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Comparative Understanding of School Subjects: Past, Present, and Future
16 references·1 citing·36 second hop
Comparative Understanding of School Subjects: Past, Present, and Future (2005)Comparative Understanding of School Subje…Art as Experience (1934) (2026)Art as Experience (1934)The Uses of Argument (2003)The Uses of ArgumentBasics of qualitative research : techniques and procedures for developing grounded theory (1998)Basics of qualitative researc…Learning to Labor: How Working Class Kids Get Working Class Jobs. (1996)Learning to Labor: How Workin…Acts of meaning (1991)Acts of meaningSituated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Handbook of research on teaching (1986)Handbook of research on teach…Actual Minds, Possible Worlds. (1986)Actual Minds, Possible Worlds.Actual Minds, Possible Worlds (1986)Actual Minds, Possible WorldsCategorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Symbolic Interactionism: Perspective and Method. (1971)Symbolic Interactionism: Pers…The Structure of Scientific Revolutions (1963)The Structure of Scientific R…The Structure of Scientific Revolutions (1963)The Structure of Scientific R…Thought and language (1962)Thought and languageThe Process of Education (1960)The Process of EducationPre-service biology teachers’ perceptions on the instruction of socio-scientific issues in the curriculum (2011)Pre-service biology teachers’…The developmental psychology of Jean Piaget. (1963)Family resemblances: Studies in the internal structure of categories (1975)Basic objects in natural categories (1976)Principles of Language Learning and Teaching (1981)Researching Lived Experience: Human Science for an Action Sensitive Pedagogy (1990)Narrative Inquiry: Experience and Story in Qualitative Research (1999)Using thematic analysis in psychology (2006)Document Analysis as a Qualitative Research Method (2009)Seeking Qualitative Rigor in Inductive Research (2012)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Those Who Understand: Knowledge Growth in Teaching (1986)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Mental Models (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Situated Learning: Legitimate Peripheral Participation. (1994)What Video Games Have to Teach Us about Learning and Literacy (2004)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teacher efficacy: capturing an elusive construct (2001)Narrative configuration in qualitative analysis (1995)Culture and Cognition (1997)Work/Family Border Theory: A New Theory of Work/Family Balance (2000)Emotion Work, Feeling Rules, and Social Structure (1979)The Social Amplification of Risk: A Conceptual Framework (1988)Anarchy is what states make of it: the social construction of power politics (1992)Stories of Experience and Narrative Inquiry (1990)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)What Is Agency? (1998)Grounded theory research: Procedures, canons, and evaluative criteria (1990)Toward a Theory of Situation Awareness in Dynamic Systems (1995)Social Capital, Intellectual Capital, and the Organizational Advantage (1998)The Social Construction of Reality: A Treatise in the Sociology of Knowledge. (1967)Competing paradigms in qualitative research. (1994)Sample Size in Qualitative Interview Studies (2015)
this work references cited by second hop

References

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  • 1963The Structure of Scientific Revolutions35,276 cited
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  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
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  • 1971Symbolic Interactionism: Perspective and Method.9,967 cited
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  • 2026Art as Experience (1934)5,188 cited

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  • 2011Pre-service biology teachers’ perceptions on the instruction of socio-scientific issues in the curriculum50 cited