Boschman, F., McKenney, S., Pieters, J. & Voogt, J. (2016). Exploring the role of content knowledge in teacher design conversations. Journal of Computer Assisted Learning. doi:10.1111/jcal.12124.
Boschman, F., McKenney, S., Pieters, J. & Voogt, J. (2015a). Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: Four portraits. eLearning Papers, 44. http://www.openeducationeuropa.eu/en/article/Teacher-design-knowledge-and-beliefs-for-technology-enhanced-learning-materials-in-early-literacy%3A-Four-portraits.
Boschman, F., McKenney, S., & Voogt, J. (2015b). Exploring teachers’ use of TPACK in design talk: The collaborative design of technology-rich early literacy activities. Computers & Education, 82, 250–262.
Boschman, F., McKenney, S. & Voogt, J. (2014). Understanding decision making in teachers’ curriculum design approaches. Educational Technology Research and Development, 62, 393–416.
Bakah, M. A. B., Voogt, J. M., & Pieters, J. M. (2012). Advancing perspectives of sustainability and large-scale implementation of design teams in Ghana’s polytechnics: issues and opportunities. International Journal of Educational Development, 32(6), 787–796. doi:10.1016/j.ijedudev.2011.11.002.
Ben-Peretz, M. (1990). The teacher-curriculum encounter: Freeing teachers from the tyranny of texts. State University of New York Press.
Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33(8), 3–15. doi:10.3102/0013189x033008003.
Carlgren, I. (1999). Professionalism and teachers as designers. Journal of Curriculum Studies, 31(1), 43–56.
Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. Jackson (Ed.), Handbook of research on curriculum (pp. 363–395). New-York: Macmillan.
Cviko, A., McKenney, S., & Voogt, J. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Educational Technology Research and Development, 60(1), 31–54.
Cviko, A., McKenney, S., & Voogt, J. (2013). The teacher as re-designer of technology integrated activities for an early literacy curriculum. Journal of Educational Computing Research, 48(4), 447–468. doi:10.2190/EC.48.4.c.
de Kock, A., Sleegers, P., & Voeten, M. J. M. (2005). New learning and choices of secondary school teachers when arranging learning environments. Teaching and Teacher Education, 21(7), 799–816. doi:10.1016/j.tate.2005.05.012.
Deketelaere, A., & Kelchtermans, G. (1996). Collaborative curriculum development: an encounter of different professional knowledge systems. Teachers and Teaching: Theory and Practice, 2(1), 16.
Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319–346.
Doyle, W., & Ponder, G. A. (1977). The practicality ethic in teacher decision-making. Interchange, 8(3), 1–12. doi:10.1007/bf01189290.
George, J. M., & Lubben, F. (2002). Facilitating teachers’ professional growth through their involvement in creating context-based materials in science. International Journal of Educational Development, 22(6), 659–672.
Glaser, B., & Strauss, A. (1999). The discovery of grounded theory: Strategies for qualitative research: Aldine Transaction.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953–1960. doi:10.1016/j.compedu.2011.04.010.
Graham, C. R., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning, 28(6), 530–546. doi:10.1111/j.1365-2729.2011.00472.x.
Handelzalts, A. (2009). Collaborative curriculum development in teacher design teams. (PhD Doctoral), Universiteit Twente, Enschede.
Henry, S. (2012). Instructional conversations: A qualitative exploration of differences in elementary teachers’ team discussions. (ED Doctoral Dissertation), Harvard University.
Horn, I. (2010). Teaching replays, teaching rehearsals, and re-visions of practice: learning from colleagues in a mathematics teacher community. Teachers College Record, 112(1), 225–259.
Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. M. (2013). Teacher involvement in curriculum design: Need for support to enhance teachers’ design expertise. Journal of Curriculum Studies, 46(1), 33–57. doi:10.1080/00220272.2013.834077.
Kerr, S. T. (1981). How teachers design their materials: implications for instructional design. Instructional Science, 10(4), 363–378.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? the development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.
Labbo, L. D., Leu, D. J., Jr., Kinzer, C., Teale, W. H., Cammack, D., Kara-Soteriou, J., et al. (2003). Teacher wisdom stories: Cautions and recommendations for using computer-related technologies for literacy instruction. Reading Teacher, 57(3), 300–304.
Lundwall, B., & Johnson, B. (1994). The learning economy. Journal of Industry Studies, 1(2), 23–42.
Manfra, M. M., & Hammond, T. C. (2008). Teachers’ instructional choices with student-created digital documentaries: case studies. Journal of Research on Technology in Education, 41(2), 223–245.
McKenney, S., & Voogt, J. (2009). Designing technology for emergent literacy: the PictoPal initiative. Computers & Education, 52, 719–729.
McKenney, S., Kali, Y., Markauskaite, L., & Voogt, J. (2015). Teacher design knowledge for technology enhanced learning: an ecological framework for investigating assets and needs. Instructional Science, 43(2), 181–202. doi:10.1007/s11251-014-9337-2.
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Olson, J. (2000). OP-ED trojan horse or teacher’s pet? computers and the culture of the school. Journal of Curriculum Studies, 32(1), 1–8.
Parke, H. M., & Coble, C. R. (1997). Teachers designing curriculum as professional development: a model for transformational science teaching. Journal of Research in Science Teaching, 34(8), 773–789.
Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. doi:10.3102/0013189x029001004.
Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735. doi:10.2307/412243.
Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J., et al. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27(8), 1235–1244. doi:10.1016/j.tate.2011.07.003.
Walker, D. F. (1971). A study of deliberation in three curriculum projects. Curriculum Theory Network (7), 118–134.
Yin, R. K. (2003). Case study research: Design and methods. SAGE Publications.