c NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 52649096412     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540600120078210     Document Type: Review

References (55)

1. ANDERSON, D.S., & PIAZZA, J.A. (1996) Changing beliefs: teaching and learning mathematics in constructivist preservice classrooms, Action in Teacher Education, 18(2), pp. 51-62.
2. BATTISTA, M.T. (1986) The relationship of mathematics anxiety and mathematical knowledge to the learning of mathematical pedagogy by preservice elementary teachers, School Science and Mathematics, 86(1), pp. 10-19.
3. BERLINER, D.C., RESNICK, L.B., CUBAN, L., COLE, N., POPHAM, W.J. & GOODLAD, J. (1997) 'The vision thing': educational research and AERA in the 21st Century - Part 2: competing visions for enhancing the impact of educational research, Educational Researcher, 26(5), pp. 12-18.
4. BROOKHART, S.M. & FREEMAN, D.J. (1992) Characteristics of entering teacher candidates, Review of Educational Research, 62(1), pp. 37-60.
5. BROWN, S.I., COONEY, T.J. & JONES, D. (1990) Mathematics teacher education, in: W.R. HOUSTON (Ed.) Handbook of Research on Teacher Education (pp. 639-656) (New York, Macmillan).
6. CONRAD, K.S. & TRACY, D.M. (1992) Lowering preservice teachers' mathematics anxiety through an experience-based mathematics methods course, ED 355099 (ERIC Document).
7. CONSTAS, M.A. (1998) The changing nature of educational research and a critique of postmodernism, Educational Researcher, 27(2), pp. 26-33.
8. COOLEY, W.W., GAGE, N.L. & SCRIVEN, M. (1997) 'The vision thing': educational researcher and AERA in the 21st century - Part 1: competing visions of what educational researchers should do, Educational Researcher, 26(4), pp. 18-21.
9. DENZIN, N.K. & LINCOLN, Y.S. (1994a) Introduction, in: N.K. DENZIN & Y.S. LINCOLN (Eds.) Handbook of Qualitative Research (pp. 1-17) (Thousand Oaks, CA, Sage Publications).
10. EDWARDS, T.G. (1996) Implications of a model for conceptualizing change in mathematics teachers' instructional practices, Action in Teacher Education, 18(2), pp. 19-30.
11. EISNER, E.W. (1992) Are all causal claims positivistic? A reply to Francis Schrag, Educational Researcher, 21(5), pp. 8-9.
12. EISNER, E.W. (1997) The promise and perils of alternative forms of data representation, Educational Researcher, 26(6), pp. 4-10.
13. FEIMAN-NEMSER, S. & FLODEN, R.E. (1986) The cultures of teaching, in: M.C. WITTROCK (Ed.) Handbook of Research on Teaching (pp. 505-526) (New York, Macmillan Publishing).
14. FOSS, D.H. & KLEINSASSER, R.C. (1996) Preservice elementary teachers' views of pedagogical and mathematical content knowledge, Teaching and Teacher Education, 12(4), pp. 429-442.
15. FRYKHOLM, J.A. (1995) The Impact of the NCTM Standards on Preservice Teachers' Beliefs and Practices. Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, CA.
16. GLESNE, C. & PESHKIN, A. (1992) Becoming Qualitative Researchers (White Plains, NY, Longman).
17. GOOD, T.L. & BROPHY, J.E. (1986) School effects, in: M.C. WITTROCK (Ed.) Handbook of Research on Teaching (pp. 570-602) (New York, Macmillan).
18. GROUWS, D.A. (1991) Improving research in mathematics classroom instruction, in: E. FENNEMA, T.P. CARPENTER & S.J. LAMON (Eds.) Integrating Research on Teaching and Learning Mathematics (pp. 199-215) (Albany, NY, State University of New York Press).
19. GROUWS, D.A. (1992) Handbook of Research on Mathematics Teaching and Learning (New York, Macmillan).
20. HADFIELD, O.D. (1992) Improving elementary teachers performance and confidence in mathematics: a successful rural small school inservice, Journal of Rural and Small Schools, 5(2), pp. 32-37.
21. HARGREAVES, A. (1996) Revisiting voice, Educational Researcher, 25(1), pp. 12-19.
22. HOLT-REYNOLDS, D. (1991) The Dialogues Of Teacher Education: entering and influencing preservice teachers' internal conversations (East Lansing, MI, The National Center for Research on Teacher Learning).
23. HOWE, K.R. (1988) Against the quantitative-qualitative incompatibility thesis or dogmas die hard, Educational Researcher, 17(8), pp. 10-16.
24. HOWE, K.R. & EISENHART, M. (1990) Standards for qualitative (and quantitative) research: a prolegomenon. Educational Researcher, 19(4), pp. 2-9.
25. JORAM, E. & GABRIELE, A.J. (1997) Preservice Teachers' Prior Beliefs: transforming obstacles into opportunities. Paper presented at the Annual Conference of the American Educational Research Association, Chicago, IL.
26. JONES, M.G. & VESILIND, E.M. (1996) Putting practice into theory: changes in the organization of preservice teachers' pedagogical knowledge, American Educational Research Journal, 33(10), pp. 91-117.
