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What Is the Significance of John Dewey's Approach to the Problem of Knowledge?
14 references·0 citing·30 second hop
What Is the Significance of John Dewey's Approach to the Problem of Knowledge? (1998)What Is the Significance of John Dewey's …Theory of Knowledge (2015)Theory of KnowledgeReflective Practitioner (2014)Reflective PractitionerPhilosophy and the Mirror of Nature (2008)Philosophy and the Mirror of …Teachers' professional knowledge landscapes (1995)Teachers' professional knowle…Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism (1995)Deweyan Pragmatism and the Ep…Dewey's New Logic (1994)Dewey's New LogicConducting Research on Practice (1994)Conducting Research on Practi…Toward a Pedagogy of Cases (1992)Toward a Pedagogy of CasesA History of Knowledge (1991)A History of KnowledgeSignificant and Worthwhile Change in Teaching Practice (1990)Significant and Worthwhile Ch…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Educating the reflective practitioner (1987)Educating the reflective prac…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…The Sources of a Science of Education. (1930)The Sources of a Science of E…Handbook of research on teaching (1986)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions (1996)Self-Study In Teacher Education (2003)Le concept de recherche collaborative : l’idée d’un rapprochement entre chercheurs universitaires et praticiens enseignants (2007)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)1. Toward a Theory of Culturally Relevant Pedagogy (1995)The Knower and the Known: The Nature of Knowledge in Research on Teaching (1994)Coming to Understand: Orgasm and the Epistemology of Ignorance (2004)Assertion, Knowledge, and Rational Credibility (2006)Stories of Experience and Narrative Inquiry (1990)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)The Relationship Between Teachers’ Beliefs and Practices in Reading Comprehension Instruction (1991)A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction (1994)Capturing Teachers’ Generative Change: A Follow-Up Study of Professional Development in Mathematics (2001)Talking science: language, learning, and values (1991)Introduction: epistemic communities and international policy coordination (1992)Toward a Theory of Social Practices (2002)A Dynamic Theory of Organizational Knowledge Creation (1994)Craft Knowledge and the Education of Teachers (1992)Images of rate and operational understanding of the fundamental theorem of calculus (1994)The Right to Learn and the Advancement of Teaching: Research, Policy, and Practice for Democratic Education (1996)Effective Reflective Practice (2002)Reframing Professional Development Through Understanding Authentic Professional Learning (2009)Exploring inclusive pedagogy (2010)
this work references cited by second hop

References

  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 1987Educating the reflective practitioner11,394 cited
  • 2014Reflective Practitioner8,325 cited
  • 2008Philosophy and the Mirror of Nature4,927 cited
  • 1995Teachers' professional knowledge landscapes1,207 cited
  • 1990Significant and Worthwhile Change in Teaching Practice570 cited
  • 2015Theory of Knowledge446 cited
  • 1994Conducting Research on Practice430 cited
  • 1930The Sources of a Science of Education.399 cited
  • 1992Toward a Pedagogy of Cases373 cited
  • 1995Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism165 cited
  • 1994Dewey's New Logic57 cited
  • 1991A History of Knowledge46 cited

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