基于标准课程的教师专业性研究
|
摘要
二十世纪末二十一世纪初出现了世界范围的课程改革运动,从而由课程决策权问题引发了深层次的教师专业性的讨论,本研究结合具体的历史情境,分析了标准课程背景下教师专业性的变化,即在标准课程的背景下,教师专业性发生了哪些变化。
在现代专业的诸种影响因素中,知识基础是评估一门职业专业化程度的重要因素,教师是否拥有专业知识、怎样使用和发展专业知识直接关系到对教师专业性的判断和理解,因此,本研究从专业知识的视角并结合具体的历史情境对教师专业性的变化进行了分析。
本研究从专业的认识论和认知基础的本质出发,并与早期社会形式中的知识进行了比较,然后分析了知识与专业工作的关系,接着将焦点转移到教师专业知识的特殊本质。分析得出,由于人们知识观的转变与发展,专业知识经历了从科技理性模式到实践模式的转变,与此相呼应,教师专业知识也经历了传统专业知识观到实践知识观的转变,教师的实践性知识得到了极大的关注
接下来,本研究以英国、美国和我国的标准课程运动为案例,对标准课程改革运动及其特征进行了描述与归纳：第一,各学科领域的专家制定了相关学科的课程标准；第二,经过窄化与精简,课程内容更加明确；第三,标准课程试图找到一个学术性科目与非学术性科目的平衡点；第四,以考试为驱动力；第五,以立法的形式制定标准的同时反映了专业投入的缺失；第六,标准课程在一定程度上考虑了课程设置的灵活性。
在本研究的第四部分探讨了标准课程对教师专业知识的影响,标准课程呈现出“科学化”的课程管理形式,它由政府通过立法的形式制定并实施,强调标准化、效率、量化管理。在标准课程的制定与实施过程中,忽视了教师实践性知识的创造与使用,教师的专业知识从个人化向公众化发展,从不确定向确定性发展,教学中的“技术控制”倾向日趋明显,以至于有形成应用的技术性模式的危险。但是,从另一面来说,这种专业知识个人化向公众化、不确定向确定性的转变有利于促进教师专业知识的系统化和理论化,从而创造一个用共同话语交流的平台。
本研究的最后部分对标准课程背景下教师专业性的变化进行了分析。在标准课程的背景下,教师专业知识的建构深受科技理性模式的影响,试图建立一种理性的、科学的专业知识形式,这种知识形式对传统的教师专业性的理念进行了否定并产生了新的理解,导致了传统专业性向经典专业性的转变。经典专业性在追求科学的确定性的同时弱化了教师实践性知识的使用与创造,在一定程度上阻碍了教师专业性的提升。教师知识形成中的经验性和情境性得到了关注,经典专业性开始向实践专业性转变,但是,实践专业性也有其本身所具有的局限性,例如仍然局限于认知层面,因此,本研究认为要从职业道德层面去理解教师专业性,发展教师的职业感和使命感,如热爱学生,热爱教育,终生学习,积极奋斗。
总的来说,在标准课程的背景下,教师专业性经历了从传统专业性向经典专业性的转变、从经典专业性向实践专业性的转变,在此基础上,本研究提出从实践专业性向广义专业性转变的观点。
The worldwide rise of curricula innovation in the last decades leads to the deep debate on teacher's professionalism caused by the decision-making authority. Based on historical details, this research studied the transformation of teacher's professionalism under the circumstance in standard-based curriculum. In other words, we'd like to see what kind of changes of teacher's professionalism has appeared in the background of standard-based curriculum.
Among all impact factors to modern disciplines, the knowledge structure is a key one to evaluate the professionalization extent of a select occupation. In terms of educator, whether they were in possession of professional knowledge and how did they use and develop them is directly related to our understanding of teacher's professionalism. Therefore, our researches investigated the transformation of teacher's professionalism from scientific angle and illustrate it with historical examples.
This thesis started with epistemology and essences of cognitive learning. With the introduction of expertise in early tribe, the relationship between expertise and professional occupation was studied. Then, the research was concentrated on the teacher's special expertise and their unique essence. It concludes that as people's attitude to expertise changed and developed, professional knowledge transformed from scientific model to practical model. According to this transformation, the teacher's professional knowledge also experienced the change from the traditional to modern practices. The practical expertise of teacher was greatly brought into concern.
Next chapter, the thesis described the character of standard-based curriculum innovation happened in UK, US and China. It can be seen that:1. The specialist in different areas made the criterion for related curricula; 2. The contents become much clear after simplification; 3. Standard-based curriculum tried to find a balance point between academic disciplines and non- academic disciplines; 4. It derived by examination; 5. It reflected the deficiency of investment when we took the criterion into effect by law.6. Somewhat the standard-based curriculum took the flexibility of curricula enaction into account.
In the fourth part of this thesis, the impact of standard-based curriculum to teacher's professional knowledge was discussed. The standard-based curriculum was expressed in a "scientific" format, which was created by the government in the form of legislation and forced into operation. In this kind of process, standardization, efficiency and quantitative management were emphasized. However, the creation and use of practical expertise by educator themselves were overlooked. Therefore, teacher's professional knowledge was developed from personal to public, from uncertain to certain, which resulted in the tendency of "technical control" in teaching. Definitely it will face the danger of technical model for application. Nonetheless, from another side, the transfer from personal to public, from uncertain to certain of professional knowledge will promote the systematization and theorization of teacher's professional knowledge to build a platform for communication.
In the last part of this research, we analyze the change of teacher's professionalism under standard-based curriculum circumstance. Here, the structure of teacher's professional knowledge was largely affected by scientific model. They tried to establish a rational and scientific format which denied traditional idea of teacher's professional knowledge and create new concept. This resulted in the transferring from traditional professionalism to classical professionalism. Classical professionalism weaken the creation and use of practical knowledge by teacher in the process of pursuiting scientific determination, to some extent, it blocks the upgrade of teacher's professionalism. Fortunately, it brought to our attention to the importance of experiences in teacher's expertise. Classical professionalism began to shift into practical professionalism. However, practical professionalism also has its own limitations; for instance, it still lies in the layer of cognitive learning. Therefore, our research clarified that we need to understand teacher's professionalism from morality layer. We need culture their responsibility to call of duty. They should be in passion of education, students, life-time learning and devote their life to edbiz.
In conclusion, in standard-based curriculum circumstance, teacher's professionalism undergoes transformation from traditional professionalism to classical professionalism, from classical professionalism to practical professionalism. Base on that fact, this thesis put forward the viewpoint of transferring from practical professionalism to general professionalism.
在现代专业的诸种影响因素中,知识基础是评估一门职业专业化程度的重要因素,教师是否拥有专业知识、怎样使用和发展专业知识直接关系到对教师专业性的判断和理解,因此,本研究从专业知识的视角并结合具体的历史情境对教师专业性的变化进行了分析。
本研究从专业的认识论和认知基础的本质出发,并与早期社会形式中的知识进行了比较,然后分析了知识与专业工作的关系,接着将焦点转移到教师专业知识的特殊本质。分析得出,由于人们知识观的转变与发展,专业知识经历了从科技理性模式到实践模式的转变,与此相呼应,教师专业知识也经历了传统专业知识观到实践知识观的转变,教师的实践性知识得到了极大的关注
接下来,本研究以英国、美国和我国的标准课程运动为案例,对标准课程改革运动及其特征进行了描述与归纳：第一,各学科领域的专家制定了相关学科的课程标准；第二,经过窄化与精简,课程内容更加明确；第三,标准课程试图找到一个学术性科目与非学术性科目的平衡点；第四,以考试为驱动力；第五,以立法的形式制定标准的同时反映了专业投入的缺失；第六,标准课程在一定程度上考虑了课程设置的灵活性。
在本研究的第四部分探讨了标准课程对教师专业知识的影响,标准课程呈现出“科学化”的课程管理形式,它由政府通过立法的形式制定并实施,强调标准化、效率、量化管理。在标准课程的制定与实施过程中,忽视了教师实践性知识的创造与使用,教师的专业知识从个人化向公众化发展,从不确定向确定性发展,教学中的“技术控制”倾向日趋明显,以至于有形成应用的技术性模式的危险。但是,从另一面来说,这种专业知识个人化向公众化、不确定向确定性的转变有利于促进教师专业知识的系统化和理论化,从而创造一个用共同话语交流的平台。
本研究的最后部分对标准课程背景下教师专业性的变化进行了分析。在标准课程的背景下,教师专业知识的建构深受科技理性模式的影响,试图建立一种理性的、科学的专业知识形式,这种知识形式对传统的教师专业性的理念进行了否定并产生了新的理解,导致了传统专业性向经典专业性的转变。经典专业性在追求科学的确定性的同时弱化了教师实践性知识的使用与创造,在一定程度上阻碍了教师专业性的提升。教师知识形成中的经验性和情境性得到了关注,经典专业性开始向实践专业性转变,但是,实践专业性也有其本身所具有的局限性,例如仍然局限于认知层面,因此,本研究认为要从职业道德层面去理解教师专业性,发展教师的职业感和使命感,如热爱学生,热爱教育,终生学习,积极奋斗。
总的来说,在标准课程的背景下,教师专业性经历了从传统专业性向经典专业性的转变、从经典专业性向实践专业性的转变,在此基础上,本研究提出从实践专业性向广义专业性转变的观点。
The worldwide rise of curricula innovation in the last decades leads to the deep debate on teacher's professionalism caused by the decision-making authority. Based on historical details, this research studied the transformation of teacher's professionalism under the circumstance in standard-based curriculum. In other words, we'd like to see what kind of changes of teacher's professionalism has appeared in the background of standard-based curriculum.
Among all impact factors to modern disciplines, the knowledge structure is a key one to evaluate the professionalization extent of a select occupation. In terms of educator, whether they were in possession of professional knowledge and how did they use and develop them is directly related to our understanding of teacher's professionalism. Therefore, our researches investigated the transformation of teacher's professionalism from scientific angle and illustrate it with historical examples.
This thesis started with epistemology and essences of cognitive learning. With the introduction of expertise in early tribe, the relationship between expertise and professional occupation was studied. Then, the research was concentrated on the teacher's special expertise and their unique essence. It concludes that as people's attitude to expertise changed and developed, professional knowledge transformed from scientific model to practical model. According to this transformation, the teacher's professional knowledge also experienced the change from the traditional to modern practices. The practical expertise of teacher was greatly brought into concern.
Next chapter, the thesis described the character of standard-based curriculum innovation happened in UK, US and China. It can be seen that:1. The specialist in different areas made the criterion for related curricula; 2. The contents become much clear after simplification; 3. Standard-based curriculum tried to find a balance point between academic disciplines and non- academic disciplines; 4. It derived by examination; 5. It reflected the deficiency of investment when we took the criterion into effect by law.6. Somewhat the standard-based curriculum took the flexibility of curricula enaction into account.
In the fourth part of this thesis, the impact of standard-based curriculum to teacher's professional knowledge was discussed. The standard-based curriculum was expressed in a "scientific" format, which was created by the government in the form of legislation and forced into operation. In this kind of process, standardization, efficiency and quantitative management were emphasized. However, the creation and use of practical expertise by educator themselves were overlooked. Therefore, teacher's professional knowledge was developed from personal to public, from uncertain to certain, which resulted in the tendency of "technical control" in teaching. Definitely it will face the danger of technical model for application. Nonetheless, from another side, the transfer from personal to public, from uncertain to certain of professional knowledge will promote the systematization and theorization of teacher's professional knowledge to build a platform for communication.