27. KENNEDY, M.M. (1997) The connection between research and practice, Educational Researcher, 26(7), pp. 4-12.
28. KOGELMAN, S. & WARREN, J. (1978) Mind Over Math (New York, McGraw-Hill).
29. KRATHWOHL, D.R. (1993) Methods of Educational and Social Science Research an integrated approach (New York, Longman).
30. LANIER, J.E. & LITTLE, J.W. (1986) Research on teacher education, in: M.C. WITTROCK (Ed.) Handbook of Research on Teaching (pp. 527-569) (New York, Macmillan Publishing).
31. LECOMPTE, M.D., MILLROY, W.L. & PREISSLE, J. (1992) The Handbook of Qualitative Research (Thousand Oaks, CA, Sage Publications).
32. LEE, O. & YARGER, S.J. (1996) Modes of inquiry in research on teacher education, in: J. SIKULA (Ed.) Handbook of Research on Teacher Education, 2nd edn (pp. 14-37) (New York, Simon & Schuster Macmillan).
33. LEVINE, G. (1996) Variability in Anxiety for Teaching Mathematics Among Preservice Elementary School Teachers Enrolled in a Mathematics Course. Paper presented at the Annual Conference of American Educational Research Association, New York, NY.
34. MARTINEZ, J.G.R. (1987) Preventing math anxiety: a prescription, Academic Therapy, 23(2), pp. 117-125.
35. MATHISON, S. (1988) Why triangulate?, Educational Researcher, 17(12), pp. 13-17.
36. NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (1989) Curriculum and Evaluation Standards for School Mathematics (Reston, VA, National Council of Teachers of Mathematics).
37. PAJARES, M.F. (1992) Teacher's beliefs and educational research: cleaning up a messy construct, Review of Educational Research, 62(3), pp. 307-332.
38. PETERSON, P.L. (1998) Why do educational research? Rethinking our roles and identities, our texts and contexts, Educational Researcher, 27(3), pp. 4-10.
39. PLAKE, B.S. & PARKER, C.S. (1982) The development and validation of revised version of the Mathematics Anxiety Rating Scale, Educational and Psychological Measurement, 42(20), pp. 551-557.
40. POPKEWITZ, T.S. (1992) Cartesian anxiety, linguistic communism, and reading texts, Educational Researcher, 21(5), pp. 11-15.
41. RAYMOND, A.M. (1993) Unraveling the Relationships Between Beginning Elementary Teachers' Mathematics Beliefs and Teaching Practices. Paper presented at the Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Monterey, CA.
42. RAYMOND, A.M. (1997) Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice, Journal for Research in Mathematics Education, 28(5), pp. 550-576.
43. RICHARDSON, F.C. & SUINN, R.M. (1972) The mathematics anxiety rating scale: psychometric data, Journal of Counseling Psychology, 19(6), pp. 551-554.
44. RICHARDSON, V. (1996a) The case for formal research and practical inquiry in teacher education, in: F.B. MURRAY (Ed.) The Teacher Educator's Handbook: building a knowledge base for the preparation of teachers (pp. 715-737) (San Francisco, CA, Jossey-Bass Publishers).
45. RICHARDSON, V. (1996b) The role of attitudes and beliefs in learning to teach, in: J. SIKULA (Ed.) Handbook of Research on Teacher Education, 2nd edn (pp. 102-119) (New York, Simon & Schuster Macmillan).
46. RIZO, F.M. (1991) The controversy about quantification in social research: an extension of Gage's 'historical sketch', Educational Researcher, 20(9), pp. 9-12.
47. ROBINSON, V.M.J. (1998) Methodology and the research-practice gap, Educational Researcher, 27(1), pp. 17-26.
48. ROSENHOLTZ, S.J. (1989) Teachers' Workplace (New York, Teachers College Press).
49. SALOMON, G. (1991) Transcending the qualitative-quantitative debate: the analytic and systemic approaches to educational research, Educational Researcher, 20(6), pp. 10-18.
50. SPRADLEY, J.P. (1979) The Ethnographic Interview (New York, Holt, Rinehart and Winston).
51. THOMPSON, A.G. (1984) The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice, Educational Studies in Mathematics, 15, pp. 105-127.
52. THOMPSON, A.G. (1992) Teachers' beliefs and conceptions: a synthesis of the research, in: D.A. GROWS (Ed.) Handbook of Research on Mathematics Teaching and Learning (pp. 127-146) (New York, Macmillan).
53. TRICE, A.D. & OGDEN, E.D. (1987) Correlates of mathematics anxiety in first-year elementary school teachers, Educational Research Quarterly, 11(3), pp. 2-4.
54. WILLIAMSON, J.B., KARP, D.A., DALPHIN, J.R. & GRAY, P.S. (1982) The Research Craft: an introduction to social research methods (Boston, MA, Little, Brown, and Company).
55. WOOD, E.F. (1988) Math anxiety and elementary teachers: what does research tell us?, For the Learning of Mathematics, 8(1), pp. 8-13.