Literatuur Admiraal, W. F. (1994). Reacties van docenten op aandachtseisende situaties in de klas. Dissertatie. Universiteit Utrecht. Aguirre, J., & Speer, N. M. (2000). Examining the relationship between beliefs and goals in teacher practice. Journal of mathematical behavior, 18(3), 327-356. Akker, van den, J. J. H. (1996). Het Studiehuis: ook een leeromgeving voor docenten? Inaugurale rede. Vrije Universiteit Amsterdam. Argyris, C., & Schön, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Fransisco: Jossey-Bass Publishers. Artiles, A. J., Mostert, M. P., & Tankersley, M. (1994). Assessing the link between teacher cognitions, teacher behaviors and pupil responses to lessons. Teaching and teacher education, 10(5), 465-481. Bandura, A. (1986). Social foundations of thoughts and actions. A social cognitive theory. Englewood Cliffs, NJ: Prentics Hall. Beijaard, D. (1990). Teaching as acting: A reconstructive study of an action theoretical approach to research and development in the domain of teaching. Dissertatie. Landbouwuniversiteit Wageningen. Beijaard, D., & Vries, de, Y. (1997). Building expertise: A process perspective on the development or change of teachers’ beliefs. European journal of teacher education, 20(2), 243- 255. Bell, R. L., Lederman, N. G., & Abd-El-Khalick, F. (2000). Developing and acting upon one’s conception of the nature of science. Journal of research in science teaching, 37(6), 563-581. Berg, van den, R., & Vandenberghe, R. (1999). Succesvol leiding geven aan onderwijsinnovaties: Investeren in mensen. Alphen aan den Rijn: Samson. Bibou-Nakou, I., Kiosseoglou, G., & Stogiannidou, A. (2000). Elementary teachers’ perceptions regarding school behavior problems: Implications for school psychological services. Psychology in the schools, 37(2), 123-217. Block, J. H., & Hazelip, K. (1995). Teachers’ beliefs and belief systems. In L.W. Anderson, (Eds.), International encyclopedia of teaching and teacher education (pp. 25-28). Oxford, NY: Pergamon. Bolhuis, S. (2000). Naar zelfstandig leren: Wat doen en denken docenten? Leuven: Garant. Bonset, H., Kruijk, de, D. (2001). Vakdossiers 2001: Nederlands. Enschede: Stichting Leerplanontwikkeling. Brickhouse, N. W. (1990). Teachers’ beliefs about the nature of science and their relationship to classroom practice. Journal of teacher education, 41(3), 53-62. Brok, den, P. (2001). Teaching and student outcomes: A study on teachers’ thoughts and actions from an interpersonal and a learning activities perspective. Dissertatie, Universiteit Utrecht. Brok, den, P., Brekelmans, M., & Wubbels, Th. (2001). Consistency between teacher cognition and behaviour: A quantitative and qualitative investigation of differences and similarities between ideals and actual behaviour of English teachers in Secondary Education. Paper gepresenteerd op de tweejaarlijkse conferentie van de European association of research on learning and instruction, Fribourg, Switzerland, 26-30 Augustus 2001. Brown, S., & McIntyre, D. (1993). Making sense of teaching. Buckingham: Open University Press. Calderhead, J. (1996). Teachers: beliefs and knowledge. In D. Berliner, R. C. Calfee (Eds.), Handbook of educational psychology. New York: MacMillan.
157
Literatuur
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M.C. Wittrock (Eds.), Handbook of research on teaching. New York: MacMillan. Creswell, J. W. (1998). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks: Sage. Dolk, M. (1997). Onmiddellijk onderwijsgedrag: Over denken en handelen van leraren in onmiddellijke onderwijssituaties. Dissertatie, Universiteit Utrecht. Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational research, 38(1), 47-65. Fenstermacher, G. D., & Richardson, V. (1993). The elicitation and reconstruction of practical arguments in teaching. Journal of curriculum studies, 25(2), 101-114. Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. Review of research in education, 20, 3-56. Festinger, L. (1957). A theory of cognitive dissonance. Evanston: Row Peterson. Fischer-Mueller, J., & Zeidler, D. L. (2002). A case study of teacher beliefs in contemporary science education goals and classroom practices. Science Educator, 11(1), 46-57. Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, Massachusetts: Addison-Wesley. Fishbein, M., Triandis, H. C., Kanfer, F. H., Becker, M., Middlestadt, S. E., & Eichler, A. (2001). Factors influencing behavior and behavior change. In A. Baum, R.A. Revenson, & J.E. Singer. (Eds.), Handbook of health psychology, Mahwah New Jersey: Lawrence Erlbaum Associates. Fiske, S. T., & Taylor, S. E. (1991). Social cognition. New York: McGraw-Hill Inc. Georgiou, S. N., Christou, C., Stavrinides, P., & Panaoura, G. (2002). Teacher attributions of student failure and teacher behavior toward the failing student. Psychology in the schools, 39(5), 583-595. Gess-Newsome, J. (1999). Secondary teachers’ knowledge and beliefs about subject matter and their impact on instruction, In J. Gess-Newsome, & N. G. Lederman (Eds.), Examining