In the last part of this research, we analyze the change of teacher's professionalism under standard-based curriculum circumstance. Here, the structure of teacher's professional knowledge was largely affected by scientific model. They tried to establish a rational and scientific format which denied traditional idea of teacher's professional knowledge and create new concept. This resulted in the transferring from traditional professionalism to classical professionalism. Classical professionalism weaken the creation and use of practical knowledge by teacher in the process of pursuiting scientific determination, to some extent, it blocks the upgrade of teacher's professionalism. Fortunately, it brought to our attention to the importance of experiences in teacher's expertise. Classical professionalism began to shift into practical professionalism. However, practical professionalism also has its own limitations; for instance, it still lies in the layer of cognitive learning. Therefore, our research clarified that we need to understand teacher's professionalism from morality layer. We need culture their responsibility to call of duty. They should be in passion of education, students, life-time learning and devote their life to edbiz.
In conclusion, in standard-based curriculum circumstance, teacher's professionalism undergoes transformation from traditional professionalism to classical professionalism, from classical professionalism to practical professionalism. Base on that fact, this thesis put forward the viewpoint of transferring from practical professionalism to general professionalism.
引文
1 Tamir, P. (1986) Teacher's autonomy in a centrally developed and controlled curriculum. Scottish Educational Review,18(2), pp.86-92.
2 Futrell, M.H. (1989) Mission not Accomplished:Education Reform in Retrospect. Phi Delta Kappan,71, pp.9-14.
3 Elmore, R., (2000) Building a New Structure for School Leadership. Washington DC. The Albert Shanker Institute.
转引自[英]Alma Harris, Daniel Muijs著.许联,吴合文译.教师领导力与学校发展[M].北京：北京师范大学出版社,2007：1.
1钟启泉,崔允漷,张华主编.《基础教育课程改革纲要(试行)》解读[M].上海：华东师范大学出版社,2001：5.
1 Sockett, H. T. (1996) Teachers for the 21 st century:Redefining professionalism. National Association of Secondary School Principals. May, Vol.80, Is.580; p.22.
2 Porter, A. (1989) External Standards and Good Teaching:The Pros and Cons of Telling Teachers What to Do. Education Evaluation & Policy Analysis,11, pp.434-456.
1 Larson, M. S. (1977) The Rise of Professionalism. University of California Press, p.ⅹ.
2 Carr-Saunders, A. M. (1955) Metropolitan Conditions and Traditional Professional Relationships, in The Metropolis in Modern Life, ed. Robert M. Fisher. Garden City, N.Y.:Doubleday, pp.279-287.
1 Carr-Saunders, A. M. (1928) Profession:Their Organization and Place in Society. Herbert Spencer Lecture at Oxford, May 18. Oxford:The Clarendon Press, p.31.
2 Becker, H. (1970) Sociological Work. Chicago:Aldine, p.92.
3 Greenwood, E. (1957) Attributes of A Profession. Social Work,2, July, p.45.
4 Goode, (1960) Encroachment, Charlatanism, and the Emerging Profession:Psychology, Sociology, and Medicine. American Sociological Review,25, pp.903-904.
5 Flexner, A. (1915) Is Social Work a Profession? Proceedings of The National Conference of Charities and Corrections. The Hilmann Printing Company, pp.576-590.
1 Lieberman. M. (1956)Education as a Profession. Englewood Cliffs, N.J.:Prentice Hall, Inc.,pp.2-6. Social Science,297, pp.105-111.
2 Cogan, M. L. (1955) The Problem of Defining a Profession. The Annals of American Academy of Political and
3 Elliott, P. (1972) The Sociology of the Professions. New York:Herder and Herder, pp.5-6.
1 Macdonald, K. M. (1995) The Sociology of Professions. London:Sage, p.186.
2 Macdonald. K. M. (1995) The Sociology of Professions. London:Sage. p.185.
3 Abbott, A. (1988) The System of the Professions. London:University of Chicago Press, p.102.
1 Larson, M. (1977) The Rise of Professionalism:A Sociological Analysis. Berkeley:University of California.
2 Eisenmann, L. (1991) Teacher Professionalism:A New Analytical Tool for the History of Teachers. Harvard Educational Review,61(2), pp.215-224.
Hutchins, R. M. (1936) The Higher Learning in America. New Haven:Yale University Press.
Lieberman, M. (1956) Education as a Profession. Englewood Cliffs, N.J.:Prentice Hall, Inc., pp.97-98.
1 Etzioni, A. (1969) The Semi-Professions and Their Organizations. New York:Free Press, p. v.
3 Carr-Saunders, A. M. (1955) Metropolitan Conditions and Traditional Professional Relationships, in The Metropolis in Modern Life, ed. Robert M. Fisher. Garden City, N.Y.:Doubleday, p.283.
1 Squires, G.(1999) Teaching as a Professional Discipline. London:Falmer Press.
Bottery, M.& Wright, N. (2000) Teachers and the State:Towards a Directed Profession. London and New York: Routledge.
2 McCulloch, G., Helsby, G., and Knight, P. (2000) The Politics of Professionalism:Teachers and the Curriculum. London and New York:Continuum.
3 Grace, G. (1987) 'Teachers and the state in Britain:a changing relation', in M. Lawn and G. Grace (eds), Teachers: The Culture and Politics of Work. London:Falmer, p.212.
4 Kahlenberg, R. D. (Eds), (2008) Improving on No Child Left Behind:Getting Education Reform Back on Track. New York:Century Foundation Press.
Pearson, L. C.& Hall, B.W. (1993) Initial construct validation of the teacher autonomy scale. Journal of Education Research,86, pp.172-178.
姚静.论教师专业自主权的缺失与回归[J].课程·教材·教法.2005,(6)
Pearson, L. C. (1995) The prediction of teacher autonomy from a set of work-related attitudinal variables. Journal of Research and Development in Education,28(2), pp.79-84.
4 Kamii, C. (1994a,June) Constructivist mathematics education with or without Piaget's theory. Keynote address presented at Constructivist Teaching Conference(Birmingham AL).p4.
Benson, P. (2000) Autonomy as a learners' and teachers' right. In B. Sinclair, I. McGrath and T. Lamb (eds.) Learner autonomy, teacher autonomy:Future directions. London:Longman, pp.111-117.
2 Crawford, J. (2001) Teacher Autonomy and Accountability in Charter Schools. Education and Urban Society,33(2), pp.186-200.
3 Crawford, J. (2001) Teacher Autonomy and Accountability in Charter Schools. Education and Urban Society,33(2), pp.186-200.
4 Street, M. S.,& Licata, J. W. (1989) Supervisor expertise:Resolving the dilemma between bureaucratic control and teacher autonomy. Planning and Changing, pp.97-107.
5 Sentovich, C. (2004) Teacher Satisfaction in Public, Private, and Charter Schools. Dissertation University of Florida.
6 Wagner, T. (2001) Leadership for learning:An action theory of school change. Phi Delta Kappan,82(5), pp. 378-383.
7 Garvin. N. M. (2007) Teacher Autonomy:Distinguishing Perceptions by School Cultural Characteristics. Dissertation University of Pennsylvania, p.10.
1 Garvin. N. M. (2007) Teacher Autonomy:Distinguishing Perceptions by School Cultural Characteristics. Dissertation University of Pennsylvania, p.10.
2 Raelin, J. A., (1989) Teacher Autonomy and Managerial Control. The Education Digest,54(8), pp.16-18.
3 Ingersoll, R. M. (1996) Teachers' Decision-Making Power and School Conflict. Sociology of Education,69(2), pp. 159-176.
4 Crawford, J. (2001) Teacher Autonomy and Accountability in Charter Schools. Education and Urban Society,33(2), pp.186-200.
5 Little, J. W. (1990) The persistence of privacy:Autonomy and initiative in teachers' professional relations. Teachers College Record,91, pp.569-584.
6 Garvin. N. M. (2007) Teacher Autonomy:Distinguishing Perceptions by School Cultural Characteristics. Dissertation University of Pennsylvania, p.9.
LacoeⅢ, C. S. (2006) Decomposing Teacher Autonomy:A Study Investing Types of Teacher Autonomy and How Current Public School Climate Affects Teacher Autonomy:Dissertation University of Pennsylvania, p.41.
1 Rosenholtz, S. J. (1989) Workplace conditions that affect teacher quality and commitment:Implication for teacher induction programs. The Elementary School Journal,89(4), pp.421-439.
2 LacoeⅢ,C. S. (2006) Decomposing Teacher Autonomy:A Study Investigating Types of Teacher Autonomy and How Current Public School Climate Affects Teacher Autonomy:Dissertation University of Pennsylvania, p.41.
3 Sentovich, C. (2004) Teacher Satisfaction in Public, Private, and Charter Schools. Dissertation University of Florida.
4 Rudolph, L. (2006) Decomposing Teacher Autonomy:A Study Investigating Types of Teacher Autonomy and Howlt Relates to Job Satisfaction:Dissertation University of Pennsylvania, p.129.
3 Williams, J. (2003) Why Great Teacher Stay? Association for Supervision and Curriculum Development, pp.71-74.
6 Tort-Moloney, D. (1997) Teacher autonomy:A Vygotskian theoretical framework. CLCS Occasional Paper No.48. Dublin:Trinity College, CLCS.
Friedman,I. A. (1999) Teacher-Perceived Work Autonomy:The Concept and Its Measurement. Educational and Psychological Measurement,59(1), pp.58-76.
1 Blase, J.,& Blase, J. (2001) Empowering Teachers:What successful principals do (2nd Ed.). Thousand Oaks, Califrnia:Corwin Press.
2[英]Alma harris, Daniel Muijs著,许联,吴合文译.教师领导力与学校发展[M].北京：北京师范大学出版社,2007：10.
1 Pearson, L. C.,& Hall, B.W. (1993) Initial construct validation of the teaching autonomy scale. Journal of Education Research,86(3), pp.172-178.
2 Crawford, J. R. (2001) Teacher Autonomy and Accountability in Charter Schools. Education and Urban Society, 33(2), pp.186-200.
3 Ingersoll, R. M. (1996) Teachers' Decision-Making Power and School Conflict. Sociology of Education,69(2), pp. 159-176.
4 Steh, B.& PoZarnik, B. M. (2005) Teachers' Perception of Their Professional Autonomy in The Environment of Systemic Change. In Beijaard et al. (eds.). Teacher Professional Development in Changing Conditions, pp.349-363.
5 Pearson, L. C.,& Hall, B. W. (1993) Initial construct validation of the teaching autonomy scale. Journal of Education Research,86(3), pp.172-178.
6 Charters, W. W. (1974) Sense of teacher work autonomy:Measurement and findings. Eugene:Center for Education Policy and Measurement, University of Oregon.
Archbald, D.,& Porter, A. (1994) Curriculum Control and Teacher' Perception of Autonomy and Satisfaction. Education Evaluation and Policy Analysis,16(1), pp.21-39.
1 Gawlik, M. A. (2007) Beyond the Charter Schoolhouse Door. Education and Urban Society,39(4), pp.524-553.
2 Reynolds, U. B. (1991) Teacher perceptions of kids and the system:Inclusion, culture, and Curriculum. Dissertation:University of Oregon, p.66.
3 Rudolph, L. (2006) Decomposing Teacher Autonomy:A Study Investigating Types of Teacher Autonomy and Howlt Relates to Job Satisfaction:Dissertation University of Pennsylvania, p.46-51.
4 Lacoelll, C. S. (2006) Decomposing Teacher Autonomy:A Study Investing Types of Teacher Autonomy and How Current Public School Climate Affects Teacher Autonomy:Dissertation University of Pennsylvania, p.71.
1 Goode, W. J. (1969) The Theoretical Limits of Professionalization, in Amitai Etzioni (Eds.), The Semi-Professions and their Organization. New York:Free Press, pp.266-313.
1 Macdonald, K. M. (1995) The Sociology of Professions. London:Sage, p.185.
牟钟鉴,张践.中国宗教通史[M].北京：社会科学文献出版社,2003：1.
Gellner, E. (1988) Plough, Sword and Book. London:Collins Press.
贾馥茗.教育的本质[M].台北：五南图书出版股份有限公司,2002：前言1-2.
