The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?
Abstract
To improve classroom teaching in a steady, lasting way, the teaching profession needs a knowledge base that grows and improves. In spite of the continuing efforts of researchers, archived research knowledge has had little effect on the improvement of practice in the average classroom. We explore the possibility of building a useful knowledge base for teaching by beginning with practitioners’ knowledge. We outline key features of this knowledge and identify the requirements for this knowledge to be transformed into a professional knowledge base for teaching. By reviewing educational history, we offer an incomplete explanation for why the United States has no countrywide system that meets these requirements. We conclude by wondering if U.S. researchers and teachers can make different choices in the future to enable a system for building and sustaining a professional knowledge base for teaching.
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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
What Makes Professional Development Effective? Results From a National Sample of Teachers
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001) · American Educational Research Journal · doi:10.3102/00028312038004915 · Cited by 5,047
The Teacher Research Movement: A Decade Later
Cochran-Smith, M., & Lytle, S. L. (1999) · Educational Researcher · doi:10.3102/0013189x028007015 · Cited by 1,139 · cited 2×
“The teacher-as-researcher movement has oriented teachers to studying their own practice, thereby making it more public and testing its effectiveness (Berthoff, 1987; Burnaford, Fischer, & Hobson, 1996; Cochran-Smith & Lytle, 1993, 1999 ).”
BackgroundTeaching Problems and the Problems of Teaching
(2002) · Choice Reviews Online · doi:10.5860/choice.39-4714 · Cited by 983
Cited by
Stichwort: Professionelle Kompetenz von Lehrkräften
Baumert, J., & Kunter, M. (2006) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-006-0165-2 · Cited by 1,441
The Methodology of Self-Study and Its Theoretical Underpinnings
LaBoskey, V. K. (2004) · International Handbook of Self-Study of Teaching and Teacher Education Practices · doi:10.1007/978-1-4020-6545-3_21 · Cited by 1,298
An integrative definition of coaching effectiveness and expertise
Côté, J., & Gilbert, W. (2009) · International Journal of Sports Science & Coaching · doi:10.1260/174795409789623892 · Cited by 1,131
Proposing a core set of instructional practices and tools for teachers of science
Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012) · Science Education · doi:10.1002/sce.21027 · Cited by 593
Getting Ideas into Action: Building Networked Improvement Communities in Education
Bryk, A. S., Gomez, L. M., & Grunow, A. (2011) · Frontiers in Sociology of Education · doi:10.1007/978-94-007-1576-9_7 · Cited by 431
Metadata
- Authors
- Hiebert, J., Gallimore, R., & Stigler, J. W.
- Venue
- Educational Researcher
- Published
- 2002-06
- Volume
- 31
- Issue
- 5
- Pages
- 3-15
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W1975373128
- Cited by
- 1,128
- References
- 4
- FWCI
- 201.01
- Type
- journal article
- Language
- en
- Open access
- closed
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