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Towards an articulation of expert classroom practice
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Ainley, Janet and Luntley, Michael (2007) Towards an articulation of expert classroom practice. Teaching and Teacher Education, Vol.23 (No.7). pp. 1127-1138. doi:10.1016/j.tate.2006.09.002 ISSN 0742-051X.
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Official URL: http://dx.doi.org/10.1016/j.tate.2006.09.002
Abstract
We report on a small scale study with six experienced teachers of mathematics in which we have applied a general theoretical model of expert practice (developed by the second author) to explore the nature of the knowledge base that enables teachers to operate effectively in the complexity of a class of 30 pupils. This model uses the notion of attention-dependent knowledge, which is derived through the use of specialised attentional skills. A methodology was developed which enabled us both to investigate the role of attention-dependent knowledge and to develop a basic vocabulary to articulate aspects of expert classroom practice.
Item Type: | Journal Article | ||||
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Subjects: | L Education | ||||
Divisions: | Faculty of Social Sciences > Philosophy | ||||
Journal or Publication Title: | Teaching and Teacher Education | ||||
Publisher: | Elsevier | ||||
ISSN: | 0742-051X | ||||
Official Date: | October 2007 | ||||
Dates: |
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Volume: | Vol.23 | ||||
Number: | No.7 | ||||
Number of Pages: | 12 | ||||
Page Range: | pp. 1127-1138 | ||||
DOI: | 10.1016/j.tate.2006.09.002 | ||||
Status: | Peer Reviewed | ||||
Publication Status: | Published | ||||
Access rights to Published version: | Restricted or Subscription Access |
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