3 Polyani, K. (1957) The Great Transformation. Boston, MA:Beacon Press.
4 Jones, E. L. (1981) The European Miracle. Cambridge:Cambridge University Press.
马克思,恩格斯：马克思恩格斯选集第4卷[M].北京：人民出版社.1972：261.
1[美]帕尔默,科尔顿.近现代世界史(上)[M].北京：商务印书馆,1988：394-395.
2 Gellner, E. (1988) Plough, Sword and Book. London:Collins Press.
3 Gellner, E. (1988) Plough, Sword and Book. London:Collins Press, p.119.
石中英.知识转型与教育改革[M].北京：教育科学出版社,2001：63-65.
2 Murphy, R. (1988) Social Closure. Oxford:The Clarendon Press, pp.246-247.
1 Doyle, W. (1990) Classroom knowledge as foundation for teaching. Teachers College Record,91, (3), pp.347-359.
2 Larson, M. S. (1977) The Rise of Professionalism. University of California Press, pp.3-4.
1 Macdonald, K. M. (1995) The Sociology of Professions. London:Sage, p.160.
2 Larson, M. S. (1977) The Rise of Professionalism. University of California Press, p.40.
3 Abbott, A. (1988) The System of the Professions. London:University of Chicago Press, p.9.
Abbott, A. (1988) The System of the Professions. London:University of Chicago Press, p.58.
2[美]唐纳德.A.舍恩著,夏林清译.反映的实践者——专业工作者如何在行动中思考[M].北京：教育科学出版社,2007：21.
1 Goode, W. J. (1969) The Theoretical Limits of Professionalization. In Etzioni, A. (Eds.) The Semi-Professions and Their Organizations. New York:Free Press, pp.277-278.
2 Abbott, A. (1988) The System of the Professions. London:University of Chicago Press, p.102.
1 Johnson, W. R. (1974) Education and Professional Life Styles:Law and Medicine in the Nineteenth Century. History of Education Quarterly (Summer), pp.185-207.
1 Schein, E. (1973) Professional Education. New York:McGraw-Hill, p.39.
1[美]唐纳德.A.舍恩著,夏林清译.反映的实践者——专业工作者如何在行动中思考[M].北京：教育科学出11版社,2007：232.
2[美]唐纳德.A.舍恩著,夏林清译.反映的实践者——专业工作者如何在行动中思考[M].北京：教育科学出版社,2007：21.
1荀子.解蔽[M].北京：中华书局,2008.
2周易.系辞上[M].北京：中华书局,2006.
1庄子.天道[M].北京：中华书局,2001.
Polanyi, M. (1957)The Study of Man, London:Routledge & Kegan Paul, P12转引自石中英.知识转型与教育改革[M].北京：教育科学出版社,2001：223.
3[英]Edward Sallis, Gary Jones著,王如哲,黄月纯译.教育知识管理[M].台北：五南图书出版股份有限公司,2004：15-16.
4石中英.知识转型与教育改革[M].北京：教育科学出版社,2001：224-229.
1 Stemberg, R. J., Wangner, R. K. et al. (1995) Testing Common Sense. American Psychology, p.916.
Eraut, M. (1988) Knowledge creation and knowledge use in professional contexts. Studies in Higher Education,10, (2), pp.117-132.
1 Hoyle, E.,& John, P. D. (1995) Professional Knowledge and Professional Practice. London & New York:Cassell, p.44.
2 Gage, N. L. (1978) The Scientific Base for the Art of Teaching. New York:Teachers' College Press, p.17.
Reynolds, M. C. (ed.) (1989) Knowledge Base for the Beginning Teacher. New York:Pergamon.
1 Wardle, D. (1974) The Rise of the Schooled Society. London:Routledge.
1 Hoyle, E.,& John, P. D. (1995) Professional Knowledge and Professional Practice. London & New York:Cassell, p.52.
1 Shulman, L. S. (1986). Those who understand:Knowledge growth in teaching. Educational Researcher,15(2), pp. 4-14.
2 Grossman, P. L. (1990). The making of a teacher:teacher knowledge and teacher education. New York:Teachers College Press.
3 Hoyle, E.,& John, P. D. (1995) Professional Knowledge and Professional Practice. London & New York:Cassell, p.52.
Hoyle, E.,& John, P. D. (1995) Professional Knowledge and Professional Practice. London & New York:Cassell, p. 53.
2 Elbaz, F.(1983）Teacher Thinking:A Study of Practice Knowtledge. London:Croom Helm.
3 Eraut, M. (1992) Review of research on in-service education:A UK perspective. In J. Wilson (Ed.), The effectiveness of in-service education and training of teachers and school leaders (Report of the Fifth All-European Conference of Directors of Educational Research Institutions Triesenberg, Liechtenstein,11-14 October 1988, Council of Europe, UNESCO Institute for Education) (pp..49-68). Amsterdam:Swets and Zeitlinger BV.
4 Doyle, W. (1983) Academic work. Review of Educational Research,53, pp.159-199.
1 Doyle, W. (1990) Classroom knowledge as foundation for teaching. Teachers College Record,91, (3), pp.347-359.
3 Brown, S.& McIntyre, D. (1992) Making Sense of Teaching, Milton Keynes:Open University Press.
2 Yinger, R. (1987) Learning the language of practice, Curriculum Inquiry,17, (3), pp.293-317.
4 Brown, S.& McIntyre, D. (1992) Making Sense of Teaching, MiIton Keynes:Open University Press, p.112.
5 Hoyle, E.,& John, P. D. (1995) Professional Knowledge and Professional Practice. London & New York:Cassell, p.56
1 Clark, C.& Yinger, R. (1988) Teacher Planning. In Calderhead, J. (ed.) Exploring Teachers'Thinking, London: Cassell.
Jackson, P. W. (1968) Life in Classrooms. New York:Holt, Rinehart & Winston.
Elbaz, F. (1983) Teacher Thinking:A Study of Practice Knowledge. London:Croom Helm.
4 Elbaz, F. (1983) Teacher Thinking:A Study of Practice Knowledge. London:Croom Helm, p.134.
5 Connelly, M.& Clandinin, D.J. (1988) Teachers as Curriculum Planners, New York:Teachers' College Press.
Denizen, N.K. (1991) Deconstructing the Biographical Method, paper presented at the American Educational Research Association Conference, Chicago, p.7.
Woods, P. (1987) Life histories and teacher knowledge. In Smyth, J. (ed.), Education Teachers:Changing the Nature of Pedagogical Knowledge, Sussex:Falmer Press.
3 Goodson, I.F. (1992) Studying teachers' lives:An emergent field of enquiry, in Goodson, I. (ed.), Studying Teachers' Lives, London:Routledge.
1 Ball, S.J.& Goodson, I.F. (1985) Teachers Lives and Careers, Sussex:Falmer Press.
2 Shulman, L.S. (1987) Knowledge and teaching:Foundations of the New Reform, Harvard Educational Review,57, pp.1-22.
3 Bennett, N.& Carre, C. (1991) No substitutes for a base of knowledge, Times Educational Supplement,8 November 1991.
4 Ball, D.C. (1990) The mathematical understandings that prospective teachers bring to teacher education, The Elementary School Journal,90, (4), pp.449-466.
1 Shulman, L.S. (1987) Knowledge and teaching:Foundations of the New Reform, Harvard Educational Review,57, pp.1-22.
2 Carr, W.& Kemmis, S. (1986) Becoming Critical:Education, Knowledge and Action Research. Sussex:Falmer Press.
1 McCutcheon, G. (1981) On the interpretation of classroom observation. Education Researcher,10, (5), pp.5-10.
1 Portelli, J. P. (1987) 'On defining curriculum'. Journal of Curriculum and Supervision,2,4, pp.354-367.
2 Goodson, I. F.& Marsh, C. J. (1996) Studying School Subjects, London, Falmer Press, p.157.
3 Griffith, R. (2000) National Curriculum:National Disaster, London, Koutledge/Falmer Press.
1 Budin, H. (1999) The computer enters the classroom, Teachers College Record,100,3, pp.656-670.
1 Tanner, D.& Tanner, L. (1995) Curriculum Development:Theory into Practice, New Jersey:Prentice-Hall, Inc. pp. 151-166.
1 Smith, B. O., Stanley, W. O.& Shores, J. H. (1957) Fundamentals of Curriculum Development, rev. ed. New York: Harcourt, p.3.
Dewey, J. (1916) Democracy and Education, New York:Macmillan, pp.89-90.
Tanner, D.& Tanner, L. (1995) Curriculum Development:Theory into Practice, New Jersey:Prentice-Hall, Inc. p.189.
Kennedy, K. J. (1995) An analysis of the policy contexts of recent curriculum reform in Australia, Great Britain and the United States, in Carter, D. S. G. & O'Neill, M. H. (Eds) International Perspectives on Educational Reform and Policy Implementation, London:Falmer Press.
4 Glatthorn, A. A.& Jailall, J. (2000) Curriculum for the new millennium, in Brandt, R. S. (Ed) Education in a New Era, Alexandria, VA, ASCD.
Hargreaves, A. (1995) Changing teachers, changing times:Teachers' work and culture in the postmodern age. London, Cassell.
Plank, D. N. (1988) Why school reform doesn't change schools:Political and organizational perspectives, in Boyd, W. L.& Kerchner, C. T. (Eds) The Politics of Excellence and Choice in Education, London:Falmer Press.
1 Callahan, R. E. (1962) Education and the Cult of Efficiency. Chicago:University of Chicago Press.p.3
2 Tanner, D.& Tanner, L. (1990) History of the School Curriculum, New York:Macmillan, p.182-183.
Kennedy, K. J. (1995) An analysis of the policy contexts of recent curriculum reform in Australia, Great Britain and the United States, in Carter, D. S. G. & O'Neill, M. H. (Eds) International Perspectives on Educational Reform and Policy Implementation, London:Falmer Press, p.9.
2 Marsh, C. J.& Willis, G (2003) Curriculum:Alternative Approaches, Ongoing Issues,3rd edn, Columbus, OH, Merrill Prentice-Hall.
1 Peters, M. (1995) Educational reform and the politics of the curriculum in New Zealand, in Carter, D. S. G. & O'Neill, M. H. (Eds) International Perspectives on Educational Reform and Policy Implementation, London:Falmer Press.
Lawton, D. (1989) Education, Culture and the National Curriculum, London:Hodder and Stoughton, p.35.
1 Lawton, D. (1989) Education, Culture and the National Curriculum, London:Hodder and Stoughton, p.35.
1 Raison, T. (1976) The Act and the Partnership. London:Centre for Studies in Social Policy.
1 Lawton, D. (1989) Education, Culture and the National Curriculum, London:Hodder and Stoughton, p.38.
Lawton, D. (1989) Education, Culture and the National Curriculum, London:Hodder and Stoughton, p.53.
Lawton, D. (1989) Education, Culture and the National Curriculum, London:Hodder and Stoughton, p.43.
1 Lawton, D.& Chitty, C. (1988) The National Curriculum, (Bedford Way Paper 33). Institute of Education University of London.
1 National Science Board. (1983) Educating, Americans for the 21st Century, Washington, DC:National Science Foundation, p.46.
1 Chris Pipho. (1986) States More Reform Closer to Reality, Phi Delta Kappan,68, p. k3.
2 Firestone, W. A., Fuhrman, S. H.& Kirst, M. W. (1991) State Educational Reform Since 1983:Appraisal and the Future. Educational Policy,5, p.235.
Hanson, E. M. (1991) Educational Restructuring in the USA:Movements of the 1980s, Journal of Educational Administration,29,4, p.34.
1 Kahlenberg, R. D. (Ed.). (2008) Improving on No Child Left Behind. New York:Century Foundation Press, pp. 7-11.
2 Swanson, C. B.& Stevenson, D. L. (2002) Standards-based reform in practice:Evidence on state policy and classroom instruction from the NAEP state assessments, Educational Evaluation and Policy Analysis,24,1, pp.1-27.
