Language Teacher Cognition Bibliography - School of Education

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Konopak, B. C., & Williams, N. L. (1994). Elementary teachers' beliefs and decisions about vocabulary learning and instruction. Yearbook of the National Reading Conference, 43, 485-495. Mergendoller, J. R., & Sachs, C. H. (1994). Concerning the relationship between teachers' theoretical orientations towards reading and their concept maps. Teaching and Teacher Education, 10(6), 589-599. Mitchell, R. (1994). Foreign language teachers and the teaching of grammar. In M. Bygate, A. Tonkyn & E. Williams (Eds.), Grammar and the language teacher (pp. 215-223). London: Prentice Hall. Mitchell, R., Brumfit, C., & Hooper, J. (1994). Perceptions of language and language learning in English and foreign language classrooms. In M. Hughes (Ed.), Perceptions of teaching and learning (pp. 53-65). Clevedon: Multilingual Matters. Mitchell, R., Brumfit, C., & Hooper, J. (1994). Knowledge about language: Policy, rationales and practices. Research Papers In Education, 9(2), 183-205. Mok, W. E. (1994). Reflecting on reflections: A case study of experienced and inexperienced esl teachers. System, 22(1), 93-111. Muchmore, J. A. (1994). A statewide survey of the beliefs and practices of chapter 1 reading teachers. Remedial and Special Education, 15(4), 252-259. Olson, J. R., & Singer, M. (1994). Examining teacher beliefs, reflective change and the teaching of reading. Reading Research And Instruction, 34(2), 97-110. Williams, E. (1994). English grammar and the views of English teachers. In M. Bygate, A. Tonkyn & E. Williams (Eds.), Grammar and the language teacher (pp. 105-118.). London: Prentice Hall International. Alvarez, G., Broca, A., & Bruton, A. (1993). Reading wants and needs in EFL: Learners' and teachers' perceptions. Reading In A Foreign Language, 9(2), 859-865. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court. Davis, M. M., Konopak, B. C., & Readence, J. E. (1993). An investigation of two chapter i teachers' beliefs about reading and instructional practices. Reading Research And Instruction, 33(2), 105-118. Fox, C. A. (1993). Communicative competence and beliefs about language among graduate teaching assistants in french. Modern Language Journal, 77(3), 313. Freeman, D. (1993). Renaming experience/reconstructing practice: Developing new understandings of teaching. Teaching and Teacher Education, 9(5/6), 485-497. Lightbown, P. M., & Spada, N. (1993). How languages are learned. Oxford: Oxford University Press. McCargar, D. F. (1993). Teacher and student role expectations: Cross-cultural differences and implications. Modern Language Journal, 77, 192-207. Palfreyman, D. (1993). ‘How i got it in my head’: Conceptual models of language and learning in native and non-native trainee EFL teachers. Language Awareness(2), 209-223. Scharer, P. L., Freeman, E. B., & Lehman, B. A. (1993). Literacy and literature in elementary classrooms: Teachers' beliefs and practices. Yearbook of the National Reading Conference, 42, 359-366. Wray, D. (1993). Student-teachers' knowledge and beliefs about language. In N. Bennett & C. Carré (Eds.), Learning to teach (pp. 51-72). London: Routledge. Wyatt, M., & Pickle, M. (1993). "Good teaching is good teaching": Basic beliefs of college reading instructors. Journal of Reading, 36(5), 340-348. Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect, 7(3), 56-66. Freeman, D. (1992). Emerging discourse and change in classroom practice. In J. Flowerdew, M. Brock & S. Hsia (Eds.), Perspectives on second language teacher education. Hong Kong: City Polytechnic of Hong Kong. Holt Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in course work. American Educational Research Journal, 29(2), 325-349. Johnson, K. E. (1992). Learning to teach: Instructional actions and decisions of preservice esl teachers. TESOL Quarterly, 26(3), 507-535. Johnson, K. E. (1992). The relationship between teachers' beliefs and practices during literacy instruction for nonnative speakers of English. Journal of Reading Behavior, 24(1), 83-108. McCarthey, S. J. (1992). Teachers' changing conceptions of writing instruction (ncrtl report 92-3). Retrieved 20 October, 2010, from http://ncrtl.msu.edu/http/rreports/html/pdf/rr923.pdf Mitchell, R., & Hooper, J. (1992). Teachers' views of language knowledge. In C. James & P. Garrett (Eds.), Language awareness in the classroom (pp. 40-50). London: Longman. 24
