How to make innovations practical

Teachers College Record

Volumn 115, Issue 7, 2013, Pages

  Janssen, Fred ^a   Westbroek, Hanna ^b   Doyle, Walter ^c   Van Driel, Jan ^a  

^a LEIDEN UNIVERSITY   (Netherlands)

^b VU UNIVERSITY AMSTERDAM   (Netherlands)

^c UNIVERSITY OF ARIZONA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84890768448     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (71)

1. Austin, J., & Vancouver, J. (1996). Goal constructs in psychology: Structure, process, and content. Psychological Bulletin, 120, 338-375.
2. Baldwin, C.Y & Clark, K.B. (2000). Design rules. The power of modularity. Cambridge, MA: MIT press.
3. Ball, D. L., & Forzani, F. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60, 497-511.
4. Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education, Vol. 7 (pp. 548-556). Oxford, England: Elsevier.
5. Bruner, J.S. (1957). Going beyond the information given. In J.S. Bruner, E, Brunswik, L. Festinger, F. Heider, K.F. Muenzinger, C.E. Osgood, & D. Rapaport (Eds.), Contemporary approaches to cognition (pp. 41-69). Cambridge, MA: Harvard University Press.
6. Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44, 815-843.
7. Cole, M., & Engeström, Y. (1993). A socio-cultural approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1-46). Cambridge: Cambridge University Press.
8. Crowther-Heyck, H. (2005). Herbert A. Simon: The bounds of reason in modern America. Baltimore, MA: Johns Hopkins University Press.
9. Dam, M., Janssen, F. J. J. M., & van Driel, J. H. (2010). Motivating teachers for educational change: Using educational building blocks and the solution focused approach to engage teachers in educational change towards context-based biology education. Paper presented at the ESERA summer school, 25-31 July 2010, Udine, Italy.
10. Desimone, L. (2009). How can we best measure teacher's professional development and its effects on teachers and students? Educational Researcher, 38, 181-199.
11. Doyle, W., & Ponder, G. (1977). The ethic of practicality and teacher decision-making. Interchange, 8, 1-12.
12. Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159-199.
13. Doyle, W. (1988). Work in mathematics classes: The context of students' thinking during instruction. Educational Psychologist, 23, 167-180.
14. Doyle, W. (2006). Ecological approaches to classroom management. In C. Evertson & C. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 97-125). New York: Lawrence Erlbaum Associates, Inc.
15. Doyle, W., & Carter, K. (1984). Academic tasks in classrooms. Curriculum Inquiry, 14, 129-149.
16. Doyle, W., & Carter, K. (2003). Narrative and learning to teach: Implications for teachereducation curriculum. Journal of Curriculum Studies, 35, 129-137.
17. Doyle, W., & Rosemartin, D. (2012). The ecology of curriculum enactment: Frame and task narratives. In T. Wubbels, P. den Brok, J. van Tartwijk, & J. Levy (Eds.), Interpersonal relationships in education: An overview of contemporary research (pp. 137-147). Rotterdam: Sense Academic Publishers.
18. Engeström, Y. (1993). Developmental studies of work as a test bench 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: Cambridge University Press
19. Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113-136.
20. Fiori, S. (2008). Herbert A. Simon and contemporary theories of bounded rationality. Working paper. University of Turin, Italy.
21. Fishbach, A., & Ferguson, M. F. (2007). The goal construct in social psychology. In A. W. Kruglanski & T. E. Higgins (Eds.), Social psychology: Handbook of basic principles (pp. 490-515). New York: Guilford Press.
22. Fullan, M. (2007). The new meaning of educational change (4th ed.). Columbia, NY: Teachers College Press.
23. Gigerenzer, G. (2004). Fast and frugal heuristics: the tools of bounded rationality. In D. Koehler, & Harvey, N. (Eds.), Blackwell handbook of judgement and decision making (p.62- 88). Oxford: Blackwell.