Bobbitt. The Supervision of City Schools, op. cit., p.49.
1 Elbaz, F. (1983) Teacher Thinking:A Study of Practical Knowledge. London:Croom Helm, p.5.
2[日]佐藤学,课程与教师[M].钟启泉译.北京：教育科学出版社,2003.
1[加]马克思·范梅南著,李树英译.教学机智——教育智慧的意蕴[M].北京：教育科学出版社,2001：134-157.
1[英]卡尔·波普尔著,舒炜光译.客观的知识[M].北京：中国美术学院出版礼,2003：111-112.
1 Jamous, H.& Peloille, B. (1970) Changes in the French University-Hospital System, in Professions and Professionalization ed lackson I A Cambridge:Cambridge University University Press pp. 111-152
2 Johnson, T. (1977) The Profession in the Class Structure, in Industrial Society:Class Cleavage and Control, ed. Scase R., London:Allen & Unwin, pp.93-110.
[美]唐纳德.A.舍恩著,夏林清译.反映的实践者——专业工作者如何在行动中思考[M].北京：教育科学出版社,2007：40.
1 Reynolds, M. C. (ed.) (1989) Knowledge Base for the Beginning Teacher. New York:Pergamon, p.316.
2 Elbaz, F. (1983) Teacher Thinking:A Study of Practice Knowledge. London:Croom Helm.
3 Eraut, M. (1992) Review of research on in-service education:A UK perspective. In J. Wilson (Ed.), The effectiveness of in-service education and training of teachers and school leaders (Report of the Fifth All-European Conference of Directors of Educational Research Institutions Triesenberg, Liechtenstein, 11-14 October 1988, Council of Europe, UNESCO Institute for Education) (pp..49-68). Amsterdam:Swets and Zeitlinger BV.
4叶澜,白益民等著.教师角色与教师发展新探[M].北京：教育科学出版社,2001：22-23.
1石中英.知识转型与教育改革[M].北京：教育科学出版社,2001：245-246.
姜美玲.教师实践性知识研究[M].上海：华东师范大学出版社,2008,p.175.
姜美玲.教师实践性知识研究[M].上海：华东师范大学出版社,2008,p.174.
3 Gitlin, A. (1983) School Structure and Teacher's Work, in Ideology and Practice in Schooling. Apple, M.& Weis, L. ed. Philadelphia:Temple University Press, pp.193-212.
1[美]唐纳德.A.舍恩著,夏林清译.反映的实践者——专业工作者如何在行动中思考[M].北京：教育科学出版社,2007：21.
1 Deal, T. E.& Celotti, L. D. (1977) 'Loose Coupling' and the School Administrator:Some Recent Research Findings. Research in Education. (ED 140 436), p.19.
2 Anderson, L. W. (1987) The Decline of Teacher Autonomy:Tears or cheers. International Review of Education, 33(3), pp.357-373.
3 Zajano, N.,& Mitchell, B. (2001) Schoolhouse blues:Tensions among research, policy, and practice. Theory into Practice,27(2), pp.161-168.
4 McLaughlin, M. W., et al. (1986) 'Why Teachers Won't Teach'. Phi Delta Kappan.67. p.423.
1 Deal, T. E.& Celotti, L. D. (1977) 'Loose Coupling' and the School Administrator:Some Recent Research Findings. Research in Education. (ED 140 436), pp.17-18.
2 Deal, T. E.&Celotti, L. D. (1977) 'Loose Coupling' and the School Administrator:Some Recent Research Findings. Research in Education. (ED 140 436), p.20.
3 Parish, R.& Arends, R. (1983) Why Innovative Programs are Discontinued. Educational Leadership.40, pp. 62-65.
1 Pollard et al.,1994转引自Rudolph, L. (2006) Decomposing Teacher Autonomy:A Study Investigating Types of Teacher Autonomy and Howlt Relates to Job Satisfaction:Dissertation University of Pennsylvania, p.21.
2 Robert, R. (1998) The impact of centralized examinations on teacher professionalism. Canadian Journal of Education, Spring, Vol.23, Iss.2, p.166.
3 Duffy, G. G.,& Hoffman, J. V. (1999) In pursuit of an illusion:The tlawed search for a pertect method. The Reading Teacher,53(1), pp.10-16
4 Bidwell, L. W. (1965) 'The School as a Formal Organization'. In March, J. (eds.) Handbook of Organizations. Chicago:Rand McNally, p.976.
Shulman, L. S. (1983) Autonomy and obligation:The remote control of teaching. In L. S. Shulman & G. Sykes (Eds.), Handbook of teaching and policy, pp.484-504. New York:Longman.
2 Archbald, D.,& Porter, A. (1994) Curriculum Control and Teacher' Perception of Autonomy and Satisfaction. Education Evaluation and Policy Analysis,16(1), pp.21-39.
3 Garvin. N. M. (2007) Teacher Autonomy:Distinguishing Perceptions by School Cultural Characteristics. Dissertation University of Pennsylvania, pp.55-60.
4 Ozga, J. (1995) Deskilling a Profession:Professionalism, Deprofessionalism and the New Managerialism, in Busher & R. Saran(Eds), Managing teachers as professionals in schools. London:Routledge.
5 Shulman, L. S. (1983) Autonomy and obligation:The remote control of teaching. In L. S. Shulman & G. Syke (Eds.), Handbook of teaching and policy, pp.484-504. New York:Longman, p.486.
Shulman, L. S. (1983) Autonomy and obligation:The remote control of teaching. In L. S. Shulman and G Sykes (Eds.), Handbook of teaching and policy, pp.484-504. New York:Longman, p.503.
1[英]艾弗.F.古德森编著,刘丽丽译.专业知识与教师职业生涯[M].北京：北京师范大学出版社,2007,pp.102-103.
邵光华.教师专业知识发展研究[M].杭州：浙江大学出版社,2011：31-32.
Abbott, A. (1988) The System of the Professions. London:University of Chicago Press, p.102.
1[英]艾弗.F.古德森编著,刘丽丽译.专业知识与教师职业生涯[M].北京：北京师范大学出版社,2007：75.
2[英]艾弗.F.古德森编著,刘丽丽译.专业知识与教师职业生涯[M].北京：北京师范大学出版社,2007：91.
1 Larson, M. (1977) The Rise of Professionalism:A Sociological Analysis. Berkeley:University of California, p.41.
1 Macdonald,K.M.(1995) The Sociology of Professions.London:Sage,pp.167-168.
2[英]艾弗.F.古德森编著,刘丽丽译.专业知识与教师职业生涯[M].北京：北京师范大学出版社,2007,p.85.
1 Graves, F. P. (1914) A History of Education in Modern Times. New York:Macmillan. p.57.
Tanner, D.& Tanner, L. (1995) Curriculum Development:Theory into Practice. New Jersey:Prentice-Hall, Inc, p. 11.
Hinsdale, B. A. (1898) Horace Mann and the Common School Revival. New York:Scribner's, p.60.
[1]Abbott, A. (1988) The System of the Professions. London:University of Chicago Press.
[2]Anderson, L. W. (1985) Thoughts on Accomplished Teachers. The Palmetto Principal,2(4), pp.19-21.
[3]Anderson, L. W. (1987) The Decline of Teacher Autonomy:Tears or cheers. International Review of Education,33(3), pp.357-373.
[4]Aoki, N. (2000) Aspects of teacher autonomy.Capacity, freedom and responsibility. Paper presented at 2000 Hong Kong University of Science and Technology Language Centre Conference.
[5]Archbald, D.,& Porter, A. (1994) Curriculum Control and Teacher' Perception of Autonomy and Satisfaction. Education Evaluation and Policy Analysis,16(1), pp. 21-39.
[6]Ashton, P.,& Webb, R. (1986) Making a Difference:Teachers' Sense of Efficacy and Student Achievement. New York:Longman.
[7]Ayers, W. (1992) Work that is real:Why teachers should be empowerd. In G. A. Hess (Ed.), Empowering Teachers and Parents:School restructuring through the eyes of anthropologists, pp.13-28. Westport, Conn.:Bergin & Garvey.转引自操太圣,卢乃桂.伙伴协作与教师赋权——教师专业发展新视角[M].北京：教育科学出版社,2007.
[8]Ball, S.J.& Goodson, I.F. (1985) Teachers Lives and Careers, Sussex:Falmer Press.
[9]Ball, D.C. (1990) The mathematical understandings that prospective teachers bring to teacher education, The Elementary School Journal,90, (4), pp.449-466.
[10]Becker, H. (1970) Sociological Work. Chicago:Aldine.
[11]Bennett, N.& Carre, C. (1991) No substitutes for a base of knowledge, Times Educational Supplement,8 November 1991.
[12]Benson, P. (2000) Autonomy as a learners' and teachers' right. In B. Sinclair, I. McGrath and T. Lamb (eds.) Learner autonomy, teacher autonomy:Future directions. London:Longman.
[13]Bidwell, L. W. (1965)'The School as a Formal Organization'. In March, J. (eds.) Handbook of Organizations. Chicago:Rand McNally.
[14]Blase, J.,& Blase, J. (2001) Empowering Teachers:What successful principals do (2nd Ed.). Thousand Oaks, Califrnia:Corwin Press.
[15]Blase, Joseph (1994) Empowering teachers_ What successful principals do. Thousand Oaks, CA & Corwin Press.
[16]Boe, E.,& Gliford, D. (1992) National Research Council. Teacher Supply, Demand, and Quality D.C.:National Academy Press.
[17]Bottery, M.& Wright, N. (2000) Teachers and the State:Towards a Directed Profession. London and New York:Routledge.
[18]Bredson, P. V.& Johansson, O. (2000) The school principal's role in teacher professional development. Journal ofln-Service Education,26(2), pp.385-401.
[19]Brown, S.& McIntyre, D. (1992) Making Sense of Teaching, Milton Keynes: Open University Press.
[20]Brunetti, G. (2001) Why do they teach? A Study of Job Satisfaction among Long-Term High School Teachers. Teacher Education Quarterly, pp.49-74.
[21]Budin, H. (1999) The computer enters the classroom, Teachers College Record, 100,3, pp.656-670.
[22]Callahan, R. E. (1962) Education and the Cult of Efficiency. Chicago:University of Chicago Press.
[23]Carr-Saunders, A. M. (1928) Profession:Their Organization and Place in Society. Herbert Spencer Lecture at Oxford, May 18. Oxford:The Clarendon Press.
[24]Carr-Saunders, A. M. (1955) Metropolitan Conditions and Traditional Professional Relationships, in the Metropolis in Modern Life, ed. Robert M. Fisher. Garden City, N.Y.:Doubleday.
[25]Carr, W.& Kemmis, S. (1986) Becoming Critical:Education, Knowledge and Action Research. Sussex:Falmer Press.
[26]Carter, K. (1990) Teachers' knowledge and learning to teach. In Houston, R. (ed.), Handbook of Research on Teacher Education, New York:Macmillan.
[27]Chapman, J. (1990) School-Based Decision-Making and Management: Implications for School Personnel. In J. D. Chapman (Eds.), School-Based Decision-Making and Management. London:Falmer.
[28]Charters, W. W. (1974) Sense of teacher work autonomy:Measurement and findings. Eugene:Center for Education Policy and Measurement, University of Oregon.
[29]Chauvin, S. W.,& Ellett, C. D. (1993, November) Teachers' professional orientation:An empirical examination of the construct using the results of large-scale factor analysis. Paper presented at the annual meeting of the Mid-South educational Research Association, New Orleans, Louisiana.
[30]Chris Pipho. (1986) States More Reform Closer to Reality, Phi Delta Kappan,68.
[31]Clark, C.& Yinger, R. (1988) Teacher Planning. In Calderhead, J. (ed.) Exploring Teachers' Thinking, London:Cassell.
