Ball, D. (2001). With an eye on the mathematical horizon: Dilemmas of teaching

elementary school mathematics. In R. Davidson (Ed.). (2001). Field observations:   

Stories. Columbia, MO: University of Missouri Press.

Ball, D., & Cohen, D. (1999). Developing practice, developing practitioners: Toward a

practice-based theory of professional education. In L. Darling-Hammond & G.

Sykes (Eds.). Teaching as the learning profession: A handbook of policy and

practice. San Francisco: Jossey Bass.

Begle, E. G. (1972). Teacher knowledge and student achievement in algebra (SMSG

Report No. 9). Palo Alto, CA: Stanford University

Berliner, D. (1992). Exemplary performances: Studies of expertise in teaching. Collected

Speeches. National Art Education Association Convention, 1992.

Berliner, D.C., Stein, P., Sabers, D., Clarridge, P.B., Cushing, K. & Pinnegar, S. (1988).

Implications of research on pedagogical expertise and experience for mathematics

teaching. In D.A. Grouws, and T.J. Cooney (Eds.) (1988). Perspectives on

research on effective mathematics teaching. Reston, VA: National Council of

Teachers of Mathematics.

Black, P., & William D. (1998). Inside the black box: Raising standards through

classroom assessment. Phi Delta Kappan, 80(2), 139-148.

Bloom, B.S., (Ed.). (1956). Taxonomy of educational objectives: The classification of

educational goals. Handbook I: Cognitive domain. New York, NY: David McKay.

Boaler, J. (1997). Experiencing school mathematics: Teaching styles, sex and setting.

London: Open University Press.

Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco:

Jossey-Bass

Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University.

Carter, K. (1986). Teachers’ knowledge and learning to teach. In W. Houston (ed.),

Handbook of research on teacher education. New York: Macmillan.

Cohen, G.E., and Lotan, A.R. (1997). (Eds.) Working for equity in heterogeneous

classrooms: Sociological theory in practice. New York: Teachers College Press.

Danielson, C. (1996). Enhancing professional practice: A framework for teaching.

Alexandria, VA: Association for Supervision and Curriculum Development.

Darling-Hammond, L. (1998). The case for university-based teacher education. In R. Roth
(Ed.). The role of the university in the preparation of teachers. London: Routledge.

Darling-Hammond, L. & Bransford, J. (with LePage, P., Hammerness, K. & Duffy, H.) (Eds.).
(2005). Preparing teachers for a changing world: What teachers should learn and be able to do.
San Francisco: Jossey-Bass.

Darling-Hammond, L. (with Fickel, L., Koppich, J., Macdonald, M., Merseth, K., Miller,

L. Ruscoe, G., et al.). (2006). Powerful teacher education: Lessons from exemplary

programs. San Francisco: Jossey-Bass.

Dewey, J. (1897). The significance of the problem of knowledge. University of Chicago

Press.

Dewey, J. (1916). Democracy and education. Mineola, NY: Dover.

Elbaz, F.L. (1983). Teacher thinking: A study of practical knowledge. London: Croom

Helm.

Erault, M. (1994). Developing professional knowledge and competence. London: Falmer

Facione, P. (2001). Critical thinking: what it is and why it counts. California Academic

Press. Retrieved July 6, 2007, from http://www.calpress.com/critical.html

Fried, R. (2001). The passionate teacher: A practical guide. Boston: Beacon Press

Goleman, D. (1995). Emotional Intelligence. New York: Bantam

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21^st century.

New York: Basic Books.

Gardner, H. (1983). Multiple intelligences: The theory in practice. New York: Basic

Books.

Grimmet, P. & Mackinnon, A. (1992). Craft knowledge and the education of teachers. In

G. Grant (Eds.), Review of Research in Education (pp385-456). Washington, D.C.:

American Educational Research Association.

Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher

education. New York: Teachers College Press.

Hargreaves, A. & Goodson, I. (1996). Teachers professional lives: Aspirations and

Actualities, In I. Goodson and A. Hargreaves (Eds.). (1996). Teachers

professional lives. London: Routledge.

Hiemstra, R. (1994). Helping learners take responsibility for self-directed activities. In R.

Hiemstra & R. G. Brockett (Eds.), Overcoming resistance to self-direction in adult learning. San Francisco: Jossey Bass.

Housner, L. D. & Griffey, D.C. (1985). Teacher cognition: Differences in planning and

interactive decision making between experienced and inexperienced teachers.

Research Quarterly for Exercise and Sport, 56.

Jackson, P. W. (1986). The practice of teaching. New York: Teachers College Press.

Jensen, E. P. (1988). Super teaching: Master strategies for building student success. Del

Mar, CA: Turning Point.

Johnson, S. M. (1990). Teachers at work: achieving excellence in our schools. New

York: Basic Books

Leinhardt, G. (1988). Situated knowledge and expertise in teaching. In J. Calderhead

(Ed.), Teacher’s professional learning. Basingstoke: Falmer.

Palmer, P. J. (1998). The courage to teach. San Francisco: Jossey-Bass.

Schwab, J. J. (1973). The practical 3: Translation into curriculum. School Review, 81,

(pp. 501-522).

Scribner, J. P. (1999). Professional development: Untangling the influence of work

context on teacher learning. Educational Administration Quarterly. 35(2).

Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational

Leadership, 63(3).

Shulman, L.L. (1986). Those who understand: Knowledge growth in teaching.

Educational Researcher, 15(2).

Shulman, L.L. (1987). Knowledge and teaching: Foundations of the new reform.

Harvard Educational Review, 57(1).

Shulman, L. L. (1992). Toward a pedagogy of cases. In J. Shulman (Eds.), Case methods

in teacher education. New York: Teachers College Press.

Slavin, R. E. (2003). Educational Psychology: theory and practice. Boston: Pearson

Education, Inc.

Stitt-Gohdes, W. L. (2003). Student teachers and their students: Do their instructional and

learning preferences match? Business Education Forum, 57(4).

Stoddard, K., Braun, B., Dukes, L., and O’Loughlin, K. (2007). Building professional

dispositions in pre-service special educators: Assessment and instructional tactics.

Journal of University Teaching and Learning Practice, 4(1), pp. 28-39.

Talbert, J. E. & McLaughlin, M. W. (1996). Teacher professionalism in local school

contexts. In I. Goodson and A. Hargreaves (Eds.). (1996). Teachers professional

lives. London: Routledge.

Zunker, V. G. (1994). Using computers for career counseling. In Career counseling: Applied

concepts of life planning. (pp. 123-136). Pacific Grove, CA: Brooks/Cole