Constructing vocational knowledge: History, communities and ontogeny

Journal of Vocational Education and Training

Volumn 48, Issue 2, 1996, Pages 141-154

  Billett, Stephen ^a  

^a GRIFFITH UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84900936042     PISSN: 13636820     EISSN: 17475090     Source Type: Journal    
DOI: 10.1080/1363682960480203     Document Type: Article

References (46)

1. Anderson, J.R. (1982) Acquisition of cognitive skill, Psychological Review, 89, pp. 369-406.
2. Belenky, M.F., Clinchy, B.M., Goldberger, N.R. & Tarule, J.M. (1986) Women’s Way of Knowing. New York: Basic Books.
3. Best, J.B. (1992) Cognitive Psychology (3rd edition). New York: West Publishing.
4. Brown, J.S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning, Educational Researcher, 18, pp. 32-34.
5. Chi, M.T.H., Glaser, R. & Farr, M J. (1988) The Nature of Expertise. Hillsdale: Erlbaum.
6. Dweck, C.S. & Elliott, E.S. (1983) Achievement motivation, in E.M. Hetherington (Ed.) Handbook of Child Psychology. New York: Wiley.
7. Engestrom, Y. (1993) Development 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. Cambridge: Cambridge University Press.
8. Evans, G. (1991) Lesson cognitive demands and students processing in upper secondary mathematics, in G. Evans (Ed.) Learning & Teaching Cognitive Skills. Melbourne: ACER.
9. Garner, R. (1990) When children and adults do not use learning strategies: towards a theory of settings, Review of Educational Research, 60, pp. 517-529.
10. Gauvain, M. (1993) The development of spatial thinking in everyday activity, Development Review, 13, pp. 92-121.
11. Glaser, R. (1983) Education and thinking-the role of knowledge, American Psychologist, 39, pp. 93-104.
12. Glaser, R. (1989) Expertise and learning: how do we think about instructional processes that we have discovered knowledge structures?, in D. Klahr & K. Kotovsky (Eds) Complex Information Processing: the impact of Herbert A Simon. Hillsdale: Erlbaum & Associates.
13. Glaser, R. (1990) Reemergence of learning theory within instructional research, American Psychologist, 45, pp. 29-39.
14. Goodnow, J J. (1990) THe socialisation of cognition: what’s involved? in J.W. Stigler, R. Shweder & G. Herdt (Eds) Cultural Pyschology. Cambridge: Cambridge University Press.
15. Gott, S. (1989) Apprenticeship instruction for real-world tasks: the co-ordination of procedures, mental models and strategies, in E.Z. Rothhopf (Ed.) Review of ¦ Research in Education. Washington: American Educational Research Association.
16. Greeno, J.G. (1989) Situations, mental models, and generative knowledge, in D. Klahr & K. Kotovsky (Eds) Complex Information Processing: the impact of Herbert A. Simon. Hillsdale: Erlbaum Associates.
17. Greeno, J.G. & Simon, HA (1989) Problem-solving and reasoning, in R.C. Aitkinson, RJ. Hormiston, G. Findeyez & R.D. Yulle (Eds) Stevens’ Handbook of Experimental Psychology and Education, Vol. 2. New York: Wiley.
18. Groen, G.J. & Patel, P. (1988). The relationship comprehension and reasoning in medical expertise, in Chi, M.T.H., Glaser, R. & Farr, R. (Eds). The Nature of Expertise. New York: Erlbaum.
19. Lave, J. & Wenger, E. (1991) Situated Learning-legitimate peripheral participation. Cambridge: Cambridge University Press.
20. Leonteyev, A.N. (1981) Problems of the Development of the Mind. Moscow: Progress Publishers.
21. Luria, A.R. (1976) Cognitive Development' its cultural and social foundations. Cambridge: Harvard University Press.
22. Martin, J.R. (1970) On the reduction of ‘knowing that’ to ‘knowing how’, in S.M. Cahn (Ed.) The Philosophical Foundations of Education. New York: Harper &Row.