pedagogical content knowledge: the construct and its implications for science education. Dordrecht: Kluwer. Green, T. F. (1971). The activities of teaching. Tokyo: McGraw-Hill Kogakusha, Ltd. Guba, A. G. (1978). Toward a methodology of naturalistic inquiry in educational evaluation. Los Angelas: Centre for the study of evaluation, UCLA. Hau, K., & Salili, F. (1993). Measurement of achievement attribution: A review of instigation methods, question contents, and measurement formats. Educational psychological review, 5(4), 377-422. Ho, A., Watkins, D., & Kelly, M. (2001). The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme, Higher Education, 42(2), 143-169. Halkes, R., & Olson, J. K. (1984). Introduction. In R. Halkes, & J. K. Olson (Eds.), Teaching thinking: A new perspective on persisting problems in education. Lisse: Swets & Zietlinger. Haney, J. J., & McArthur, J. (2002). Four case studies of prospective science teachers’ beliefs concerning constructivist teaching practices. Science Education, 86(6), 783-802. Haney, J. J., Lumpe, A. T., Czerniak, C., & Egan, V. (2002). From beliefs to actions: The beliefs and actions of teachers implementing change. Journal of science teacher education, 13(3), 171-187. Ijzendoorn, van, M. H., & Miedema, S. (1986). De kwaliteit van kwalitatief onderzoek. Pedagogische Studiën, 63, 498-505. Janssens, F. J. G. (1985). Betrouwbaarheid en validiteit in interpretatief onderzoek. Pedagogisch tijdschrift, 10(3), 149-161.
158
Literatuur
Johnston, K.(1991). High school science teachers’ conceptualizations of teaching and learning: theory and practice. European journal of teacher education, 14(1), 65-78. Kagan, D. M. (1990). Ways of evaluating teacher cognition: Inferences concerning the Goldilocks principle. Review of educational research, 60(3), 419-469. Kagan, D. M. (1992). Implications of research on teacher belief. Educational psychologist, 27(1), 65-90. Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of educational research, 72(2), 177-228. Keith, M. J. (1988). Stimulated-recall and teachers’ thought processes: A critical review of the methodology and an alternative perspective. Paper presented at the annual meeting of the mid-south educational research association, Louisville, KY, 9-11 November 1988. Kember, D. (1997). A reconceptualisation of the research into university academics’ conceptions of teaching. Learning and instruction, 7(3), 255-275. Klaassen, C. W. J. M. (1995). A problem-posing approach to teaching the topic of radioactivity. Dissertatie, Universiteit Utrecht. Klaassen, C. W. J. M., & Lijnse, P. L. (1996). Interpreting students’ and teachers’ discourse in science classes: an underestimated problem? Journal of research in science teaching, 33(2), 115-134. Korthagen, F., & Lagerwerf, B. (1996). Reframing the relationship between teacher thinking and teacher behaviour: Levels in learning about teaching. Teachers and teaching: theory and practice, 2(2), 161- 190. Kortland, J. (2001). A problem posing approach to teaching decision making about the waste issue. Dissertatie, Universiteit Utrecht. Laplante, B. (1997). Teachers’ beliefs and instructional strategies in science: pushing analysis further. Science education, 81(3), 277-294. Lecompte, M. D., & Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of educational research, 52(1), 31-60. Lederman, N. G. (1999). Teachers understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of research in science teaching, 36(8), 916-929. Lijnse, P. L. (1997). Vakdidactiek: het vergeten fundament van het studiehuis? Tijdschrift voor didactiek der β-wetenschappen, 14(1), 72 – 91. Lowyck, J., & Clark, C. M. (1988). Preface. In J. Lowyck, & C.M. Clark (Eds.), Teacher thinking and professional action, Leuven: University press. Marland, P., & Osborne, B. (1990). Classroom theory, thinking, and action. Teaching and teacher education, 6(1), 93-109. Martin, E., Prosser M., Trigwell, K., Ramsden, P., & Benjamin, J. (2000). What university teachers teach and how they teach it. Instructional science, 28, 387-412. Mathijsen, I. C. H., Valk, van der, A. E., Eijkelhof, H. M. C., & Wubbels, Th. (1999). Opvattingen en zorgen van docenten tijdens de implementatie van de Tweede Fase. Paper gepresenteerd op de Onderwijs Research Dagen, Nijmegen, 20-21 Mei, 1999. Mathijsen, I. C. H., Brekelmans, J. M. G., Eijkelhof, H. M. C., & Wubbels, Th. (2002). Situatiespecifieke cognities van docenten. Paper gepresenteerd op de Onderwijs Research Dagen, Antwerpen, 29-31 Mei, 2002. Meijer, P. (1999). Teachers’ practical knowledge: Teaching reading comprehension in secondary education. Dissertatie: Universiteit Leiden. Merriam, S. B. (1998). Qualitative research and case study applications in education : revised and expanded from "Case study research in education". San Francisco: Jossey-Bass. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand oaks: Sage. 159
Literatuur
