Clashing Epistemologies: Aspiring Teachers', Practicing Teachers', and Professors' Beliefs about Knowledge and Research in Education.

By E. Joram. 2007

171 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f6edfb7775c94b351e5fb2c2e1b8e24011f08536

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. J. Caspersen
2. F. Raaen

In Education

1. J. Caspersen
2. F. Raaen

In Sociology and Political Science

1. J. Caspersen
2. F. Raaen

Citations in the corpus

• Scaffolding cognitive and metacognitive strategy instruction in regular class lessons (2012, unknown): “Although there are good reasons why teachers may not systematically access and apply findings from research on learning (Joram, 2007), such a situation can lead teachers to continue to use less effective practices and neglect more useful ones (Bransford et al.”
• Novice teachers and how they cope (2014, background): “However, the differences may lead to conflicting expectations and demands towards newcomers (Anderson & Herr, 1999; Joram, 2007; Labaree, 2003).”