23. Martin, L.M.W. & Scribner, S. (1991) Laboratory for cognitive studies of work: a case study of the intellectual implications of a new technology, Teachers College Record, 92, pp. 582-602.
24. Newell, A. & Simon, HA. (1972) Human Problem Solving. Englewood Cliffs: Prentice Hall.
25. Newman, D., Griffin, P. & Cole, M. (1989) The Construction Zone: working for cognitive change in schools. Cambridge: Cambridge University Press.
26. Novak, J.D. (1990) Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning, Instructional Science, 19, pp. 29-52.
27. Perkins, D, Jay, E. & Tishman, S. (1993) Beyond abilities: a dispositional theory of thinking, Merrill-Palmer Quarterly, 39, pp. 1-21.
28. Prawat, R.S. (1989) Promoting access to knowledge, strategy and dispositions in students: a research synthesis, Review of Educational Research, 59, pp. 1-41.
29. Rogoff, B. (1990) Apprenticeship in Thinking-cognitive development in social context. New York: Oxford University Press.
30. Rogoff, B. (1995) Observing sociocultural activity on three planes: participatory appropriation, guided participation and apprenticeship, in J.W. Wertsch, A. Alvarez & P. del Rio (Eds) Sociocultural Studies in Mind. Cambridge: Cambridge University Press.
31. Ryle, G. (1949) The Concept of Mind. London: Hutchinson University Library.
32. Scandura, J.M. (1980) Theoretical foundations of instruction: a systems alternative to cognitive psychology, Journal of Structural Learning, 6, pp. 347-394.
33. Scandura, J.M. (1982) Structural (cognitive tasks) analysis: a method for analysing content. Part 1: background and empirical research, Journal of Structural Learning, 8, pp. 101-114.
34. Scribern, S. (1984) Studying working intelligence, in B. Rogoff & J. Lave (Eds) Everyday Cognition: its development in social context. Cambridge: Harvard University Press.
35. Scribner, S. (1985a) Knowledge at work, Anthropology and Education Quarterly, 16, pp. 199-206.
36. Scribner, S. (1985b) Vygostky's use of history, in J.V. Wertsch (Ed.) Culture, Communication and Cognition: Vygotskian perspectives. Cambridge: Cambridge University Press.
37. Scribner, S. (1992) Mind in action: a functional approach to thinking. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 14(4), pp. 103-110 (reprint of 1983 lecture).
38. Scribner, S. & Beach, K. (1993) An activity theory approach to memory. Applied Cognitive Psychology, 7, pp. 185-190.
39. Stevenson, J.C. (1986a) Adaptability: theoretical considerations, Journal of Structured Learning, 9, pp. 107-117.
40. Stevenson, J.C. (1991) Cognitive structures for the teaching of adaptability in vocational education, in G. Evans (Ed.) Learning and Teaching Cognitive Skills. Victoria: ACER.
41. Stevenson, J.C. (1994) Vocational expertise, in J. Stevenson (Ed.) Cognition at Work: the development of vocational expertise, Adelaide: National Centre for Vocational Education Research.
42. Stevenson, J.C., McKavanagh, C. & Evans, G. (1994) Measuring the press for skill development, in J. Stevenson (Ed.) Cognition at Work: the development of vocational expertise. Adelaide: National Centre for Vocational Education Research.
43. von Glaserfeld, E. (1987) Learning as a constructive activity, in C. Janvier (Ed.) Problems of Representation in the Teaching and Learning of Mathematics. Hillsdale: Lawrence Erlbaum.
44. Voss, J.F., Blais, J., Means, M.L., Greene, T.R. & Ashwesh, E. (1986) Informal reasoning and subject matter knowledge in the solving of economics problems by naive and novice individuals, Cognition and Instruction, 3, pp. 269-302.
45. Vygotsky, L.S. (1978) Mind in Society-the development of higher psychological processes. Cambridge: Harvard University Press.
46. Vygotsky, L.S. (1987) Thought and Language (Ed. A. Kouzulin). Massachusetts: MIT Press.