Anderson, D. C. (1979), “The formal basis for a contextually sensitive classroom agenda,” Instructional Science 8: 43–65.
Argyris, C. and Schön, D. (1977). Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jossey-Bass.
Berlak, H. and Berlak, A. (1975). “Toward a political and social psychological theory of schooling: an analysis of English informal primary schools,” Interchange 6: 11–22.
Bussis, A. M., Chittenden, E. A. and Amarel, M. (1976). Beyond Surface Curriculum. Boulder, CO: Westview Press.
Carlson, R. O. (1965). Adoption of Education Innovations. Eugene: Center for the Advanced Study of Educational Administration, University of Oregon.
Clark, C. M. and Yinger, R. J. (1977). “Research on teacher thinking,” Curriculum Inquiry 7: 279–304.
Connelly, F. M. and Ben-Peretz, M. (1980). “Teachers' roles in the using and doing of research and curriculum development,” Journal of Curriculum Studies 12: 95–107.
Dufy, G. (1976). “A study of teacher conceptions of reading,” paper presented to the American Educational Research Association, San Francisco.
Eggleston, J., Galton, M. J. and Jones, M. E. (1976). Process and Products of Science Teaching. London: Macmillan.
Elliott, J. (1977). “Some key concepts underlying teachers' evaluation of innovation,” paper presented at the British Educational Research Association Conference, London.
Freire, P. (1973). Education for Critical Consciousness. New York: Seabury Press.
Gagné, R. M. (1965). The Conditions of Learning. New York: Holt, Rinehart and Winston.
Goodlad, J. I. and Klein, M. F. (1970). Behind the Classroom Door. Worthington, OH: C. A. Jones.
Heron, M. (1971). “On teacher perception and curriculum innovation,” Curriculum Theory Network 7: 47–52.
Hodgetts, A. B. (1968). What Culture? What Heritage? Toronto: Ontario Institute for Studies in Education.
House, E. R. (1974). The Politics of Educational Innovation. Berkeley, CA: McCutchan.
Kelly, G. A. (1955). The Psychology of Personal Constructs. New York: Norton.
National Science Foundation (1978). Case Studies in Science Education. Center for Instructional Research and Curriculum Evaluation, University of Illinois, Urbana-Champaign.
Olson, J. K. (1980a). “Teacher constructs and curriculum change,” Journal of Curriculum Studies 12: 1–11.
Olson, J. K. (1980b). Innovative Doctrines and Practical Dilemmas: A Case Study of Curriculum Translation. Unpublished Ph. D. dissertation. University of Birmingham
Reid, W. A. (1978). Thinking about the Curriculum. London: Routledge and Kegan Paul.
Robinson, M. (1979). “Classroom control: some cybernetic comments on the possible and the impossible,” Instructional Science 8: 369–392.
Schwab, J. (1963). Biology Teachers' Handbook. New York: John Wiley.
Shaw, M. L. G. (1980). On Becoming a Personal Scientist. London: Academic Press.
Walker, R. and Adelman, C. (1975). A Guide to Classroom Observation. London: Methuen.
Westbury, I. (1980a). “Schooling as an agency of education: some implications for curriculum theory,” in Dockwell, W. B. and Hamilton, D. (eds.), Rethinking Educational Research. London: Hodder and Stoughton.
Westbury, I. (1980b). Change and Stability in the Curriculum: An Overview of the Problem. Research Report No. 6. Curriculum Laboratory. College of Education. University Illinois at Urbana-Champaign.
Wilson, B. (1962). “The teacher role: a sociological analysis,” British Journal of Sociology 13: 15–32.