Anderson, R. D. (1996). Study of Curriculum Reform. Washington, DC: U. S. Government Printing Office. Bailey, B. (2000). The Impact of Mandated Change on Teachers. In A. Hargreaves ve N. Bascia (Eds.), The Sharp Edge of Change. Teaching, Leading and The Realities of Reform (s. 112-128). London: Falmer Press. Brickhouse, N. W. (1990). Teachers‟ Beliefs About the Nature of Science and Their Relationship to Classroom Practice. Journal of Teacher Education , 41(1), 49-58. Briscoe, C. (1991). The Dynamic Interactions Among Beliefs, Role Metaphors, and Teaching Practices: A Case Study Teacher Change. Science Eductaion, 75(2), 185-199. Cho, J. (1998). Rethinking Curriculum Implementation: Paradigms, Models and Teachers' Work. American Educational Research Association. San Diego, CA: ERIC. Cronin-Jones, L. L. (1991). Science Teachers' Beliefs and Their Influence on Curriculum Implementation: Two Case Studies. Journal of Research in Science Teaching, 28(3), 235-250. Duffee, L. ve Aikenhead, G. (1992). Curriculum Change, Student Evaluation, and Student Practical Knowledge. Science Education, 76, 493-506. Fullan, M. G. (1991). The New Meaning of Educational Change. London: Cassell Educational Limited Wellington House. Fullan, M. G., ve Miles, M. B. (1992). Getting Reform Right: What Works and What Doesn‟t. Phi Delta Kappan, 73(10), 744-752. Giddens, A. (2000). Sosyoloji. Ankara: Ayraç Yayınevi. Hodder, I. (2000). The Interpretation of Documents and Material Culture. In N. K. Denzin, ve Y. S. Lincoln (Eds.), Handbook of Qualitative Research (s. 703-717). Thousand Oaks: Sage Publications. İrez, S., ve Han, Ç. (2011). Educational Reforms as Paradigm Shifts: Utilizing Kuhnian Lenses for A Better Understanding of The Meaning of, and Resistance to, Educational change. International Journal of Environmental and Science Education, 6(3), 251-266. Keating, D. E. (2005). Human Development in the Learning Society. In M. Fullan (Eds.), Fundamental Change (s. 23-39). Dordrecht: Springer. Keys, P. M. (2007). A Knowledge Filter Model for Observing and Facilitating Change in Teachers' Belief. Journal of Educational Change, 8(1), 41-60. Klapper, M. H., Berlin, D. F., ve White, A. L. (1994). Professional Development: Starting Point for Systemic Reform. Cognosos, 3(3), 1–5. Kuhn, T. (1971). The Structure of Scientific Revolutions. Chicago: University of Chicago Press. Lantz, O., ve Kass, H. (1987). Chemistry Teachers‟ Functional Paradigms. Science Education, 71, 117-134. Lincoln, Y. S., ve Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park: Sage Publications. Luft, J., ve Roehrig, G. H. (2007). Capturing Science Teachers' Epistemological Beliefs: The Development of the Teacher Beliefs Interview. Electronic Journal of Science Education, 11(2), 38-62. Mitchener, C. P., ve Anderson, R. D. (1989). Teachers' perspectives: Developing and Implementing an STS curriculum. Journal of Research in Science Teaching, 26(4), 351-369.
Öğretmenlerin İşlevsel Paradigmaları ve Eğitim Reformu
79
Nespor, J. (1987). The Role of Beliefs in The Practice of Teaching. Journal of Curriculum Studies, 19 (4), 317-328. Olson, J. (1981). Teacher Influence in the Classroom: A Context for Understanding Curriculum Translation. Instructional Science, 10, 259-275. Pajares, M. (1992). Teachers‟ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 3, 307-332. Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oak: Sage Publications. Posner, G. J. (2004). Analyzing The Curriculum. (3rd ed.). New York: McGraw Hill. Powell, J. C., ve Anderson, R. D. (2002). Changing Teachers' Practice: Curriculum Materials and Science Education Reform in the USA. Studies in Science Education, 32, 107-136. Prawat, R. S. (1992). Teachers' Beliefs About Teaching and Learning: A constructivist perspective. American Journal of Education, 100, 354-395. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Eds.), Handbook of research on teacher education (s. 102-119). New York: Macmillan. Roberts, D. A. (1982). Developing the Concept of “Curriculum Emphases” in Science Education. Science Education, 66(2), 243-260. Roehrig, G. H., ve Kruse, R. A. (2005). The Role of Teachers‟ Beliefs and Knowledge in the Adoption of a Reform-Based Curriculum. School Science and Mathematics, 105(8), 412-422. Rury, J. L. (2002). Education and Social Change. Themes in the History of American Schooling. London: Lawrence Erlbaum Associates, Publishers. Sikes, P. J. (1992). Imposed Change and The Experienced Teacher. In M. Fullan, ve A. Hargreaves (Eds.), Teacher Development and Educational Change (s. 36-55). London: Falmer Press. Strauss, A., ve Corbin, J. (1990). Basics of Qualitative Research Grounded Theory Procedures and Techniques. Newbury Park: Sage Publications. Sutton, R. (2009). Making Formative Assessment theWay the School Does Business: The Impact and Implications of Formative Assessment for Teachers, Students and School Leaders. In A. Hargreaves, A. Lieberman, M. Fullan, ve D. Hopkins (Eds.), Second International Handbook of Educational Change (s. 883-899). New York: Springer. Tobin, K., ve McRobbie, C. J. (1996). Cultural Myths as Constraints to The Enacted Science Curriculum. Science Education, 80, 223-241. Tsai, C. C. (2002). Nested Epistemologies: Science Teachers‟ Beliefs of Teaching, Learning and Science. International Journal of Science Education, 24(8), 771-783. Ünder, H. (2010). Yapılandırmacılığın Epistemolojik Savlarının Türkiye'de İlköğretim Fen ve Teknoloji Dersi Programlarındaki Görünümleri. Eğitim ve Bilim, 35(158), 199-214. VanDriel, J. H., Beijaard, D., ve Verloop, N. (2001). Professional Development and Reform in Science Education: The Role of Teachers' Practical Knowledge. Journal of Research in Science Teaching, 38(2), 137-158.
Thank you for copying data from http://www.arastirmax.com