[32]Cogan, M. L. (1955) The Problem of Defining a Profession. The Annals of American Academy of Political and Social Science,297, pp.105-111.
[33]Common, D. L. (1983) Who Should Have the Power to Change Schools:Teachers or Policy Makers? Education Canada,23(3), pp.40-45.
[34]Connelly, M.& Clandinin, D.J. (1988) Teachers as Curriculum Planners, New York:Teachers' College Press.
[35]Connolly, R. A. (2000) Why Do Good Teachers Leave the Profession? What Can Be Done to Retain Them? Momentum,31(3), pp.55-57.
[36]Crawford, J. (2001) Teacher Autonomy and Accountability in Charter Schools. Education and Urban Society,33(2), pp.186-200.
[37]Crawford, J. R. (2001) Teacher Autonomy and Accountability in Charter Schools. Education and Urban Society,33(2), pp.186-200.
[38]Davis, J.,& Wilson, S. (2000) Principals'efforts to empower teachers:Effects on teacher motivation and job satisfaction and stress. The Clearing House,73(6), pp. 349-353.
[39]Deal, T. E.& Celotti, L. D. (1977)'Loose Coupling' and the School Administrator: Some Recent Research Findings. Research in Education. (ED 140 436), pp. 17-18.
[40]Denizen, N. K. (1991) Deconstructing the Biographical Method, paper presented at the American Educational Research Association Conference, Chicago.
[41]Dewey, J. (1916) Democracy and Education, New York:Macmillan.
[42]Dingwall, R. (1976) Accomplishing Profession. Sociological Review,24, pp. 331-349.
[43]Doyle, W. (1979) Classroom Tasks and Students' Abilities. In Peterson, P. L.& Walberg, H. J. (eds.) Research on Teaching:Concepts.Findings, and Implications. Berkeley, California:Wadsworth Publishing Company.
[44]Doyle, W. (1983) Academic work. Review of Educational Research,53, pp. 159-199.
[45]Doyle, W. (1990) Classroom knowledge as foundation for teaching. Teachers College Record,91, (3), pp.347-359.
[46]Doyle, w. (1990) Themes in teacher education research. In Houston, R. (ed.), Handbook of Research on Teacher Education, New York:Macmillan.
[47]Duffy, G. G.,& Hoffman, J. V. (1999) In pursuit of an illusion:The flawed search for a perfect method. The Reading Teacher,53(1), pp.10-16
[48]Eisenmann, L. (1991) Teacher Professionalism:A New Analytical Tool for the History of Teachers. Harvard Educational Review,61(2), pp.215-224.
[49]Elbaz, F. (1983) Teacher Thinking:A Study of Practice Knowledge. London: Croom Helm.
[50]Elliott, P. (1972) The Sociology of the Professions. New York:Herder and Herder.
[51]Elmore, R., (2000) Building a New Structure for School Leadership. Washington DC. The Albert Shanker Institute转引自[英]Alma Harris, Daniel Muijs著.许联,吴合文译.教师领导力与学校发展[M].北京：北京师范大学出版社,2007.
[52]Eraut, M. (1988) Knowledge creation and knowledge use in professional contexts. Studies in Higher Education,10, (2), pp.117-132.
[53]Eraut, M. (1992) Review of research on in-service education:A UK perspective. In J. Wilson (Ed.), The effectiveness of in-service education and training of teachers and school leaders (Report of the Fifth All-European Conference of Directors of Educational Research Institutions Triesenberg, Liechtenstein,11-14 October 1988, Council of Europe, UNESCO Institute for Education) (pp..49-68). Amsterdam:Swets and Zeitlinger BV.
[54]Etzioni, A. (1969) The Semi-Professions and Their Organizations. New York: Free Press.
[55]Firestone, W. A., Fuhrman, S. H.& Kirst, M. W. (1.991) State Educational Reform Since 1983:Appraisal and the Future. Educational Policy,5, p.235.
[56]Flexner, A. (1915) Is Social Work a Profession? Proceedings of The National Conference of Charities and Corrections. The Hilmann Printing Company.
[57]Forrester, G. (2000) Professional Autonomy Versus Managerial Control:The Experience of Teachers in an English Primary School. International Studies in Sociology of Education,10(2), pp.133-151.
[58]Freidson, E. (1970) Profession of Medicine:A Study of the Sociology of Applied Knowledge, New York:Dodd, Mead.
[59]Freidson, E. (1994) Professionalism Reborn:Theory, Prophecy and Policy. Cambridge:Polity Press.
[60]Friedman, I. A. (1999) Teacher-Perceived Work Autonomy:The Concept and Its Measurement. Educational and Psychological Measurement,59(1), pp.58-76.
[61]Futrell, M.H. (1989) Mission not Accomplished:Education Reform in Retrospect. Phi Delta Kappan,71, pp.9-14.
[62]Garvin. N. M. (2007) Teacher Autonomy:Distinguishing Perceptions by School Cultural Characteristics. Dissertation University of Pennsylvania.
[63]Gawlik, M. A. (2007) Beyond the Charter Schoolhouse Door. Education and Urban Society,39(4), pp.524-553.
[64]General Accounting Office. (1994b) School-based management result in Changes in instruction and budgeting. Washington, D.C.:Author.
[65]Gitlin, A. (1983) School Structure and Teacher's Work, in Ideology and Practice in Schooling. Apple, M.& Weis, L. ed. Philadelphia:Temple University Press, pp. 193-212.
[66]Ginsberg, R.& Bennett, A. (1981)'I Don't Get No Respect', VocED.56, No.8, pp. 34-36.
[67]Glatthorn, A. A.& Jailall, J. (2000) Curriculum for the new millennium, in Brandt, R. S. (Ed)
[68]Education in a New Era, Alexandria, VA, ASCD.
[69]Goode, W. J. (1960) Encroachment, Charlatanism, and the Emerging Profession: Psychology, Sociology, and Medicine. American Sociological Review,25, pp. 903-904.
[70]Goode, W. J. (1969) The Theoretical Limits of Professionalization, in Amitai Etzioni (Eds.), The Semi-Professions and their Organization. New York:Free Press.
[71]Goodson, I.F. (1992) Studying teachers'lives:An emergent field of enquiry, in Goodson, I. (ed.), Studying Teachers'Lives, London, Routledge.
[72]Goodson, I. F.& Marsh, C. J. (1996) Studying School Subjects, London, Falmer Press, p.157.
[73]Grace, G. (1987)'Teachers and the state in Britain:a changing relation', in M. Lawn and G. Grace (Eds), Teachers:The Culture and Politics of Work. London: Falmer.
[74]Graves, F. P. (1914) A History of Education in Modern Times. New York: Macmillan.
[75]Greenwood, E. (1957) Attributes of A Profession. Social Work,2, July, p.45.
[76]Grossman, P. L. (1990). The making of a teacher:teacher knowledge and teacher education. New York:Teachers College Press.
[77]Hanson, E. M. (1991) Educational Restructuring in the USA:Movements of the 1980s, Journal of Educational Administration,29,4, p.34.
[78]Hargreaves, A. (1995) Changing teachers, changing times:Teachers' work and culture in the postmodern age. London, Cassell.
[79]Harris, A.,& Lambert, L. (2003) Building leadership capacity for school improvement, Buckingham:Open University Press.
[80]Hinsdale, B. A. (1898) Horace Mann and the Common School Revival. New York: Scribner's.
[81]Hoyle, E.,& John, P. D. (1995) Professional Knowledge and Professional Practice, London & New York:Cassell.
[82]Hsieh, J. C. (1987) Discuss the independent of educational rights and freedom of use. Theory and Policy,2, pp.42-48. Taiwan.
[83]Hutchins, R. M. (1936) The Higher Learning in America. New Haven:Yale University Press.
[84]Ingersoll, R. M. (1996) Teachers' decision-making power and school conflict, Sociology of Education,69(2), pp.159-176.
[85]Jackson, P. W. (1968) Life in Classrooms. New York:Holt, Rinehart & Winston.
[86]Jamous, H.& Peloille, B. (1970) Changes in the French University-Hospital System, in Professions and Professionalization, ed. Jackson, J. A. Cambridge: Cambridge University Press, pp.111-152.
[87]Johnson, T. (1972) Professions and Power. London:Macmillan.
[88]Johnson, T. (1977) The Profession in the Class Structure, in Industrial Society: Class Cleavage and Control, ed. Scase R., London:Allen & Unwin, pp.93-110.
[89]Kahlenberg, R. D. (Eds), (2008) Improving on No Child Left Behind:Getting Education Reform Back on Track. New York:Century Foundation Press.
[90]Kamii, C. (1994a, June) Constructivist mathematics education with or without Piaget's theory. Keynote address presented at Constructivist Teaching Conference (Birmingham AL).
[91]Kennedy, K. J. (1995) An analysis of the policy contexts of recent curriculum reform in Australia, Great Britain and the United States, in Carter, D. S. G.& O'Neill, M. H. (Eds) International Perspectives on Educational Reform and Policy Implementation, London:Falmer Press.
[92]Kreis, K. and Brocko, D. Y, (1986) "Autonomy:A Component of Teacher Job Satisfaction", Education, Vol.107 No.1.
[93]Kubow, P. K.,& DeBard, R. (2000) Teacher perceptions of proficiency testing:A winning Ohio suburban school district expresses itself. American Secondary Education,29(2), pp.16-25.
[94]LacoeⅢ, C. S. (2006) Decomposing Teacher Autonomy:A Study Investing Types of Teacher Autonomy and How Current Public School Climate Affects Teacher Autonomy:Dissertation University of Pennsylvania.
[95]Larson, M. (1977) The Rise of Professionalism:A Sociological Analysis. Berkeley: University of California.
[96]Lawton, D.& Chitty, C. (1988) The National Curriculum, (Bedford Way Paper 33). Institute of Education University of London.
[97]Lawton, D. (1989) Education, Culture and the National Curriculum, London: Hodder and Stoughton, p.35.
[98]Leinhardt, G.& Smith, D. (1985) Expertise in mathematics instruction:Subject matter knowledge. Journal of Educational Psychology,77, pp.247-271.
[99]Leon, A., et al.A Cross-Cultural Study of Teacher Autonomy. Paper presented at the Annual Meeting of the American Educational Research Association, New York, March,1982.
[100]Licata, J. W., et al. (1990) Principal vision, teacher sense of autonomy, and environmental robustness. Journal of Educational Research,84(2), pp.93-99.
[101]Lieberman, A., Saxl, E. R.& Miles, M. B. (2000) Teacher leadership:ideology and practice, in The Jossey-Bass Reader on Educational Leadership. San Francisco, CA:Jossey-Bass转引生[英]Alma harris, Daniel Muijs著,许联,吴合文译.教师领导力与学校发展[M].北京：北京师范大学出版社,2007.
[102]Lieberman, M. (1956) Education as a Profession. Englewood Cliffs, N.J.: Prentice Hall, Inc..
[103]Lightfoot, S. L. (1986) On goodness in schools:Themes of Empowerment. Journal of Education,3, pp.9-28.
[104]Little, D. (1995) Learning as dialogue:The dependence of learner autonomy on teacher autonomy. System 23/2. pp.175-182.
[105]Little, J. W. (1990) The persistence of privacy:Autonomy and initiative in teachers' professional relations. Teachers College Record,91, pp.569-584.
[106]Macdonald, K. M. (1995) The Sociology of Professions. London:Sage.
[107]Maeroff, G. (1988) The Empowerment of Teachers. Overcoming the crisis of confidence. New York:Teachers College Press.
[108]McCulloch, G., Helsby, G., and Knight, P. (2000) The Politics of Professionalism: Teachers and the Curriculum. London and New York:Continuum.
[109]McCutcheon, G. (1981) On the interpretation of classroom observation. Education Researcher,10, (5), pp.5-10.
