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The beliefs and perceptions of pre-service teachers enrolled in a subject-area dominant teacher education program about “Effective Education”
16 references·1 citing·28 second hop
The beliefs and perceptions of pre-service teachers enrolled in a subject-area dominant teacher education program about “Effective Education” (2006)The beliefs and perceptions of pre-servic…Fourth Generation Evaluation (2014)Fourth Generation EvaluationThe National Science Education Standards (2013)The National Science Educatio…Handbook of Educational Psychology (2013)Handbook of Educational Psych…Handbook of Research on Teaching (2001)Handbook of Research on Teach…Handbook of educational psychology (1997)Handbook of educational psych…National Science Education Standards (1995)National Science Education St…Handbook of Qualitative Research. (1995)Handbook of Qualitative Resea…Handbook of Qualitative Research (1994)Handbook of Qualitative Resea…Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teachers' Beliefs and Educati…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Qualitative evaluation and research methods (1990)Qualitative evaluation and re…Qualitative evaluation and research methods (1990)Qualitative evaluation and re…Handbook of research on teacher education (1990)Handbook of research on teach…Fourth-Generation Evaluation (1988)Fourth-Generation EvaluationThose Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…National Council of Teachers of Mathematics (1979)National Council of Teachers …Consistency and development of teachers’ epistemological and ontological world views (2010)Consistency and development o…Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Teacher Efficacy: Its Meaning and Measure (1998)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)The Concept of Mind (2006)Teacher Technology Change (2010)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Competing paradigms in qualitative research. (1994)Mixed Methods Research: A Research Paradigm Whose Time Has Come (2004)Thematic Analysis (2017)Determining Validity in Qualitative Inquiry (2000)Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups (2007)Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness (2003)Using thematic analysis in psychology (2006)Document Analysis as a Qualitative Research Method (2009)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The qualitative content analysis process (2008)Understanding and Evaluating Qualitative Research (2002)The qualitative research interview (2006)Rethinking Critical Theory and Qualitative Research (2011)
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  • 1979National Council of Teachers of Mathematics8,499 cited
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  • 2010Consistency and development of teachers’ epistemological and ontological world views44 cited