Language Teacher Cognition Bibliography - School of Education

Watson Todd, R. (2003). Studying the beliefs of novice teachers and teacher trainers. In G. Hadley (Ed.), Action research
in action (pp. 39-44). Singapore: RELC.
White, C. S., Sturtevant, E. G., & Dunlap, K. L. (2003). Preservice and beginning teachers' perceptions of the influence of
high stakes tests on their literacy-related instructional beliefs and decisions. Reading Research And
Instruction, 42(2), 39-62.
Allen, L. Q. (2002). Teachers' pedagogical beliefs and the standards for foreign language learning. Foreign Language
Annals, 35(5), 518-529.
Brindley, R., & Schneider, J. J. (2002). Writing instruction or destruction: Lessons to be learned from fourth-grade
teachers' perspectives on teaching writing. Journal of Teacher Education, 53(4), 328-341.
Burgess, J., & Etherington, S. (2002). Focus on grammatical form: Explicit or implicit System, 30(4), 433-458.
Cajkler, W., & Hislam, J. (2002). Trainee teachers' grammatical knowledge: The tension between public expectation
and individual competence. Language Awareness, 11(3), 161-177.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1),
1-13.
Grable, L., & Park, J. C. (2002). Expanding teachers' literacy in science and mathematics: Basing technology
professional development on histories of classroom practice and beliefs. Technology And Teacher Education
Annual, 2, 652-653.
Hulshof, H., & Verloop, N. (2002). The use of analogies in language teaching: Representing the content of teachers'
practical knowledge. Journal of Curriculum Studies, 34(1), 77-90.
Johnson, K. E., & Golombek, P. R. (Eds.). (2002). Teachers' narrative inquiry as professional development. New York:
Cambridge University Press.
Keblowska, M. (2002). The role of the foreign language teacher in the classroom -- the teachers' beliefs and role
behavior versus the students' expectations. Studia Anglica Posnaniensia: international review of English
Studies, Annual 2002, 317-327.
Keiko, S., & Gaies, S. J. (2002). Beliefs and professional identity. Language Teacher, 26(6), 7-11.
Krashen, S. (2002). Teachers' beliefs and knowledge about bilingual education. Retrieved 5 December, 2003, from
www.cal.org/natl-lit-panel/comments/Krashen-beliefs.pdf.
Lumley, T. (2002). Assessment criteria in a large-scale writing test: What do they really mean to the raters Language
Testing, 19(3), 246-276.
Macdonald, S. (2002). Pronunciation - views and practices of reluctant teachers. Prospect, 17(3), 3-18.
Many, J. E., Howard, F., & Hoge, P. (2002). Epistemology and preservice teacher education: How do beliefs about
knowledge affect our students' experiences English Education, 34(4), 302-322.
McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., . . . Gray, A. L. (2002). Beginning literacy:
Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities,
35(1), 69-86.
McCutcheon, G., & Milner, H. R. (2002). A contemporary study of teacher planning in a high school English class.
Teachers and Teaching, 8(1), 81-94.
Mori, R. (2002). Teachers' beliefs and corrective feedback. JALT Journal, 24(1), 48-69.
Peck, S. M. (2002). "I do have this right. You can't strip that from me": Valuing teacher's knowledge during literacy
instructional change. Yearbook- National Reading Conference, 51, 344-356.
Sakui, K. (2002). Motivation and autonomy: Japanese teachers’ perspectives. In A. S. Mackenzie & E. McCafferty (Eds.),
Developing autonomy: Proceedings of the jalt cue conference 2001. (pp. 73-78). Tokyo: Tokyo: The Japan
Association for Language Teaching College & University Educators Special Interest Group.
Sato, K. (2002). Practical understandings of communicative language teaching and development. In S. J. Savignon
(Ed.), Interpreting communicative language teaching (pp. 40-81). New Haven: Yale University Press.
Sengupta, S., & Xiao, M. K. (2002). The contextual reshaping of beliefs about l2 writing: Three teachers' practical
process of theory construction. TESL-EJ, 5(6), 1-19. http://writing.berkeley.edu/tesl-ej/ej21/a1.html
Andrews, S. (2001). The language awareness of the l2 teacher: Its impact upon pedagogical practice. Language
Awareness, 10(2&3), 75-90.
Arabsolghar, F., & Elkins, J. (2001). Teachers' expectations about students' use of reading strategies, knowledge and
behaviour in grades 3, 5 and 7. Journal Of Research In Reading, 24(2), 154-162.
Badger, R., MacDonald, M., & White, G. (2001). Second language acquisition courses and student teachers' values.
Academic Exchange Quarterly, 5(3), 5-11.
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