24. Gigerenzer, G., & Gaissmaier, W. (2011). Heuristic decision making. Annual review of Psychology, 62, 451-482.
25. Gigerenzer, G., Todd, P. M., & the ABC Research Group. (1999). Simple heuristics that make us smart. New York: Oxford University Press.
26. Grunert, K. G., & Grunert, S. C. (1995). Measuring subjective meaning structures by the laddering method: theoretical considerations and methodological problems. International Journal of Research in Marketing, 12, 209-225
27. Groner, M, Groner, R., & Bischof, W. F. (1983). Approaches to heuristics: a historical review. In R. Groner (Ed.), Methods of Heuristics (pp. 1-18). Hillsdale, NJ: Erlbaum
28. Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 11, 2055- 2100.
29. Gump, P. V. (1967). The classroom behavior setting: Its nature and relation to student behavior (Final report). Washington, DC: U.S. Office of Education, Bureau of Research. (ERIC Document Reproduction Service No. ED 015 515)
30. Gump, P. V. (1969). Intra-setting analysis: The third grade classroom as a special but instructive case. In E. Williams & H. Rausch (Eds.), Naturalistic viewpoints in psychological research. New York: Holt, Rinehart & Winston.
31. Gump, P. V. (1982). School settings and their keeping. In D. L. Duke (Ed.), Helping teachers manage classrooms (pp. 98-114). Alexandria, VA: Association for Supervision and Curriculum Development.
32. Holland, J.H. (2000). Emergence from chaos to order. Oxford: Oxford University Press
33. Huberman, A. M. (1983). Recipes for busy kitchens. A situational analysis of routine knowledge use in schools. Knowledge, 4, 478-510.
34. Huberman, A. M., & Middlebrooks, S. (2000). The dilution of inquiry: A qualitative study. International Journal of Qualitative Studies in Education, 13, 281-304.
35. Janssen, F. J. J. M. (1999). Ontwerpend leren in het biologie onderwijs [Learning by designing in biology education, with a summary in English]. Utrecht: CD-B press.
36. Janssen, F. J. J. M., & Waarlo, A. J. (2010) Learning biology by designing. Journal of Biological Education, 44, 87-96.
37. Janssen, F. J. J. M., Hullu, de A. E., & Tigelaar, D. E. H. (2008). Positive experiences as input for reflection by student teachers. Teachers and Teaching: Theory and Practice, 14, 115-127.
38. Janssen, F. J. J. M., Hullu, de A. E., & Tigelaar, D. E. H. (2009). Using a domain-specific model to improve student teachers' reflections on positive teaching experiences. Action in Teacher Education, 31, 120-135.
39. Janssen, F. J. J. M., van Driel, J. H., & Verloop, N. (2010). Naar praktische ontwerpondersteuning voor docenten [Toward practical design support for teachers]. Pedagogische studiën, 87, 412-431.
40. Janssen, F. J. J. M., Westbroek, H.B. & W. Doyle (2011). Bounded rationality in the classroom. Understanding teacher performance in context. Paper presented at the ESERA, 5-9 September 2011 in Lyon, France.
41. Kahneman, D. (2011). Thinking fast and slow. New York, NY: Farrar, Straus and Giroux.
42. Kennedy, M. M. (2005). Inside teaching: How classroom life undermines reform. Boston, MA: Harvard University Press.
43. Kennedy, M. M. (2010). Attribution error and the quest for teacher quality. Educational Researcher, 39, 591-598.
44. Kounin, J. S. (1970). Discipline and group management in classrooms. New York, NY: Holt, Rinehart & Winston.
45. Kounin, J. S., & Gump, P. V. (1974). Signal systems of lesson settings and the task related behavior of preschool children. Journal of Educational Psychology, 66, 554-562.
46. Kruglanski, A. W., & Gigerenzer, G. (2011). Intuitive and deliberate judgments are based on common principles. Psychological Review, 118, 97-109.
