Chemistry teachers' functional paradigms

TL;DR: In this paper, the authors investigate the nature of biology teachers' global content understandings (herein called subject matter structure-SMS), the sources and formation of SMSs, and the variables that differentially affected teachers' abilities to translate SMSs into classroom practice.

TL;DR: In this paper, the authors present a framework for assessing or categorizing instructional practices and related conceptions in the context of introductory physics instruction and provide an example of how this framework can be applied by using it to categorize aspects of three well-known research-based curricula.

TL;DR: For instance, this paper found that teachers from the better self-perceived better resourced schools were observed to use less individual organization, less written exercises, more whole class organization, and more listening to the teacher than to the teachers in the poorer schools.

TL;DR: The Structure of Scientific Revolutions as discussed by the authors is a seminal work in the history of science and philosophy of science, and it has been widely cited as a major source of inspiration for the present generation of scientists.

TL;DR: In this paper, a transition from Model I to Model II is discussed, with a focus on the transition from Theory of Action to Practice. But, the transition is not seamless: it requires Learining model-II behavior.

TL;DR: Fullan's complex, thoughtful monograph as discussed by the authors deals with the social and psychological problems of meaning and the realities of innovators, researchers, superintendents, curriculum personnel, principles, and teachers.

TL;DR: The curriculum field has reached this unhappy state by inveterate and unexamined reliance on theory in an area where theory is partly inappropriate in the first place and where the theories extant, even where appropriate, are inadequate to the tasks which the curriculum field sets them.