Impractical Philosophizing about Teachers' Arguments
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Cited by
Sorted by citations
Reflection-In-Action and Reflection-On-Action
Munby, H. (1989) · Current Issues in Education · doi:10.1353/eac.1989.a592219 · Cited by 85 · see citing works
- Authors
- Buchmann, M.
- Affiliations
- Michigan State University (US)
- Corresponding author
- Buchmann, Margret
- Venue
- Educational Theory
- Publisher
- Wiley
- Published
- 1987-12
- Volume
- 37
- Issue
- 4
- Pages
- 409-411
- ISSN
- 0013-2004 (ISSN-L)
- 1741-5446
- OpenAlex
- W2015046437
- Cited by
- 15
- References
- 0
- Citations by year
- 2019: 1 · 2018: 1
- FWCI
- 14.54
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Theory (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Philosophy › Education, Philosophy, and Society
- Social Sciences › Arts and Humanities › Philosophy › Epistemology, Ethics, and Metaphysics
- Social Sciences › Education › Education and Critical Thinking Development
- Keywords
- philosophy of education, teacher knowledge, argumentation in education, epistemology of teaching
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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