47. Lampert, M., & Graziani, F. (2009). Instructional activities as a tool for teachers' and teacher educators' learning in and for ambitious practice. Elementary School Journal, 109, 491-509.
48. Little, B. R., & Travis, G. (2007). The methodology of personal projects analysis: four modules and a funnel. In B.R. Little, S.D. Phillips, and K. Salmela-Aro (Eds.), Personal project pursuit: goals, action, and human flourishing (pp. 51-93). Mahwahy NJ: Lawrence Erlbaum Associates.
49. MacIntyre, A. (1981). After virtue: A study in moral theory. Notre Dame, IN: University of Notre Dame Press.
50. Merrill, M. D. (2007). A task-centered instructional strategy. Journal of Research on Technology in Education, 40, 33-50.
51. Pollock, J. L. (2006). Thinking about acting. Logical foundations for rational decision making. Oxford: Oxford University Press.
52. Randi, J., & Corno, L. (1997). Teachers as innovators. In B. Biddle, T. Good, & I. Goodson (Eds.), The international handbook of teachers and teaching (pp. 1163-1221). Dordrecht: Kluwer Academic Publishers.
53. Reynolds, T. J, & Olson, J. C. (2001). Understanding consumer decision making: The means-end approach to marketing and advertising strategy. Mahway, NJ: Lawrence Erlbaum Associates.
54. Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (pp. 905-947). Washington, DC: American Educational Research Association.
55. Schoenfeld, A. H. (2002). A highly interactive discourse structure. In J. Brophy (Ed.), Social Constructivist Teaching: Affordances and Constraints (Advances in Research on Teaching, Vol. 9) (pp. 131-169). Bradford: Emerald Group Publishing Limited.
56. Simon, H.A. (1947). Administrative behavior. New York, NY: Macmillan
57. Simon, H.A., (1955). A behavioral model of rational choice. Quarterly Journal of Economics, 69, 99-118.
58. Simon, H.A. (1956). Rational choice and the structure of the environment. Psychological Review, 63,129-138.
59. Simon, H. A. (1973). The organization of complex systems. In H. H. Pattee (Ed.), Hierarchy Theory: The Challenge of Complex Systems (pp. 3-27). New York, NY: George Braziller.
60. Simon, H. A. (1996). The sciences of the artificial (3rd ed.). Cambridge, MA: MIT Press.
61. Shah, J. Y. & Kruglanski, A. W. (2008). Structural Dynamics: The challenge of change in goal systems. In J. W. Shah & W. L. Gardner (Eds.), Handbook of Motivation S c i e n c e (pp. 217-235). New York: Guilford Press.
62. Shah, A. K., & Oppenheimer, D. M. (2008). Heuristics made easy: an effort-reduction framework. Psychological Bulletin, 134, 207-222.
63. Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M., Ruiz-Primo, M.A., Tomita, M. K., & Yin, Y. (2008). On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum and assessment developers. Applied Measurement in Education, 21, 295-314.
64. Stein, M. K., Grover, B.W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33, 455-488.
65. Tversky, A., & Kahneman, D. (1974). Judgement under uncertainty: Heuristics and biases. Science, 185, 1124-1131.
66. Tyack, D., & Cuban, L. (1995). Tinkering towards utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
67. Veledo-de Oliveira, T., Ikeda, A. A., & Campomar, M. C. (2006). Discussing laddering application by the means-end chain theory. The Qualitative Report, 11, 626-642.
68. Verloop, N., Van Driel, J. H, & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35, 441-461.
69. Wieringa, N., Janssen, F. J. J. M., & van Driel, J.H. (2011). Biology teachers designing context-based lessons for their classroom practice-The importance of rules-of-thumb. International Journal of Science Education, 34, 2437-2462.
70. Wimsatt, W. C. (2007). Re-Engineering philosophy for limited beings. Piecewise approximations to reality. Cambridge: Harvard University Press.
71. Westbroek, H. B., & Janssen, F. J. J. M. (in press). Using teachers' goal systems to understand their responses to context-based chemical reform materials.