RADICAL TEFL

Lantoff, JP , Conceptual knowledge and instructed language learning in Fotos S & Nassaji
(eds)(2007), Studies in Honour of Rod Ellis, CUP. Tries to understand the learner's
creation of concepts.
Lawson, Bryan (1980), How Designers Think, Butterworth Architecture. Introduction, chs. 2,
3 & 9. On issues in design, and so relevant for designing research. See esp. pp. 76, 88
& 137ff on taking into account constraints in the design process.
Leinhardt & Greeno (1986), The cognitive skill of teaching, Journal of Cognitive Psychology,
78/2, esp. pp 75/76. This paper probes the teacher's thinking in a mathematics lesson.
Lier, Leo van, (1988), The classroom and the language learner. Longman. See pp. 36-43 &
68-69 on issues in classroom research.
Lortie, D.C., (1975). Schoolteacher: a sociological study, esp. pp. 76-79 & ch. 7. This oftencited
book is based on a large study of state-sector teachers in the USA. Lortie
investigates and discusses the administrative and practical constraints and pressures
affecting their work. University of Chicago Press.
Magee, B (1973), Karl Popper, OUP/Viking Press. See chs. (ii); (iii) & (v). A more accessible
presentation of Popper's thought on methods of enquiry than his own writings.
May, T., (1993), Social Research: Issues, Methods and Process. Overview of issues in doing
social research. Complex.
Maclean A L (2015), How can a Teacher grow her Knowledge?, Radical TEFL, 2. Download
at http://radicaltefl.weebly.com
Maclean A.L (2016), What is Teaching Speaking?, Radical TEFL, 3. Download at
http://radicaltefl.weebly.com
McIntyre, Donald, Designing a Teacher Education Curriculum from research and theory on
teacher knowledge, in Calderhead, J., (ed)(1988), esp. pp 106-109
McIntyre, D., Theory, Theorising and Reflection in Initial Teacher Education, in Calderhead
& Gates (ed)(1993) . On the importance of theory, and of the value of reflection and of
learning from reflection for initial teachers. Page 41.
McIntyre, D, (2005), Bridging the Gap between Theory and Practice, Cambridge Journal of
Education, 35/3. See up to p. 365.
Medawar, P B., (1987), Hypothesis and Imagination , in The Art of the Soluble, Methuen
Meijer, P.C., (2010, 3 rd edn., Vol 7), Experienced Teachers' Craft Knowledge, in International
Encyclopedia of Education, Elsevier, ed. Peterson P.L. et al,
Murphy, John P., (1990), Pragmatism: from Peirce to Davidson, Westview Press. Ch. 6.
Nagel, E, (1960, 1978) Philosophy in Educational Research, in Hartnett & Naish (1978),
Heinemann, Volume 2. Explores how education can draw from research traditions, and
what can go wrong. [Also see the discussion of Nagel in ibid., pp. `158-67].
Neufeld, J. & Kompf, M., (2002), Educational Research and Teacher Development, which is
ch. 3 of Sugrue, C. & Day, Christopher, (2002)(eds.), esp. see pp. 50-55 on Nietzsche.
Nias, J & Groundwater-Smith S (eds)(1988), The Enquiring Teacher: Supporting and
Sustaining Teacher Research . The Falmer Press. Introduction by Nias. & also p. 254
Nunan, D (1991), Methods in Second Language Classroom-orientated research: A Critical
Review, Studies in Second Language Acquisition (SSLA), 13/2
Nunan D. (1992) Research Methods in Language Learning (62-63 & 80-81), CUP.
Nuttall, Graham (2004), Relating classroom teaching to student learning: a critical analysis of
why research has failed to bridge the theory-practice gap, Harvard Educational
Review,74/3. (See especially pp. 273; 291-292; 295 & the final sentence)
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