Decision Making in the Practical Domain: A Model of Practical Conceptual Change

By A. Feldman. 2000

134 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/735c138780fcec1892fc3e60d3803069e2371a5f

How researchers see this paper

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

In Developmental and Educational Psychology

1. Ellen Granger
2. Adam T. Johnston
3. Julie Gess-Newsome
4. Youl-Kwan Sung
5. Margaret R. Blanchard
6. Sherry A. Southerland
7. M. Stains
8. Travis J. Lund

In Education

1. Sherry A. Southerland
2. Ellen Granger
3. Margaret R. Blanchard
4. Scott P. Sowell
5. Adam T. Johnston
6. Julie Gess-Newsome
7. Youl-Kwan Sung
8. M. Stains

Citations in the corpus

• Teachers' perceptions of the recent curriculum reforms and their implementation: what can we learn from the case of Korean elementary teachers? (2013, background): “Much literature has focused on why curriculum reform initiatives have rarely been effectively implemented and have often failed to achieve their objectives (Cohen, 1990; Feldman, 2000; Fullan, 2007; Fullan & Miles, 1992; Klein, 1994; McLaughlin, 1987).”
• Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform (2011, background): “Feldman (2000) argues that authentic transformation in understanding takes place when teachers “are discontent with their old practical theories and they find the new ones sensible, beneficial, and enlightening” (p. 613).”
• Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching (2003, methodology): “Following Feldman (2000), we believe that the portraits of teacher thinking developed in this study describe the personal practical theories of teaching held by each of the instructors.”
• The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty (2015, background): “All instructors, independent of their level of experience, enter the classroom with personal practical theories, which have been developed through diverse avenues including their experiences as students, reflections on their own or others’ teaching, and experiences as instructors in various settings”