Page 28 - Mini-Module 12
P. 28

Lam, S.F., Yim, P.S., & Lam, T.W.H. (2002). Transforming school culture: Can true
                              collaboration be initiated? Educational Research, 44(2), 181-195.
                          Leonard, P.E., & Leonard, L.J. (2001). The collaborative prescription: remedy or
                          reverie? International Journal of Leadership in Education, 4(4), 383-399.
                          Mayer, R.E. (1999). Designing instruction for constructivist learning. In C.M. Reigeluth
                              (Ed.), Instructional-design theories and models (Vol. II). Mahwah, NJ: Lawrence
                              Erlbaum Ass.

                          Morine-Dershimer, G., & Kent, T. (1999). The complex nature and sources of teachers’
                              pedagogical knowledge. In J. Gess-Newsome & N.G. Lederman (Eds.). Examining
                              pedagogical content knowledge  (pp.21-50). Science and Technology Education
                              Library, Kluwer Academic Publishers.
                          Myhill,  D., & Warren, P. (2005). Scaffolds or straitjackets? Critical  moments  in
                              classroom discourse. Educational Review, 57(1), 55-69.
                          Pollard, A. (2002). Reflective teaching: Effective and evidence-informed professional
                              practice. Britain: Bookcraft (Bath) Ltd..
                          Pratt, D.D., Kelly, M., & Wong, W.S.S. (1999). The Chinese conceptions of ‘effective
                              teaching’ in Hong Kong: towards culturally sensitive evaluation of teaching.
                              International Journal of Lifelong Education, 18(4), 241-258.
                          Prawat, R.S.  (1992). Teachers’ beliefs about teaching and learning: A  constructivist
                              perspective. American Journal of Education, 100, 354-395.

                          Rasmussen, J. (2001). The importance of communication in teaching: a systems-theory
                              approach to the scaffolding metaphor. Journal of Curriculum Studies, 33(5), 569-
                              582.

                          Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson. (Ed.). Handbook
                              of Research on Teaching. N.W.: American Educational Research Association.
                          Rosensgine,  B., & Meister, C. (1992). The  use of scaffolds for teaching higher-level
                              cognitive strategies. Educational Leadership, 49(7), 26-33.

                          Shulman,  L.S. (1987). Knowledge and teaching: Foundations of  the  new reform.
                              Harvard Educational Review, 57(1), 1-22.
                          Shulman, L.S., & Shulman,  J.H. (2004).  How and what teachers learn: a shifting
                              perspective. Journal of Curriculum Studies, 36(2), 257-271.
                          Slavin, R. (1990). Cooperative learning theory, research and practice. Englewood Cliffs,
                              N. J.: Prentice-Hall.









                                                             28
                                                             28
   23   24   25   26   27   28   29   30