Analyzing the teaching of professional practice

Teachers College Record

Volumn 113, Issue 12, 2011, Pages 2878-2896

  Pamela, A Moss ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84858955610     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (18)

1. Boerst, T. A., Sleep L., Ball, D. L., & Bass, H. (2010, April). Investigating the preparation of teachers to lead discussions: The case of mathematics. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
2. Boerst, T, Sleep, L., Ball, D. L., & Bass, H. (2011). Preparing teachers to lead mathematics discussions. Teachers College Record, 115(12).
3. Chaiklin, S., & Lave, J. (1993). Understanding practice: Perspectives on activity and context. Cambridge, England: Cambridge University Press.
4. Cobb, P., McClain, K., & Gravemeijer, K. (2003). Learning about statistical covariation. Cognition and Instruction, 21(1), 1-78. (Pubitemid 36399978)
5. Cobb, P., Zhao, Q., & Dean, C. (2009). Conducting design experiments to support teachers' learning: A reflection from the field. Journal of the learning Sciences, 18, 165-199.
6. Engestrõm, Y. (1993). Developmental studies of work as a testbench of activity theory: The case of primary care medical practice. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 64-103). Cambridge, England: Cambridge University Press.
7. Engestrõm, Y. (1999). Activity theory and individual and social transformation. In Y. Engestrõm, R. Miettinen, & R. Punãmaki (Eds.), Perspectives on activity theory (pp. 19-38). Cambridge, England: Cambridge University Press.
8. Engestrõm, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 134-156.
9. Engestrõm, Y, Miettinen, R., & Punamäki, R. (Eds.). (1999). Perspectives on activity theory. Cambridge, England: Cambridge University Press.
10. Ericsson, K. A. (2003). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Mediane, 79(10 Suppl.), S70-S81.
11. Grossman, P. (2011). Framework for teaching practice: A brief history of an idea. Teachers College Record, 113(12).
12. Grossman, P., Compton, C, Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9). Retrieved January 19, 2009, from http://www.tcrecord.org/content.asp?contentid=15018
13. Kucan, L., & Palincsar, A. (with Busse, T., Heisey, N., Klingelhofer, R., Rimbey, M., & Schutz, K.) (2010). Text-based Discussion: The case of reading. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
14. Kucan, L., & Palincsar, A. S. (with Busse, T., Heisey, N., Klingelhofer, R., Rimbey, M., & Schutz, K.). (2011). Applying the Grossman et al. theoretical framework: The case of reading. Teachers College Record, 113(12).
15. Lampert, M. L. (2010). Learning teaching in, from and for practice: What do we mean? Journal of Teacher Education, 61, 21-34.
16. Lave.J. (1993). The practice of learning. In S. Chaiklin &J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 3-32). Cambridge, England: Cambridge University Press.
17. Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3, 149-164.
18. Lave.J., & Wenger, E. (1991). Situated learning Legitimate peripheral participation. Cambridge, England: Cambridge University Press