Nunan, D. (1992). The teacher as decision-maker. In J. Flowerdew, M. Brock & S. Hsia (Eds.), Perspectives on second language teacher education (pp. 135-165). Hong Kong: City Polytechnic. Richards, J. C., Tung, P., & Ng, P. (1992). The culture of the English language teacher: A hong kong example. Relc Journal, 23(1), 81-102. Spada, N., & Massey, M. (1992). The role of prior pedagogical knowledge in determining the practice of novice esl teachers. In J. Flowerdew, M. Brock & S. Hsia (Eds.), Perspectives on second language teacher education (pp. 23-37). Hong Kong: City Polytechnic. Wilson, E. K., Konopak, B. C., & Readence, J. E. (1992). Examining content area and reading beliefs, decisions, and instruction: A case study of an English teacher. Yearbook of the National Reading Conference, 41, 475-482. Winer, L. (1992). 'Spinach to chocolate: Changing awareness and attitudes in esl writing teachers. TESOL Quarterly, 26(1), 57-79. Alexander, P. A., Schallert, D. L., & Hare, V. C. (1991). Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research, 61, 315-343. Breen, M. P. (1991). Understanding the language teacher. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith & M. Swain (Eds.), Foreign/second language pedagogy research (pp. 213-233). Clevedon, UK: Multilingual Matters. Gudmundsdottir, S. (1991). Ways of seeing are ways of knowing: The pedagogical content knowledge of an expert English teacher. Journal of Curriculum Studies, 25(5), 409-421. Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers' beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559-586. Roehler, L. R., & Duffy, G. G. (1991). Teachers' instructional actions. In R. Barr, M. L. Kamil, P. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 861-883). New York: Longman. Woods, D. (1991). Teachers' interpretations of second language teaching curricula. Relc Journal, 22, 1-19. Cumming, A. (1990). Expertise in evaluating second language compositions. Language Testing, 7, 31-51. Florio-Ruane, S., & Lensmire, T. J. (1990). Transforming future teachers' ideas about writing instruction. Journal of Curriculum Studies, 22 277-289. Gomez, M. L. (1990). Learning to teach writing: Untangling the tensions between theory and practice (ncrtl report 89- 7). Retrieved 1 November, 2005, from http://ncrtl.msu.edu/http/rreports/html/pdf/rr897.pdf McDonough, J., & McDonough, S. (1990). What's the use of research Elt Journal, 44(2), 102–109. Roehler, L. R., Duffy, G. G., Conley, M., Hermann, B. A., Johnson, J., & Michelson, S. (1990). Teachers' knowledge structures: Documenting their development and their relation to instruction. Unpublsihed manuscript. (20, 2). Michigan State University. Shapiro, J., & Kilbey, D. (1990). Closing the gap between theory and practice: Teacher beliefs, instructional decisions and critical thinking. Reading Horizons, 31(1), 59-73. Brinton, D., & Holten, C. (1989). What novice teachers focus on: The practicum in tesl. TESOL Quarterly, 23(2), 343-350. Burnaby, B., & Sun, Y. (1989). Chinese teachers' views of western language teaching: Context informs paradigms. TESOL Quarterly, 23(2), 219-238. Cumming, A. (1989). Student teachers' conceptions of curriculum: Towards an understanding of language teacher development. Tesl Canada Journal, 7(1), 33-51. Grossman, P. L. (1989). A study in contrast: Sources of pedagogical content knowledge for secondary English. Journal of Teacher Education, 40(5), 24-31. Grossman, P. M., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 23-36). Oxford: Pergamon. Kinzer, C. K. (1989). Mental models and beliefs about classrooms and reading instruction: A comparison between preservice teachers, inservice teachers and professors of education. In S. McCormick & J. Zutell (Eds.), Cognitive and social perspectives for literacy research and instruction (38th yearbook of the national reading conference) (pp. 489-499). Chicago, IL: The National Reading Conference. Lynch, T. (1989). Researching teachers: Behaviour and belief. In C. Brumfit & E. Mitchell (Eds.), Research in the language classroom (pp. 117-127). London: Modern English Publications. Meloth, M. S., Book, C., Putnam, J., & Sivan, E. (1989). Teachers' concepts of reading, reading instruction, and students' concepts of reading. Journal of Teacher Education, 40(5), 33-39. Roehler, L. R., Hermann, B. A., & Reinken, B. (1989). Exploring knowledge through the ordered tree technique: A manual for use. Unpublsihed manuscript. (20, 2). Michigan State University. 25
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