[110]McLaughlin, M. W., et al. (1986)'Why Teachers Won't Teach'. Phi Delta Kappan. 67. p.423.
[111]Melenyzer, B. J. (1990) Teacher Empowerment:The discourse, meanings and social actions of teacher. Paper presented at the annual meeting of the National Council of States on Inservice Education, Orlando, Florida, and November, pp.16-20.转引自操太圣,卢乃桂.伙伴协作与教师赋权——教师专业发展新视角[M].北京：教育科学出版社,2007.
[112]Moore, W. E. (1970) The Professions:Roles and Rules. New York:Rusell Sage Foundation.
[113]Marsh, C. J.& Willis, G. (2003) Curriculum:Alternative Approaches, Ongoing Issues,3rd edn, Columbus, OH, Merrill Prentice-Hall.
[114]National Science Board. (1983) Educating Americans for the 21st Century, Washington, DC:National Science Foundation.
[115]Ozga, J. (1995) Deskilling a Profession:Professionalism, Deprofessionalism and the New Managerialism, in Busher & R. Saran (Eds), Managing teachers as professionals in schools. London:Routledge.
[116]Parish, R.& Arends, R. (1983) Why Innovative Programs are Discontinued. Educational Leadership.40, pp.62-65.
[117]Pearson, L. C. (1995) The prediction of teacher autonomy from a set of work-related attitudinal variables. Journal of Research and Development in Education,28(2), pp.79-84.
[118]Pearson, L. C.,& Hall, B. W. (1993) Initial construct validation of the teaching autonomy scale. Journal of Education Research,86(3), pp.172-178.
[119]Peters, M. (1995) Educational reform and the politics of the curriculum in New Zealand, in Carter, D. S. G.& O'Neill, M. H. (Eds) International Perspectives on Educational Reform and Policy Implementation, London:Falmer Press.
[120]Plank, D. N. (1988) Why school reform doesn't change schools:Political and organizational perspectives, in Boyd, W. L.& Kerchner, C. T. (Eds) The Politics of Excellence and Choice in Education, London:Falmer Press.
[121]Pollard et al., (1994)转引自Rudolph, L. (2006) Decomposing Teacher Autonomy: A Study Investigating Types of Teacher Autonomy and Howlt Relates to Job Satisfaction:Dissertation University of Pennsylvania.
[122]Portelli, J. P. (1987)'On defining curriculum'. Journal of Curriculum and Supervision,2,4, pp.354-367.
[123]Porter, A. (1989) External Standards and Good Teaching:The Pros and Cons of Telling Teachers What to Do. Education Evaluation & Policy Analysis,11, pp. 434-456.
[124]Raelin, J. A., (1989) Teacher Autonomy and Managerial Control. The Education Digest,54(8), pp.16-18.
[125]Raison, T. (1976) The Act and the Partnership. London:Centre for Studies in Social Policy.
[126]Rex, L. A.,& Nelson, M. C. (2004) How teachers' professional identities position highstakes test preparation in the classrooms. Teachers college Record,106(6), pp. 1288-1331.
[127]Reyes, P., "The Relationship of Autonomy in Decision Making to Commitment to Schools and Job Satisfaction:A Comparison between Public School Teachers and Mid-Level Administrators", Journal of Research and Development in Education, Vol.22 No.2,1989.
[128]Reynolds, M. C. (ed.) (1989) Knowledge Base for the Beginning Teacher. New York:Pergamon.
[129]Reynolds, U. B. (1991) Teacher perceptions of kids and the system:Inclusion, culture, and Curriculum. Dissertation:University of Oregon.
[130]Richard C. Smith (2001) Teacher Education for Teacher-learner Autonomy. Http://www.warwick.Ac.Uk/～elsdr/Teacher__autonomy.pdf.
[131]Robert, R. (1998) The impact of centralized examinations on teacher professionalism. Canadian Journal of Education, Spring, Vol.23, Iss.2, p.166.
[132]Robson, J. (2006) Teacher Professionalism in Further and Higher Education. London and New York:Routledge.
[133]Rosenholtz, S. J. (1989) Workplace conditions that affect teacher quality and commitment:Implication for teacher induction programs. The Elementary School Journal,89(4), pp.421-439.
[134]Rowan, B. (1990) Commitment and Control:Alternative Strategies for the Organizational Design of Schools. In C. B. Cazden (Ed.), Review of research in education,16, pp.353-389.Washington D.C.:AERA.
[135]Rudolph, L. (2006) Decomposing Teacher Autonomy:A Study Investigating Types of Teacher Autonomy and Howlt Relates to Job Satisfaction:Dissertation University of Pennsylvania.
[136]Ryan, D. W. (1983) Redefining the Roles of Middle Managers in Outcome-Based Systems. Outcomes 2(4), pp.26-33.
[137]Saks, M. (1983) Removing the Blinkers? A Critique of Recent Contributions to the Sociology of Professions. Sociological Review,31, pp.1-21.
[138]Schein, E. (1973) Professional Education. New York:McGraw-Hill.
[139]Schwile, J. et al. (1983) Teachers as Policy Brokers in the Content of Elementary School Mathematics. In Shulman, L. S.& Sykes, G. (eds.) Handbook of Teaching and Policy. New York:Longman.
[140]Sentovich, C. (2004) Teacher Satisfaction in Public, Private, and Charter Schools. Dissertation University of Florida.
[141]Short, P. M.,& Rinehart, J. S. (1992) School participant empowerment scale: Assessment of levels of empowerment within the school environment. Education and Psychological Measurement,52, pp.951-960.
[142]Shulman, L. S. (1983) Autonomy and obligation:The remote control of teaching. In L. S. Shulman & G.Sykes (Eds.), Handbook of teaching and policy, pp. 484-504. New York:Longman.
[143]Shulman, L. S. (1986) Those who understand:Knowledge growth in teaching. Educational Researcher,15(2), pp.4-14.
[144]Shulman, L.S. (1987) Knowledge and teaching:Foundations of the New Reform, Harvard Educational Review,57, pp.1-22.
[145]Smith, B. O., Stanley, W. O.& Shores, J. H. (1957) Fundamentals of Curriculum Development, rev. Ed. New York:Harcourt.
[146]Sockett, H. T. (1996) Teachers for the 21st century:Redefining professionalism. National Association of Secondary School Principals. May, Vol.80, Iss.580; p. 22.
[147]Squires, G. (1999) Teaching as a Professional Discipline. London:Falmer Press.
[148]Steh, B.& Pozarnik, B. M. (2005) Teachers' Perception of Their Professional Autonomy in The Environment of Systemic Change. In Beijaard et al. (Eds.). Teacher Professional Development in Changing Conditions, pp.349-363.
[149]Street, M. S.,& Licata, J. W. (1989) Supervisor expertise:Resolving the dilemma between bureaucratic control and teacher autonomy. Planning and Changing, pp. 97-107.
[150]Swanson, C. B.& Stevenson, D. L. (2002) Standards-based reform in practice: Evidence on state policy and classroom instruction from the NAEP state assessments, Educational Evaluation and Policy Analysis,24,1, pp.1-27.
[151]Tamir, P. (1986) Teacher's autonomy in a centrally developed and controlled curriculum. Scottish Educational Review,18(2), pp.86-92.
[152]Tanner, D.& Tanner, L. (1990) History of the School Curriculum, New York: Macmillan.
[153]Tanner, D.& Tanner, L. (1995) Curriculum Development:Theory into Practice, New Jersey:Prentice-Hall, Inc.
[154]Tort-Moloney, D. (1997) Teacher autonomy:A Vygotskian theoretical framework. CLCS Occasional Paper No.48. Dublin:Trinity College, CLCS.
[155]Wagner, T. (2001) Leadership for learning:An action theory of school change. Phi Delta Kappan,82(5), pp.378-383.
[156]Wardle, D. (1974) The Rise of the Schooled Society. London:Routledge.
[157]Weber, M. (1978) Economy and Society:An Outline of Interpretive Sociology. Berkeley:University of California Press.
[158]Weiss, D. J., et al. (1967) Manual for Minnesota Satisfaction Questionnaire. Minneapolis, MN, Industrial Relations Center, University of Minnesota.
[159]Williams, J. (2003) Why Great Teacher Stay? Association for Supervision and Curriculum Development, pp.71-74.
[160]Woods, P. (1987) Life histories and teacher knowledge. In Smyth, J. (ed.), Education Teachers:Changing the Nature of Pedagogical Knowledge, Sussex: Falmer Press.
[161]Yee, S. M. (1990) Careers in the Classroom When Teaching is More Than a Job. New York and London:Teachers College Press.
[162]Yinger, R. (1987) Learning the language of practice, Curriculum Inquiry,17, (3), pp.293-317.
[163]Zajano, N.,& Mitchell, B. (2001) Schoolhouse blues:Tensions among research, policy, and practice. Theory into Practice,27(2), pp.161-168.
[1]爱因斯坦文集(第一卷)[M].北京：商务印书馆,1976.
[2]班杜拉著.缪小春译.自我效能：控制的实施.上海：华东师范大学出版社,2003.
[3]班杜拉著.林颖等译.思想和行为的社会基础——社会认知论[M].上海：华东师范大学出版社,2001.
[4]柏林著,陈晓林译.两种自由概念[M].北京：生活读书新知三联书店,1995.
[5]操太圣,卢乃桂.伙伴协作与教师赋权——教师专业发展新视角[M].北京：教育科学出版社,2007.
[6]车玲玉.主体性与人的存在[M].哈尔滨：黑龙江人民出版社,2001.
[7]陈永明主编.现代教育论[M].上海：上海教育出版社,1999.
[8]陈永明主编.国际师范教育改革比较[M].北京：人民教育出版社,1999.
[9][德]底特利希·本纳著.彭正梅译.普通教育学[M].上海：华东师范大学出版社,2006.
[10][德]马克思·韦伯著,冯克利译.学术与政治[M].北京：生活读书新知三联书店,2005.
[11]杜威.民主主义与教育[M].北京：人民教育出版社,2001.
[12][法]米歇尔·福柯著.刘北成,杨远婴译.规训与惩罚[M].北京：生活读书新知三联书店,2004.
[13]冯大鸣.沟通与分享：中西教育管理领衔学者世纪汇谈[M].上海：上海教育出版社,2002.
[14]傅道春主编.教师的成长与发展[M].北京：教育科学出版社,2001.
[15]傅道春编著.新课程中教师行为的变化[M].北京：首都师范大学出版社,2001.
[16]顾明远主编.改革开放30年中国教育纪实[M].北京：人民出版社,2008.
[17]哈耶克著,邓正来译.自由秩序原理[M].北京：生活读书新知三联书店,1997.
[18]哈贝马斯.认识与兴趣[M].上海：学林出版社,1999.
[19]哈贝马斯.交往与社会进化[M].重庆：重庆出版社,1990.
[20]哈贝马斯.交往活动理论.重庆：重庆出版社,1994.
[21][加]马克思·范梅南著,李树英译.教学机智——教育智慧的意蕴[M].北京：教育科学出版社,2001.
[22]贾馥茗.教育的本质[M].台北：五南图书出版股份有限公司,2002.
[23]姜美玲.教师实践性知识研究[M].上海：华东师范大学出版社,2008.
[24]姜勇,洪秀敏,庞丽娟著.教师自主发展及其内在机制[M].北京：北京师范大学出版社,2009.
[25]金美福.教师自主发展论——教学研同期互动的教职生涯研究[M].北京：教育科学出版社,2005.
[26]刘捷.专业化：挑战21世纪的教师[M].北京：教育科学出版社,2002.
[27]陆谷孙主编.英汉大辞典[z].上海：上海译文出版社.2007.
[28]马克思,恩格斯：马克思恩格斯选集第4卷[M].北京：人民出版社.1972.
[29]马建生.教育改革论[M].合肥：安徽教育出版社,2007.
