| 參考文獻 |
Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is – or might be – the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8 &14.
Barab, S., Makinster, J. G., Moore, J. A., Cunningham, D. J., & The ILF Design Team. (2001). Designing and Building an On-line Community: The Struggle to Support Sociability in the Inquiry Learning Forum. Educational Technology Research & Development, 49(4), 71-96.
Barker, P. and Banerji, A. (1995). Designing electronic performance support systems, Innovations in Education and Training International, 32(1), pp. 4-12.
Barnett, M (2002). Issues and trends concerning new technologies for teacher professional development: A review of the literature. Paper presented at Annual Meeting of the American Educational Research Association, New Orleans.
Borko, H. & Putnam, R. T. (1995). Expanding a teacher’s knowledge base: A cognitive psychological perspective on professional development. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices. New York: Teachers College Press.
Borko, H., Livingston, C., McCaleb, J., & Mauro L. (1988). Student teachers’ planning and post-lesson reflections: patterns and implications for teacher preparation. In J. Calderhead (Ed.), Teachers’ Professional Learning. New York: The Falmer Press.
Bullough, R. V., & Gitlin, A. D. (1991). Educative communities and the development of the reflective practitioner. In B. R. Tabachnick & Zeichner (Eds.), Issue and practices in inquiry-oriented teacher education. New York: The Falmer Press.
Cochran, K. F, DeRuiter, J. A., & King R. A. (1993). Pedagogical content knowing: an integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272.
Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers’ learning. The Elementary School Journal, 103(3), 227-331.
Confrey, J. (1990). A review of the research on student conceptions in mathematics, science, and programming. In C. B. Cazden (Ed.), Review of research in education, Vol. 16, Washington, DC: American Educational Research Association.
Corno, L. & Snow, R. E. (1986). Adapting teaching to individual differences among learners. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan.
Dick, W., Carey, L., & Carey, J. (2004). Systematic design for instruction (6th ed.). New York: Allyn & Bacon.
Elliott, J. (1991). Action research for educational change. Philadelphia: Open University Press.
Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53(5), 390-405.
Fernandez, C., & Chokshi, S. (2002). A practical guide to translating lesson study for a US setting. Phi Delta Kappan, 84, 128-134.
Fernandez, C., Cannon, J., & Chokshi, S. (2003). A U.S.-Japan lesson study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education, 19(2), 171-185.
Fisher, T., Higgins, C., & Loveless, A. (2006). Teachers learning with digital technologies: a review of research and projects. FutureLab Series Report 14, FutureLab press. Accessed from: http://www.futurelab.org.uk/research/reviews/14_01.htm on Dec. 14, 2006.
Frost, D. (1996). Integrating enquiry into teachers’ professional lives. In McBride, R. (Ed.), Teacher education policy: Some issues arising from research and practice. London: Falmer Press.
Gery, G J (1991). Electronic performance support systems – How and why to remake the workplace through the strategic application of technology. Ziff Communications Company, Cambridge: MA.
Grossman, P. L. (1989). A study in contrast: Sources of pedagogical content knowledge for secondary English teachers. Journal of Teacher Education, 40(5), 24-31.
Gustafson, K., & Branch, R. (1997), Survey of instructional development models (3rd ed.). Syracuse University, NY: Eric Clearinghouse on Information Resource.
Gustafson, K., & Branch, R. (1997). Survey of instructional development models (3rd ed.). Syracuse University, NY: Eric Clearinghouse on Information Resource.
Heaton, R. M. (2000). Teaching mathematics to the new standards: Relearning the dance. New York: Teacher College Press.
Hewson, P. W., & Hewson, M. G. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15(3), 191-209.
Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: what would it look like and how can we get one? Education Researcher, 31(5), 3-15.
Lampert, M., & Ball, D. L. (1998). Teaching, multimedia, and mathematics: Investigations of real practice. New York: Teachers College Press.
Lederman, N. G., & Latz, M. (1993). Emergence and Interactions of knowledge structures in the preservice teacher. Paper resented at the Annual meeting of the National association for Research in Science Teaching. Atlanta, Georgia.
Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2, 34-46.
Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, Winter, 12-17, 50-52.
Lewis, C. (2002). Does lesson study have a future in the United States? Nagoya Journal of Education and Human Development, January 2002, No. 1, 1-23.
Lewis, C., Perry, R., & Murata, A. (2003). Lesson study and teachers’ knowledge development: Collaborative Critique of a research model and methods. Report on Annual meeting of the American Educational Research Association in Chicago, IL, Apr. 2003. ERIC: ED478172.
Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3-14.
Liu, T. C., & Juang, Y. R. (2002). IPASS - Teacher’s Knowledge Management Platform for Teachers Professional Development, Proceeding of International Conference on Engineering Education.
Liu, T. C. (2005). Web-based Cognitive Apprenticeship Model for Improving Pre-service Teachers’ Performances and Attitudes towards Instructional Planning: Design and Field Experiment. Educational Technology & Society, 8(2), 136-149.
Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41(3), 3-11.
Marsh, C., Day, C., Hannay, L., & McCutcheon, G. (1990). Reconceptualizing School-based Curriculum Development, London: Falmer.
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E. (1998). New technologies for teacher professional development. Teaching and Teacher Education, 14(1), 33–52.
Matoba, M., & Arani, M. R. S. (2005). Transnational Learning: A Review of Lesson Study in Japan. Paper presented in 1st Annual Conference on Learning Study. Retrieved Aug. 8, 2006 from http://www.ied.edu.hk/clasp/lsconference/1st/abstract.html.
