Planning introductory college courses: Content, context and form

By J. Stark. 2000

127 citations recorded by the source corpus.

Subfields: Education, Management of Technology and Innovation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/64a833d3f15aded9f226ef4a5bb160f9260b9a6f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Matthew T. Hora
2. J. Hartley
3. J. Mayes
4. T. Richardson
5. Peter Goodyear
6. Lina Markauskaite
7. Stephen E. Newstead
8. Lin Norton

In Management of Technology and Innovation

1. Matthew T. Hora
2. Peter Goodyear
3. Claire H. Major
4. B. Palmer

In Social Psychology

1. J. Hartley
2. Matthew T. Hora
3. Peter Goodyear
4. Lin Norton
5. Claire H. Major
6. B. Palmer

Citations in the corpus

• Organizational Factors and Instructional Decision-Making: A Cognitive Perspective (2011, background): “The inclusion of both preexisting personal characteristics and features of organizational environments in the decision-making process is consistent with previous research (Klein, 2010, Shavelson & Stern, 1981, Stark, 2000).”
• Reshaping Teaching and Learning: The Transformation of Faculty Pedagogical Content Knowledge (2006, background): “Stark (2000), for example, found that faculty members’ disciplinary beliefs about knowledge in their disciplines were the strongest influence on planning at the course and lesson levels.”
• Teachers’ beliefs and intentions concerning teaching in higher education (2005, background): “One survey in the United States suggested that gender and other demographic characteristics of teachers were unrelated to their beliefs and intentions (Stark 2000).”
• Researching design practices and design cognition: contexts, experiences and pedagogical knowledge‐in‐pieces (2011, background): “A subset of this research has focussed on teachers’ planning activities (e.g., Stark 2000; Eley 2006; McAlpine et al. 2006).”