Coleman, J.S. (1990). Foundation of social theory. MA: The Belknap Press of Harvard
Cross, C.T. dan Rice, R.C. (2000). The role of the principal as instructional leader in astandards driven system. NASSP Buletin. 84(620): 61 – 65.
Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model.Journal of Education for Teaching, 15(1), 13-33.
Fairholm, G.W. (1993). Leadership and the culture of trust. Westport, CT: Praeger.
Fennema, E. & Franke, M. (1992).Teachers’ knowldege and and its impact. Dalam D.A. Grouws(penyt.), Handbook of research on mathematics teaching and learning: a project of the National Council of Teachers of Mathematics (pp. 115-126). New York: Macmillan.
Habsah Ismail, Ramlah Hamzah, Rosini Abu, Wan Zah Wan Ali, Aida Suraya Md. Yunus &Hapsah Nawawi. (2007). Kepercayaan dan Amalan Prinsip Falsafah Pendidikan Kebangsaan Dalam Kalangan Guru. Prosiding Seminar Kebangsaan Isu-isu Pendidikan Negara Ketiga, Fakulti Pendidikan, UKM.13-14 Februari.
Handal, B. (2004). Teachers instructional beliefs about integrating educational technology. e-Journal of Instructional Science and Technology, 17(1).
Kloosterman, P. Raymond, A.M. & Menaker, C. (1996). Students’ beliefs about mathematics: A three year study. The Elementary School Journal, 97(1),39-56.
Liiljehdal, P. (2008). Teachers’ Beliefs as Teachers’ Knowledge. Prosiding International Commission on Mathematics Instruction, 5 – 8 Mac.
Lubinski, C.A. & Vace, N.N. (1994). The Influence of Teachers’ Belifs and Knowlege on Learning Environments. Arithmetic Teacher. April. 476-479.
Malmivouri, M. (2001). The dynamics of affect, cognition and social environment in the regulation of personal learning process: the case of mathematics. Research Report 172. Department of Education, University of Helsinki. http://ethesishelsinki.fi/julkaisut/kas/kasva/vk/malmivouri. [2 April 2009]
Op’t Eynde, P., De Corte, E. & Verschaffel, L. (2002). Framing students’ mathematics-related beliefs: A quest for conceptual clarity and a comprehensive categorization. Dalam G. Leder, E. Pehkonen & G. Törner (penyt.), Beliefs: A Hidden Variable in Mathematics Education (pp.13-38). Boston, MA: Kluwer Academic Publishing.
Pehkonen, E. & Törner, G. (1996). Mathematical Beliefs and Different Aspects of Their Meaning. International Reviews on Mathematical Education, 28 (4), 101–108.
Pehkonen, E. (2004). State-of-the-art in mathematical beliefs research. ICME10. http://www.icme10.dk/proceedings/pages/regular_pdf/RL_Erkki_Pehkonen.pdf [19 November 2010]
Putnam, R. T., R. M. Heaton, (1992). Teaching Mathematics for Understanding: Discussing Case Studies of Four Fifth-Grade Teachers.The Elementary School Journal, 93(2): 213- 229.
Quilen, M.A. (2004). Relationships Among Prospective Elementary Teachers’ Beliefs About Mathematics, Mathematics Content Knowledge, and Previous Mathematics Course Experiences. Tesis Doktor Falsafah. Virginia Polytechnic Institute and State University.
Raymond, A. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550–576.
Roehrig; G.H. & Kruse, R.A. (2005).The Role of Teachers’ Beliefs and Knowledge in the Adoption of a Reform-Based. School Science and Mathematics; Dec 2005; 105, 8; ProQuest Education Journals, pg. 412.
Roslina Radzali, (2007). Kepercayaan Matematik, Metakognisi, Perwakilan Masalah dan Penyelesaian Masalah Pelajar. Tesis Doktor Falsafah. Fakulti Pendidikan Universiti Kebangsaan Malaysia.
Schoenfeld, A.H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
Schoenfeld, A.H. (1992). Cognitive science and mathematics education. Hillsdale, NJ: Erlbaum.
Shahvarani, A., & Savizi, B. (2007). Analyzing Some Iranian - High School Teachers’Beliefs on Mathematics, Mathematics Learning and Mathematics Teaching. Journal of Environmental & Science Education, 2 (2), 54 - 59.
Thompson, A. G. (1992).Teachers’ Beliefs and Conceptions: A Synthesis of the Research.Handbook of Research on Mathematics Teaching and Learning. Edited by D. A. Grouws. New York, MacMillan: 127-146.
Törner, G .(1999). Domain-specific belief and calculus: some theoretical remarks and phenomenological observations. Abstrak Persidangan Mathematical Beliefs and their impact on teaching and learning of mathematics, hlm 127-137. Universiti Duisburg, 21- 27 November.
Tschannen- Moran, Megan. (2003). Fostering organizational citizenship behavior in schools: transformational leadership and trust. Miskel, C dan Hoy, W., Studies in leading and organizing schools. Connecticut: Information age publishing. University Press.
Van der Sandt, S. (2007). Research Framework on Mathematics Teacher Behaviour: Koehler and Grouws’ Framework Revisited. Eurasia Journal of Mathematics, Science & Technology Education. 3(4), 343-350.
Zaidah Yazid. (2005). Pengetahuan pedagogikal kandungan (PPK) Guru Matematik Tambahan Berpengalaman. Tesis Doktor Falsafah. Universiti Kebangsaan Malaysia, Bangi.
No comments:
Post a Comment