[30]马信行.教育社会学[M].台北桂冠图书股份有限公司,1986.
[31]马志行编著.教师职业道德导论[M].北京：人民出版社,2000.
[32]梅新林主编.中国教师教育30年[M].北京：中国社会科学出版社,2008.
[33][美]亨利·A.吉鲁著.朱红文译.教师作为知识分子——迈向批判教育学[M].北京：教育科学出版社,2008.
[34][美]帕尔默,科尔顿,近现代世界史(上)[M].北京：商务印书馆.1988.
[35][美]莎伦.F.拉里.斯等著.侯晶晶译.动态教师——教育变革的领导者[M].北京：北京师范大学出版社,2006.
[36][美]唐纳德.A.舍恩著,夏林清译.反映的实践者——专业工作者如何在行动中思考[M].北京：教育科学出版社,2007.
[37][美]威廉·V.斯潘洛斯著,王成兵等译.教育的终结[M].南京：凤凰出版传媒集团江苏人民出版社,2006.
[38][美]华勒斯坦等著,刘建芝等编译.学科、知识、权利[M].北京：三联书店.1999.
[39][美]James D.Klein等著,顾小清译.教师能力标准：面对面、在线及混合情境[M]. 上海：华东师范大学出版社,2007.
[40]牟钟鉴,张践.中国宗教通史[M].北京：社会科学文献出版社,2003.
[41]裴娣娜.教育研究方法导论[M].合肥：安徽教育出版社,1995.
[42]任英杰主编.知识管理视域下的教师专业发展[M].沈阳：东北大学出版社,2009.
[43][日]上寺九雄著,赵一奇译.教师的心灵与风貌[M].北京：春秋出版社,1989.
[44][日]筑波大学教育学研究会编,钟启泉译.现代教育学基础[M].上海：上海教育出版社,1986.
[45][日]佐藤学著,钟启泉译.课程与教师[M].北京：教育科学出版社,2003.
[46]单中惠,王凤玉编.杜威在华教育讲演[M].北京：教育科学出版社,2007.
[47]邵光华.教师专业知识发展研究[M].杭州：浙江大学出版社,2011.
[48]石中英.知识转型与教育改革[M].北京：教育科学出版社,2001.
[49]苏霍姆林斯基著.杜殿坤编译.给教师的建议[M].北京：教育科学出版社,1984.
[50]王斌华.发展性教师评价制度[M].上海：华东师范大学出版社,1998.
[51]荀子.解蔽[M].北京：中华书局,2008.
[52]雅斯贝尔斯著.邹进译.什么是教育[M].北京：三联书店,1991.
[53]杨昌勇.新教育社会学：连续与断裂的学术历程[M].北京：中国社会科学出版社,2004.
[54]杨东平主撰.艰难的日出——中国现代教育的20世纪[M].上海：文汇出版社,2003.
[55]叶澜,白益民等著.教师角色与教师发展新探[M].北京：教育科学出版社,2001.
[56]袁小平.从对峙到通融——教师管理范式的现代转向[M].长沙：湖南师范大学出版社,2004.
[57]袁振国主编.对峙与融合——20世纪的教育改革[M].济南：山东教育出版社,1995.
[58][英]Alma Harris, Daniel Muijs著,许联,吴合文译.教师领导力与学校发展[M].北京：北京师范大学出版社,2007.
[59][英]艾弗.F.古德森编著,刘丽丽译.专业知识与教师职业生涯[M].北京：北京师范大学出版社,2007.
[60][英]Edward Sallis, Gary Jones著,王如哲,黄月纯译.教育知识管理[M].台北：五南图书出版股份有限公司,2004.
[61][英]弗兰克·帕金著.刘乐,谢维和译.马克思·韦伯[M].成都：四川人民出版社,1987.
[62][英]约翰·格雷著,曹海军,刘训练译.自由主义[M].长春：吉林人民出版社,2005.
[63][英]阿尔玛·哈里斯等著,许联等译.教师领导力与学校发展[M].北京：北京师范大学出版社,2007.
[64][英]卡尔·波普尔著,舒炜光译.客观的知识[M].北京：中国美术学院出版社,2003.
[65]赵敦华.现代西方哲学新编[M].北京：北京大学出版社,2001.
[66]张维仪.教师教育——改革和发展热点问题问题透视[M].南京：南京师范大学出版社,2000.
[67]郑肇桢.教师教育[M].香港中文大学出版社,1987.
[68]郑杰.没有办不好的学校——郑杰教育讲演录[M].上海：华东师范大学出版社,2009.
[69]钟启泉,崔允漷,张华主编.《基础教育课程改革纲要(试行)》解读[M].上海：华东师范大学出版社,2001.
[70]钟启泉.教育的挑战[M].上海：华东师范大学出版社,2008.
[71]钟任琴.教师专业权能之研究——理论建构与实证分析[M].台北：五南图书出版有限公司,2000.
[72]周浩波.教育哲学[M].北京：人民教育出版社,2000.
[73]周易.系辞上[M].北京：中华书局,2006.
[74]朱小曼.小学素质教育实践：模式建构与理论反思[M].南京：南京师范大学出版社,1999.
[75]庄子.天道[M].北京：中华书局,2001.
[1]操太圣,卢乃桂.教师赋权增能：内涵、意义与策略[J].课程教材教法,2006,(10).
[2]操太圣,卢乃桂.院校协作脉络下的教师专业发展：赋权与规训的争拗[J].高等教育研究,2002,(11).
[3]陈向明.实践知识：教师专业发展的知识基础[J].北京大学教育评论,2003,(1).
[4]查英,金美福.E空间教师的自主发展特点研究——以现象学分析方法为视角[J].外国教育研究.2007,(5).
[5]代明.处在“基础教育”的浪尖上[J].明日教育论坛,总第30辑.15.
[6]郭炯.远程教育环境下农村教师自主学习模式的研究[J].中国远程教育.2006(2).
[7]郭元婕,鲍传友.实现教师专业自主发展的路径探讨[J].中国教育学刊,2006,(12).
[8]姜勇,阎水金.教师发展阶段研究：从“教师关注”到“教师自主”[J].上海教育科研.2006,(7).
[9]金建生.分布式机制的教师领导[J].教育发展研究,2007,(11B).
[10]金建生.论教师领导[J].西北师大学报(社会科学版),2007,(5).
[11]金生鈜.论教育权力[J].北京大学教育评论,2005,(4).
[12]梁明伟.论教师权利及其法律救济[J].教师教育研究,2006,(7).
[13]刘保兄,刘小娟.教师领导教育：当代美国教师教育新趋势[J].外国教育研究,2007,(12).
[14]楼世洲,张丽珍.教师专业自主：困境与出路[J].教师教育研究,2007,(11).
[15]卢乃桂,陈峥.赋权于教师：教师专业发展中的教师领导[J].教师教育研究,2007,(7).
[16]卢乃桂,陈峥.作为教师领导的教改策略——从组织层面探讨欧美的做法与启示[J].教育发展研究,2006,(9).
[17]马学斌.关于我国中小学教师专业自主权之探讨[J].教育探索,2004(4).
[18]宁虹.实践-意义取向的教师专业发展[J].教育研究,2005,(8).
[19]庞丽娟,洪秀敏.教师自我效能感：教师自主发展的重要内在动力机制[J].教师教育研究,2005,(7).
[20]王璐.英国国家课程对教师专业自治的影响[J].比较教育研究.2006(9).
[21]吴小贻.教师专业自主权的解读及实现[J].教育研究,2006,(7).
[22]吴小贻.完整地理解教师专业自主权[J].当代教育科学,2006(13).
[23]徐廷福.论教师专业自主权的个体实现[J].教师教育研究,2005,(11).
[24]姚静.论教师专业自主权的缺失与回归[J].课程·教材·教法,2005(6).
[25]余雅风.从教师职业的公共性看教师的权利及其界限[J].教师教育研究,2006,(5).
[26]曾荣光.教学专业与教师专业化：一个社会学的阐释[J].香港中文大学教育学报,1984.1.
[27]曾文婕,黄甫全.美国教师赋权增能的动因、涵义、策略及启示[J].课程教材教法,2006,(12).
[28]张贵新.对教师专业化的理念、现实与未来的探讨[J].外国教育研究,2002,(2).
[29]张建邦,白岩.论教师权益的法律保护[J].高等师范教育研究,2000,(5).
[30]张志欣.试论教师权利的法律保护[J].中国教育学刊,2004,(12).
[31]郑和.优秀教师自主成长：内涵与策略[J].课程·教材·教法.2004.(11).
[32]钟启泉.教师“专业化”:理念、制度、课题[J].教育研究,2001,(12).
[33]钟启泉.“教师专业化”的误区及其批判[J].教育发展研究,2003,(4-5).
2 Futrell, M.H. (1989) Mission not Accomplished:Education Reform in Retrospect. Phi Delta Kappan,71, pp.9-14.
3 Elmore, R., (2000) Building a New Structure for School Leadership. Washington DC. The Albert Shanker Institute.
转引自[英]Alma Harris, Daniel Muijs著.许联,吴合文译.教师领导力与学校发展[M].北京：北京师范大学出版社,2007：1.
1钟启泉,崔允漷,张华主编.《基础教育课程改革纲要(试行)》解读[M].上海：华东师范大学出版社,2001：5.
1 Sockett, H. T. (1996) Teachers for the 21 st century:Redefining professionalism. National Association of Secondary School Principals. May, Vol.80, Is.580; p.22.
2 Porter, A. (1989) External Standards and Good Teaching:The Pros and Cons of Telling Teachers What to Do. Education Evaluation & Policy Analysis,11, pp.434-456.
1 Larson, M. S. (1977) The Rise of Professionalism. University of California Press, p.ⅹ.
2 Carr-Saunders, A. M. (1955) Metropolitan Conditions and Traditional Professional Relationships, in The Metropolis in Modern Life, ed. Robert M. Fisher. Garden City, N.Y.:Doubleday, pp.279-287.
1 Carr-Saunders, A. M. (1928) Profession:Their Organization and Place in Society. Herbert Spencer Lecture at Oxford, May 18. Oxford:The Clarendon Press, p.31.
2 Becker, H. (1970) Sociological Work. Chicago:Aldine, p.92.
3 Greenwood, E. (1957) Attributes of A Profession. Social Work,2, July, p.45.
4 Goode, (1960) Encroachment, Charlatanism, and the Emerging Profession:Psychology, Sociology, and Medicine. American Sociological Review,25, pp.903-904.
5 Flexner, A. (1915) Is Social Work a Profession? Proceedings of The National Conference of Charities and Corrections. The Hilmann Printing Company, pp.576-590.
1 Lieberman. M. (1956)Education as a Profession. Englewood Cliffs, N.J.:Prentice Hall, Inc.,pp.2-6. Social Science,297, pp.105-111.
2 Cogan, M. L. (1955) The Problem of Defining a Profession. The Annals of American Academy of Political and
3 Elliott, P. (1972) The Sociology of the Professions. New York:Herder and Herder, pp.5-6.
1 Macdonald, K. M. (1995) The Sociology of Professions. London:Sage, p.186.
2 Macdonald. K. M. (1995) The Sociology of Professions. London:Sage. p.185.
3 Abbott, A. (1988) The System of the Professions. London:University of Chicago Press, p.102.
1 Larson, M. (1977) The Rise of Professionalism:A Sociological Analysis. Berkeley:University of California.
2 Eisenmann, L. (1991) Teacher Professionalism:A New Analytical Tool for the History of Teachers. Harvard Educational Review,61(2), pp.215-224.
Hutchins, R. M. (1936) The Higher Learning in America. New Haven:Yale University Press.
Lieberman, M. (1956) Education as a Profession. Englewood Cliffs, N.J.:Prentice Hall, Inc., pp.97-98.
