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Why Is Dissemination So Difficult? The Nature of Teacher Knowledge and the Spread of Curriculum Reform
16 references·8 citing·21 second hop
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References

  • 1985The Reflective Practitioner: How Professionals Think in Action21,268 cited
  • 1984The reflective practitioner: How professionals think in action19,752 cited
  • 2015Democracy and Education10,891 cited
  • 1986Actual Minds, Possible Worlds8,655 cited
  • 1999Narrative Inquiry: Experience and Story in Qualitative Research8,408 cited
  • 1991Acts of meaning8,149 cited
  • 1996The Structure of Scientific Revolutions7,278 cited
  • 1917Democracy and Education.6,772 cited
  • 1986Actual Minds, Possible Worlds.6,608 cited
  • 1996The Culture of Education6,227 cited
  • 1990Stories of Experience and Narrative Inquiry5,445 cited
  • 2026Art as Experience (1934)5,188 cited
  • 1923I and Thou3,185 cited
  • 1968Life in Classrooms2,682 cited
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Cited by

  • 2009Research in the Midst of Organized School Reform: Versions of Teacher Community in Tension

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92 cited
  • 2009“Small” Stories and Meganarratives: Accountability in Balance84 cited
  • 2010Classroom‐level teacher professional development and satisfaction: teachers learn in the context of classroom‐level curriculum development82 cited
  • 2012Coming to know in the ‘eye of the storm’: A beginning teacher's introduction to different versions of teacher community78 cited
  • 2007Chapter 2 Resisting Unlearning: Understanding Science Education’s Response to the United States’s National Accountability Movement71 cited
  • 2010Beyond Computers In The Classroom: Factors Related To Technology Adoption To Enhance Teaching And Learning68 cited
  • 2015The treatment of culture in the foreign language curriculum: an analysis of national curriculum documents43 cited
  • 2007“Surface and depth”: generative tensions for a “comprehensive” view of music education5 cited