McDiarmid, G. W., Ball, D. L., & Anderson, C. W. (1989). Why staying one chapter ahead doesn’t really work: Subject-specific pedagogy. In M. Reynolds (Ed.), Knowledge base for the beginning teacher. Oxford: Pergamon Press.
McEwan, H., & BuIl, B. (l991). The pedagogical nature of subject matter knowledge. American Educational Research Journal, 28(2), 316-334.
McGraw, K. (1994). Performance support systems: Integrating AI, Hypermedia, and CBT to enhance user performance, Journal of Artificial Intelligence in Education, 5(1), 3-26.
McKenney, S. E. (2001). Computer support for science education materials developers in Africa: Exploring potentials, Doctoral dissertation. Enschede, The Netherlands: University of Twente.
McKenney, S., Nieveen N., & van den Akker J. J. H. (2002). Computer support for curriculum developers: CASCADE, Educational Technology Research and Development, 50(4), 25-35.
Nieveen, N., & Akker, J., van den (1996). Computer-supported curriculum development. In Tj. Plomp, & D.P. Ely (Eds.), International encyclopedia of educational technology (pp. 153-158). Oxford: Pergamon.
Nieveen, N.M. (1997). Computer support for curriculum developers: A study on the potential of computer support in the domain of formative curriculum evaluation. Doctoral dissertation. Enschede, The Netherlands: University of Twente.
Raybould, B. (1995). Performance support engineering: An emerging development methodology for enabling organizational learning. Performance Improvement Quarterly, 8(1), 7-22.
Reigeluth, C.M. (1999) Instructional design theories and models: A new paradigm of instructional theory (Vol. II). Mahwah, NJ: Lawrence Erlbaum Associates.
Reigeluth, C.M. (1999). Instructional design theories and models: A new paradigm of instructional theory (Vol. II). Mahwah, NJ: Lawrence Erlbaum Associates.
Remillard, J. T. (1999). Curriculum materials in mathematics education reform: A framework for examining teachers’ curriculum development. Curriculum Inquiry, 19(3), 315-342.
Reynolds, A. (1992). What is competent beginning teaching? A review of the literature. Review of Educational Research, 62(l), 1-35.
Rudduck, J. (1992). Practitioner research and programs of initial teacher education. In T. Russell & H. Munby (Eds.), Teachers and teaching: From classroom to reflection. London: The Falmer Press.
Schon, D. A. (1983). The reflective practitioner: How professional think in action. New York: Basic Books.
Schratz, M. (1993). Through the looking glass: The use of associative methods to enhance teacher thinking. In J. Elliott (Ed.), Reconstructing Teacher Education: Teacher Development. London: The Falmer Press.
Shulman, L. S., & Shulman, J. H. (2004). How and what teachers learn: a shifting perspective. Journal of Curriculum Studies, 36(2), 257-271.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
Skilbeck, M. (1984). School-based curriculum development. London: Harper & Row.
Smith, P. L., & Ragan, T. J. (1999) Instructional design (2nd ed.). NY: Wiley.
Smith, P. L., & Ragan, T. J. (1999). Instructional design (2nd ed.). NY: Wiley.
Somekh, B. (1991). Collaborative action research: Working together towards professional development. In C. Biott (Ed.) Semi-Detached teachers: Building support and advisory relationships in classrooms. London: The Falmer Press, 1991.
Somekh, B. and Davis, N. (eds) (1997). Using information technology effectively in teaching and learning. London: Routledge.
Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
Stigler, J., & Hiebert, J., (1999). The teaching gap. New York: The Free Press.
Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4, 99-110.
Tamir, P. (1990). Teachers knowledge. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education. Supplementary Vol. Two. Oxford: Pergamon Press.
Tobin, K., Tippins, D. J., & Gallard, A. J. (1994). Research on Instructional Strategies for Teaching Science. In Gabel, D. (Ed.), Handbook of Research on Science Teaching and Learning. New York: Wacmillan Publishing company.
Van Schaik, P., Pearson, R., & Barker, P. G. (2002). Designing electronic performance support systems to facilitate learning, Innovations in Education and Teaching International, 39(4), 289-306.
Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. Paris: UNESCO: International Institute for Educational Planning.
Visibility Platform, LessonLab, a division of Pearson Education, http://www.lessonlab.com/visibilityplatform/overview.cfm
Wang, Q. (2001). Computer support for multimedia curriculum design, Doctoral dissertation. Enschede, The Netherlands: University of Twente.
Watanabe, T. (2002). Learning from Japanese lesson study. Educational Leadership, March, 36-39.
Wideen, M. F. (1992). School-based teacher development. In Fullan, M. & Hargreaves, A. (Eds), Teacher development and educational change. London: The Falmer Press.
Wild, M. (2000). Designing and evaluating an educational performance support system, British Journal of Educational Technology, 31(1), 5-20.
Willis, S. (2002). Creating a knowledge base for teaching: a conversation with James Stigler. Educational Leadership, 59(6), 6-11.
Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). “150 different ways” of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teacher’s thinking. Eastbourne, England: Cassell.
Wiske, M. S., Sick, M., & Wirsig, S. (2001). New technologies to support teaching for understanding. International Journal of Educational Research, 35, 483-501.
Zulkardi, (2002). Developing a learning environment on realistic mathematics education for indonesian student teachers, Doctoral dissertation. Enschede, The Netherlands: University of Twente. |
[Endnote RIS 格式]
[相關文章]
[文章引用]
[完整記錄]
[館藏目錄]
[檢視]
plurk
funp
live
udn
HD
myshare
netvibes
friend
youpush
delicious
baidu
Google bookmarks
del.icio.us
hemidemi
facebook
twitter
google
reddit