Skip to main content
SpringerLink
Log in

Developing hypotheses about classrooms from teachers' practical constructs: An account of the work of the Ford Teaching Project

  • Published:
Interchange Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Adelman, C. On first hearing. Bulmershe College of Higher Education, Earley, Reading, 1976.

    Google Scholar 

  • Adelman, C., et al. The stranger in the classroom. Ford Teaching Project publication, Cambridge Institute of Education, Cambridge, 1975.

    Google Scholar 

  • Brugalmann, H. Lost in the deserts of innovation theory. Centre for Applied Research in Education, University of East Anglia, 1975.

  • Cooper, D., & Ebbutt D. Participation in action-research as an inservice experience.Cambridge Journal of Education, 1974,4(2).

  • Elliott, J., & Partington, D. Three points of view in the classroom. Ford Teaching Project publication, Cambridge Institute of Education, Cambridge, 1975.

    Google Scholar 

  • Hamlyn, D. W. Objectivity In Dearden, Hirst, & Peters (Eds.),Education and the development of reason. London: Routledge and Kegan Paul, 1972.

    Google Scholar 

  • House, E.The politics of educational innovation. McCutchan, 1974.

  • MacDonald, B., & Walker, R.Changing the curriculum. London: Open Books, 1976.

    Google Scholar 

  • Munro, R. An observer's report. Cambridge Institute of Education, Cambridge, 1974.

    Google Scholar 

  • Peters, R. S. Must an educator have an aim? In Macmillan & Nelson (Eds.),Concepts of teaching. Chicago: Rand McNally, 1968.

    Google Scholar 

  • Rappaport, R. N. Three dilemmas in action-research. Paper presented to a Social Science Research Council conference, York, 1970.

  • Rowe, M. The cyclical structure of evaluating schemes.The New Era, 1973,54, 216–218.

    Google Scholar 

  • Stenhouse, L. Handling controversial issues in the classroom.Education Canada, 1969.

  • Stenhouse, L., et al.The Humanities Project: An introduction. London: Heinemann, 1970.

    Google Scholar 

  • Walker, R., & Adelman, C.A guide to classroom observation. London: Methuen, 1975.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Cambridge Institute of Education, U.K.

    John Elliott

Authors
  1. John Elliott
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Elliott, J. Developing hypotheses about classrooms from teachers' practical constructs: An account of the work of the Ford Teaching Project. Interchange 7, 2–22 (1976). https://doi.org/10.1007/BF02142209

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02142209

Keywords

Search

Navigation