The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Significant and Worthwhile Change in Teaching Practice
Abstract
This paper addresses two questions: What is involved in bringing about significant and worthwhile change in teaching practices? How can or should research aid in this process? In order to do so, two related literatures will be explored—teacher change and learning to teach. These literatures will be used to develop a third perspective, which will be grounded in examples from a teacher change research project which is funded by the Office of Educational Research and Improvement (OERI), U.S. Department of Education. This perspective suggests that empirical premises derived from research ( Fenstermacher, 1986 ) be considered as warranted practice, which, in combination with teachers's practical knowledge, become the content of reflective teacher change. It also suggests that practice should be viewed as activity embedded in theory. The paper concludes with suggestions for ways of approaching the introduction of research into teachers' ways of thinking.
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Citations
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Student teachers' understandings of successful and unsuccessful teaching
Borko, H., Lalik, R., & Tomchin, E. (1987) · Teaching and Teacher Education · doi:10.1016/0742-051x(87)90009-6 · Cited by 47
Cited by
Professional Growth Among Preservice and Beginning Teachers
Kagan, D. M. (1992) · Review of Educational Research · doi:10.3102/00346543062002129 · Cited by 1,960
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996) · Journal for Research in Mathematics Education · doi:10.2307/749875 · Cited by 781
Classroom learning and motivation: Clarifying and expanding goal theory
Blumenfeld, P. C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.272 · Cited by 587
The Relationship Between Teachers’ Beliefs and Practices in Reading Comprehension Instruction
Richardson, V., Anders, P. L., Tidwell, D. L., & Lloyd, C. V. (1991) · American Educational Research Journal · doi:10.2307/1163149 · Cited by 526
Self-citationOn Making Determinations of Quality in Teaching
Fenstermacher, G. D., & Richardson, V. (2005) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1111/j.1467-9620.2005.00462.x · Cited by 497
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Metadata
- Authors
- Richardson, V.
- Venue
- Educational Researcher
- Published
- 1990-10
- Volume
- 19
- Issue
- 7
- Pages
- 10
- ISSN
- 0013-189X (ISSN-L)
- OpenAlex
- W2126686976
- Cited by
- 570
- References
- 3
- FWCI
- 146.32
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
