Teacher as Reflective Practitioner and Action Researcher

By R. Parsons, K. S. Brown. 2001

210 citations recorded by the source corpus.

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Impact of Personalization of Mathematical Word Problems on Student Performance (2015, unknown): “The two-week period between the two tests provided necessary time to reduce threats to validity due to repeated testing of participants on similar test items (Parsons & Brown, 2002).”
The language teacher's development (2005, background): “Recent guides to reflective practice (Day et al. 2002; Parsons & Brown 2002) and particular models of reflective cycles have been put forward (e.g. the ‘Experiential-Reflective Cycle’ in the Teacher Knowledge Project 2003).”
Promoting Pre-service Teacher Education Students' Reflective Practice in Mathematics (2003, background): “…considered from various perspectives—from a political/moral dimension (Zeichner, 1981, 1987; Jarvis, 1987), from a social dimension (Boud et al., 1985; Brady, 1991), and in the context of the reflective practitioner (Laboskey, 1994; Ghaye et al., 1998; Goethals & Rose, 1999; Parsons & Brown, 2002).”
Achievement in Cooperative versus Individualistic Goal-Structured Junior Secondary School Mathematics Classrooms in Nigeria (2012, background): “The three-week period between the two tests provided necessary time to reduce threats to validity due to repeated testing of participants on similar test items [16].”