Self-evaluation - Technische Universiteit Eindhoven

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Appendices self-evaluation research programme ESoE Hodson, D., & Hodson, J. (1998). Science education as enculturation: some implications for practice. School Science Review, 80, 17-24. Hoekstra, A. (2007). Experienced teachers’ informal learning in the workplace. Doctoral dissertation. Utrecht University. Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice (3rd. ed.). London: Routledge Falmer. Jochems, W. (2007). Onderwijsinnovatie als leidraad voor onderwijsresearch en professionele ontwikkeling. Inaugural lecture. TU Eindhoven. Kelly, A. (1986). The development of girls’ and boys’ attitudes to science: a longitudinal study. European Journal of Science Education, 8, 399-412. Knain, E. (2001). Ideologies in school science textbooks. International Journal of Science Education, 23, 319-329. Korthagen, F.A.J. (2001. Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Latour, B. (1990). Drawing Things Together. In M. Lynch & S. Woolgar (Eds.), Representation in Scientific Practice (pp. 19-68). Cambridge, MA: MIT Press. Laugksch, R.C. (2000). Scientific literacy: A conceptual overview. Science Education, 84, 71– 94. Lave, J.J. (1988). Cognition in Practice: Mind, Mathematics and Culture in Everyday Life. Cambridge, UK: Cambridge University Press. Lee, O. (1997). Scientific Literacy for all: What is it, and how can we achieve it? Journal Of Research In Science Teaching, 34, 219-222. Lemke, J. (1992). The Missing Context in Science Education: Science. Paper presented at American Educational Research Association annual meeting, Atlanta, GA. Levy, F. & R.J. Murnane (2006). How computerized work and globalization shape human skill demands. Downloaded November, 2, 2006, from http://web.mit.edu/flevy/www/. Lyons, T. (2006). Different Countries, Same Science Classes: Students' experiences of school science in their own words. International Journal of Science Education, 28(6), 591-613. Mansvelder-Longayroux, D.D., Beijaard, D., & Verloop, N. (2007). The portfolio as a tool for stimulating reflection by student teachers. Teaching and Teacher Education, 23(1), 47-62. Marton, F., & Saljö, R. (1984). Approaches to learning. In F. Marton, D. Hounsel & N.J. Entwistle (Eds.), The experience of learning (pp. 36-55). Edinburgh: Scottish Academic Press. McCormack, A., Gore, J., & Thomas, K (2006). Early career professional learning. Asia-Pacific Journal of Teacher Education, 34(1), 95-113. McGinnis, J.R., & Pearsall, M. (1998). Teaching elementary science methods to women: A male professor's experience from two perspectives. Journal of Research in Science Teaching, 35, 919 - 949. Moore, R. W., & Foy, R. L. (1997). The Scientific Attitude Inventory: a revision (SAI II). Journal of Research in Science Teaching, 34, 327-336. Nias, J. (2005). Why teachers need their colleagues: A developmental perspective. In D. Hopkins (Ed.), The practice and theory of school improvement. International handbook of educational change (pp. 223-237). Dordrecht: Springer. Nicholls, J.G. (1984). Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91 (3), 328-346. OECD (2006). Evolution of Student Interest in Science and Technology Studies Policy Report. Found on the OECD website: http://www.nieuwescheikunde.nl/, on June 29, 2007. Partnership for 21st Century Skills (2009) Framework for 21st Century Learning. Downloaded February, 15, 2010, from http://www.21stcenturyskills.org/documents/P21_Framework.pdf Rodriguez, A. J. (1998). Strategies for counterresistance: Toward sociotransformative constructivism and learning to teach science for diversity and understanding. Journal of Research in Science Teaching, 35, 589 - 622. Ross, J.A., & Bruce, C.D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23, 146-159. Roth, W.-M. & Barton, A. C. (2004). Rethinking Scientific Literacy. New York: Routledge-Falmer. Roth, W.-M. & Lee Y.J. (2007). Vygotsky’s neglected legacy: cultural-historical activity theory. Review of Educational Research, 77, 186-232. 76
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