Ministerie van onderwijs, cultuur en wetenschappen. (2005). Dossier Tweede Fase. http://www.minocw.nl/tweedefase/index.html Mitchell, J., & Marland, P. (1989). Research on teacher thinking: The next phase. Teaching and teacher education, 5(2), 115-128. Morine-Dershimer, G. (1987). Practical examples of the practical argument: A case in point. Educational theory, 37(4), 395-407. Morine-Dershimer, G. (1988). Premises in the practical arguments of preservice teachers. Teaching and teacher education, 4(3), 215-229. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of curriculum studies, 19(4), 317-328. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332. Parreren, van, C. (1983). Leren door handelen: Onderwijsvernieuwing in de klas. Apeldoorn: van Walraven bv. Putnam, R. T., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In B. J. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching (pp. 1223-1296). Dordrecht: Kluwer academic publishers. Raymond, A. M. (1997), Inconsistency between a beginning elementary teacher’s mathematics beliefs and teaching practice. Journal for research in mathematics education, 28(5), 550-576. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Eds), Handbook of research on teacher education. New York: MacMillan. Schoenfeld, A. H. (1998). Toward a theory of teaching-in-context. Issues in education, 4(1), 194. Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions, and behavior. Review of educational research, 51(4), 455-498. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14. Smaling, A. (1990). Enige aspecten van kwalitatief onderzoek en het klinische interview. Tijdschrift voor nascholing en onderzoek van het reken-wiskundeonderwijs, 8(3), pp. 4-10. Smedslund, J. (1988). Psycho-logic. Berlin: Springer-Verlag. Smith, J. A. (1995). Semi-structured interviewing and qualitative analysis. In: J.A. Smith, R. Harré, & Langenhove, van, L. (Ed.). Rethinking methods in psychology. London: Sage Publications. Solomon, D., & Battistich, V. (1996). Teachers beliefs and practices in schools serving communities that differ in socioeconomic level. Journal of experimental education, 64(4), 327-347. Southerland, S. A., Gess-Newsome, J., & Johnston, A. (2003). Portraying science in the classroom: The manifestation of scientists’ beliefs in the classroom practice. Journal of research in science teaching, 40(7), 669-691. Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and teacher education, 17, 213-226. Swanborn, P. G. (2000). Case- study’s: Wat, wanneer en hoe? Amsterdam: Boom. Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws. Handbook of research on mathematics teaching and learning (pp. 127-144). New York: MacMillan. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and teacher education, 17, 783-805. Vallacher, R. R., & Wegner, D. M. (1987). What do people think they’re doing? Action identification and human behavior. Psychological review, 94(1), 3-15. 160
Literatuur
Valk, van der, T. (1998). De opzet van een ontwikkelingsonderzoek-project en een AIO-onderzoek: ‘Een begeleide ontwikkeling van een beta-didactiek in profielteams-in-wording’. Intern document. Universiteit Utrecht: Centrum voor Didactiek van Wiskunde en Natuurwetenschappen en IVLOS. Valk, van der, T. (1999). Zelfstandig werken staat zelfstandig leren in de weg. Didactief & School, 4, 26 - 27. Veen, van, K. (2003). Teachers’ emotions in a context of reforms. Dissertatie. Universiteit Nijmegen. Verloop, N. (1989). Interactive cognitions of student-teachers: An intervention study. Dissertatie. Arnhem: Cito. Verloop, N. (1992). Praktijkkennis van docenten: een blinde vlek van de onderwijskunde. Pedadgogische Studiën, 69, 410-423. Verloop, N. (1998). De leraar: korte review-studie in opdracht van de programmaraad voor het onderwijsonderzoek. Leiden: ICLON. Veugelers, W. (1998). Het vormingsgericht studiehuis. In W. Veugelers,& H. Zijlstra. (Eds.), Lesgeven in het studiehuis. Leuven: Garant. Vollebregt, M. J. (1998). A problem posing approach to teaching an initial particle model. Dissertatie. Universiteit Utrecht. Vries, de, Y., & Beijaard, D. (1999). Teachers’ conceptions of education: A practical knowledge perspective on ‘good’ teaching. Interchange, 30(4), 371-397. Wardekker, W. (1999). Criteria voor de kwaliteit van onderzoek. In B. Levering, & P. Smeyers (Eds.), Opvoeding en onderwijs leren zien: Een inleiding in interpretatief onderzoek (pp. 5067). Amsterdam: Boom. Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag. Westbroek, H. (2005). Characteristics of meaningful chemistry education: The case of water quality. Dissertatie. Universiteit Utrecht. Wubbels, Th., Brekelmans, M., & Hooymayers, H. P. (1992). Do teacher ideals distort the selfreports of their interpersonal behavior? Teaching and teacher education, 8(1), 47-58. Yinger, R. J. (1986). Examining thought in action: A theoretical and methodological critique of research on interactive teaching. Teaching and teacher education, 2(3), 263-282. Zanting, A. (2001). Mining the mentor’s mind: The elicitation of mentor teachers’ practical knowledge by prospective teachers. Dissertatie. Universiteit Leiden.
161