Maintaining interaction at the zone of proximal development through reflexive practice and action research?

Teacher Development

Volumn 10, Issue 1, 2006, Pages 117-143

  Lisle, Angela ^a  

^a UNIVERSITY OF DERBY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85009553196     PISSN: 13664530     EISSN: 17475120     Source Type: Journal    
DOI: 10.1080/13664530600587303     Document Type: Article

References (26)

1. Barnett, R. (1992) Improving higher education: total quality care (Buckingham, Open University Press).
2. Berger, P. & Luckmann, T. (1966) The social construct of reality: a treatise in the sociology of knowledge (London, Penguin Books).
3. Biggs, J. (1990) Teaching: design for learning, Annual Conference of the Higher Education Research and Development Society of Australia, Brisbane, Griffith University.
4. Bloom, B. S. (1956) Taxonomy of educational objectives 1 (New York, D. McKay Incorporated).
5. Chaiklin, S. & Lave, J. (1996) Understanding practice: perspectives on activity and context (Cambridge, Cambridge University Press).
6. Chappell, V. (1994) The Cambridge companion to Locke (Cambridge, Cambridge University Press).
7. Cohen, L. & Manion, L. (1994) Research methods in education (4th edn) (London, Routledge).
8. Eastcott, D. (1992) Evaluating your teaching (Scottish Central Education Department [SCED]).
9. Elliott, J. (1991) Action research for educational change (Buckingham, Open University Press).
10. Engeström, Y. (1996) Developmental studies of work as a test bench of activity theory: the case of primary care medical practice, in: S. Chaiklin & J. Lave, Understanding practice: perspectives on activity and context (Cambridge, Cambridge University Press).
11. Gadamer, H.-G. (1989) Truth and method (2nd edn) (New York, Crossroad).
12. Giddens, A. (1987) Social theory and modern sociology (Cambridge, Polity Press).
13. Habermas, J. (1972) Knowledge and human interests (London, Heinemann).
14. Hebb, D. O. (1949) The organisation of behaviour (New York, Wiley).
15. Kemmis, S. & McTaggart, R. (Eds) (1988) The action research planner (Deakin, Deakin University Press).
16. Kolb, D. A., Rubin, I. M. & McIntyre, J. M. (1973) Organisational psychology: an experimental approach (Englewood Cliffs, NJ, Prentice Hall).
17. Lewin, K. (1946) Action research and minority problem, Journal of Social Issues, 2(4), 34-46.
18. Lisle, A. M. (2000) All hail reflexivity, in: I. Parker (Ed.) Annual review of critical psychology: action research, vol. 2 (Bolton, Discourse Unit), 109-129.
19. Lisle, A. M. (forthcoming) Marxian Psychophysics: the dialectic of brain-mind. EDUCATION-LINE Database of conferences and working papers. Available online at: http://www.leeds.ac.uk.
20. McLellan, D. (1977) Karl Marx: selected writings (Oxford, Oxford University Press).
21. Newman, F. & Holzman, L. (1993) Critical psychology: Lev Vygotsky revolutionary scientist (London, Routledge).
22. Ratey, J. (2001) A user’s guide to the brain (London, Little, Brown and Co.).
23. Schön, D. A. (1983) The reflective practitioner: how professionals think in action (London, Basic Books).
24. Vygotsky, L. S. (1962) Thought and language (E. Hanfmann & G. Vakar, Eds, Trans) (Cambridge, MA, The MIT Press).
25. Vygotsky, L. S. (1987) The collected works of L. S. Vygotsky, vol. 1 (New York, Plenum).
26. Winter, R. (1987) Action-research and the nature of social inquiry: professional innovation and education work (Aldershot, Gower Publishing Company).