1 Etzioni, A. (1969) The Semi-Professions and Their Organizations. New York:Free Press, p. v.
3 Carr-Saunders, A. M. (1955) Metropolitan Conditions and Traditional Professional Relationships, in The Metropolis in Modern Life, ed. Robert M. Fisher. Garden City, N.Y.:Doubleday, p.283.
1 Squires, G.(1999) Teaching as a Professional Discipline. London:Falmer Press.
Bottery, M.& Wright, N. (2000) Teachers and the State:Towards a Directed Profession. London and New York: Routledge.
2 McCulloch, G., Helsby, G., and Knight, P. (2000) The Politics of Professionalism:Teachers and the Curriculum. London and New York:Continuum.
3 Grace, G. (1987) 'Teachers and the state in Britain:a changing relation', in M. Lawn and G. Grace (eds), Teachers: The Culture and Politics of Work. London:Falmer, p.212.
4 Kahlenberg, R. D. (Eds), (2008) Improving on No Child Left Behind:Getting Education Reform Back on Track. New York:Century Foundation Press.
Pearson, L. C.& Hall, B.W. (1993) Initial construct validation of the teacher autonomy scale. Journal of Education Research,86, pp.172-178.
姚静.论教师专业自主权的缺失与回归[J].课程·教材·教法.2005,(6)
Pearson, L. C. (1995) The prediction of teacher autonomy from a set of work-related attitudinal variables. Journal of Research and Development in Education,28(2), pp.79-84.
4 Kamii, C. (1994a,June) Constructivist mathematics education with or without Piaget's theory. Keynote address presented at Constructivist Teaching Conference(Birmingham AL).p4.
Benson, P. (2000) Autonomy as a learners' and teachers' right. In B. Sinclair, I. McGrath and T. Lamb (eds.) Learner autonomy, teacher autonomy:Future directions. London:Longman, pp.111-117.
2 Crawford, J. (2001) Teacher Autonomy and Accountability in Charter Schools. Education and Urban Society,33(2), pp.186-200.
3 Crawford, J. (2001) Teacher Autonomy and Accountability in Charter Schools. Education and Urban Society,33(2), pp.186-200.
4 Street, M. S.,& Licata, J. W. (1989) Supervisor expertise:Resolving the dilemma between bureaucratic control and teacher autonomy. Planning and Changing, pp.97-107.
5 Sentovich, C. (2004) Teacher Satisfaction in Public, Private, and Charter Schools. Dissertation University of Florida.
6 Wagner, T. (2001) Leadership for learning:An action theory of school change. Phi Delta Kappan,82(5), pp. 378-383.
7 Garvin. N. M. (2007) Teacher Autonomy:Distinguishing Perceptions by School Cultural Characteristics. Dissertation University of Pennsylvania, p.10.
1 Garvin. N. M. (2007) Teacher Autonomy:Distinguishing Perceptions by School Cultural Characteristics. Dissertation University of Pennsylvania, p.10.
2 Raelin, J. A., (1989) Teacher Autonomy and Managerial Control. The Education Digest,54(8), pp.16-18.
3 Ingersoll, R. M. (1996) Teachers' Decision-Making Power and School Conflict. Sociology of Education,69(2), pp. 159-176.
4 Crawford, J. (2001) Teacher Autonomy and Accountability in Charter Schools. Education and Urban Society,33(2), pp.186-200.
5 Little, J. W. (1990) The persistence of privacy:Autonomy and initiative in teachers' professional relations. Teachers College Record,91, pp.569-584.
6 Garvin. N. M. (2007) Teacher Autonomy:Distinguishing Perceptions by School Cultural Characteristics. Dissertation University of Pennsylvania, p.9.
LacoeⅢ, C. S. (2006) Decomposing Teacher Autonomy:A Study Investing Types of Teacher Autonomy and How Current Public School Climate Affects Teacher Autonomy:Dissertation University of Pennsylvania, p.41.
1 Rosenholtz, S. J. (1989) Workplace conditions that affect teacher quality and commitment:Implication for teacher induction programs. The Elementary School Journal,89(4), pp.421-439.
2 LacoeⅢ,C. S. (2006) Decomposing Teacher Autonomy:A Study Investigating Types of Teacher Autonomy and How Current Public School Climate Affects Teacher Autonomy:Dissertation University of Pennsylvania, p.41.
3 Sentovich, C. (2004) Teacher Satisfaction in Public, Private, and Charter Schools. Dissertation University of Florida.
4 Rudolph, L. (2006) Decomposing Teacher Autonomy:A Study Investigating Types of Teacher Autonomy and Howlt Relates to Job Satisfaction:Dissertation University of Pennsylvania, p.129.
3 Williams, J. (2003) Why Great Teacher Stay? Association for Supervision and Curriculum Development, pp.71-74.
6 Tort-Moloney, D. (1997) Teacher autonomy:A Vygotskian theoretical framework. CLCS Occasional Paper No.48. Dublin:Trinity College, CLCS.
Friedman,I. A. (1999) Teacher-Perceived Work Autonomy:The Concept and Its Measurement. Educational and Psychological Measurement,59(1), pp.58-76.
1 Blase, J.,& Blase, J. (2001) Empowering Teachers:What successful principals do (2nd Ed.). Thousand Oaks, Califrnia:Corwin Press.
2[英]Alma harris, Daniel Muijs著,许联,吴合文译.教师领导力与学校发展[M].北京：北京师范大学出版社,2007：10.
1 Pearson, L. C.,& Hall, B.W. (1993) Initial construct validation of the teaching autonomy scale. Journal of Education Research,86(3), pp.172-178.
2 Crawford, J. R. (2001) Teacher Autonomy and Accountability in Charter Schools. Education and Urban Society, 33(2), pp.186-200.
3 Ingersoll, R. M. (1996) Teachers' Decision-Making Power and School Conflict. Sociology of Education,69(2), pp. 159-176.
4 Steh, B.& PoZarnik, B. M. (2005) Teachers' Perception of Their Professional Autonomy in The Environment of Systemic Change. In Beijaard et al. (eds.). Teacher Professional Development in Changing Conditions, pp.349-363.
5 Pearson, L. C.,& Hall, B. W. (1993) Initial construct validation of the teaching autonomy scale. Journal of Education Research,86(3), pp.172-178.
6 Charters, W. W. (1974) Sense of teacher work autonomy:Measurement and findings. Eugene:Center for Education Policy and Measurement, University of Oregon.
Archbald, D.,& Porter, A. (1994) Curriculum Control and Teacher' Perception of Autonomy and Satisfaction. Education Evaluation and Policy Analysis,16(1), pp.21-39.
1 Gawlik, M. A. (2007) Beyond the Charter Schoolhouse Door. Education and Urban Society,39(4), pp.524-553.
2 Reynolds, U. B. (1991) Teacher perceptions of kids and the system:Inclusion, culture, and Curriculum. Dissertation:University of Oregon, p.66.
3 Rudolph, L. (2006) Decomposing Teacher Autonomy:A Study Investigating Types of Teacher Autonomy and Howlt Relates to Job Satisfaction:Dissertation University of Pennsylvania, p.46-51.
4 Lacoelll, C. S. (2006) Decomposing Teacher Autonomy:A Study Investing Types of Teacher Autonomy and How Current Public School Climate Affects Teacher Autonomy:Dissertation University of Pennsylvania, p.71.
1 Goode, W. J. (1969) The Theoretical Limits of Professionalization, in Amitai Etzioni (Eds.), The Semi-Professions and their Organization. New York:Free Press, pp.266-313.
1 Macdonald, K. M. (1995) The Sociology of Professions. London:Sage, p.185.
牟钟鉴,张践.中国宗教通史[M].北京：社会科学文献出版社,2003：1.
Gellner, E. (1988) Plough, Sword and Book. London:Collins Press.
贾馥茗.教育的本质[M].台北：五南图书出版股份有限公司,2002：前言1-2.
3 Polyani, K. (1957) The Great Transformation. Boston, MA:Beacon Press.
4 Jones, E. L. (1981) The European Miracle. Cambridge:Cambridge University Press.
马克思,恩格斯：马克思恩格斯选集第4卷[M].北京：人民出版社.1972：261.
1[美]帕尔默,科尔顿.近现代世界史(上)[M].北京：商务印书馆,1988：394-395.
2 Gellner, E. (1988) Plough, Sword and Book. London:Collins Press.
3 Gellner, E. (1988) Plough, Sword and Book. London:Collins Press, p.119.
石中英.知识转型与教育改革[M].北京：教育科学出版社,2001：63-65.
2 Murphy, R. (1988) Social Closure. Oxford:The Clarendon Press, pp.246-247.
1 Doyle, W. (1990) Classroom knowledge as foundation for teaching. Teachers College Record,91, (3), pp.347-359.
2 Larson, M. S. (1977) The Rise of Professionalism. University of California Press, pp.3-4.
1 Macdonald, K. M. (1995) The Sociology of Professions. London:Sage, p.160.
2 Larson, M. S. (1977) The Rise of Professionalism. University of California Press, p.40.
3 Abbott, A. (1988) The System of the Professions. London:University of Chicago Press, p.9.
Abbott, A. (1988) The System of the Professions. London:University of Chicago Press, p.58.
2[美]唐纳德.A.舍恩著,夏林清译.反映的实践者——专业工作者如何在行动中思考[M].北京：教育科学出版社,2007：21.
1 Goode, W. J. (1969) The Theoretical Limits of Professionalization. In Etzioni, A. (Eds.) The Semi-Professions and Their Organizations. New York:Free Press, pp.277-278.
2 Abbott, A. (1988) The System of the Professions. London:University of Chicago Press, p.102.
1 Johnson, W. R. (1974) Education and Professional Life Styles:Law and Medicine in the Nineteenth Century. History of Education Quarterly (Summer), pp.185-207.
1 Schein, E. (1973) Professional Education. New York:McGraw-Hill, p.39.
1[美]唐纳德.A.舍恩著,夏林清译.反映的实践者——专业工作者如何在行动中思考[M].北京：教育科学出11版社,2007：232.
2[美]唐纳德.A.舍恩著,夏林清译.反映的实践者——专业工作者如何在行动中思考[M].北京：教育科学出版社,2007：21.
1荀子.解蔽[M].北京：中华书局,2008.
2周易.系辞上[M].北京：中华书局,2006.
1庄子.天道[M].北京：中华书局,2001.
Polanyi, M. (1957)The Study of Man, London:Routledge & Kegan Paul, P12转引自石中英.知识转型与教育改革[M].北京：教育科学出版社,2001：223.
3[英]Edward Sallis, Gary Jones著,王如哲,黄月纯译.教育知识管理[M].台北：五南图书出版股份有限公司,2004：15-16.
4石中英.知识转型与教育改革[M].北京：教育科学出版社,2001：224-229.
1 Stemberg, R. J., Wangner, R. K. et al. (1995) Testing Common Sense. American Psychology, p.916.
Eraut, M. (1988) Knowledge creation and knowledge use in professional contexts. Studies in Higher Education,10, (2), pp.117-132.
1 Hoyle, E.,& John, P. D. (1995) Professional Knowledge and Professional Practice. London & New York:Cassell, p.44.
2 Gage, N. L. (1978) The Scientific Base for the Art of Teaching. New York:Teachers' College Press, p.17.
Reynolds, M. C. (ed.) (1989) Knowledge Base for the Beginning Teacher. New York:Pergamon.
1 Wardle, D. (1974) The Rise of the Schooled Society. London:Routledge.
1 Hoyle, E.,& John, P. D. (1995) Professional Knowledge and Professional Practice. London & New York:Cassell, p.52.
1 Shulman, L. S. (1986). Those who understand:Knowledge growth in teaching. Educational Researcher,15(2), pp. 4-14.
2 Grossman, P. L. (1990). The making of a teacher:teacher knowledge and teacher education. New York:Teachers College Press.
3 Hoyle, E.,& John, P. D. (1995) Professional Knowledge and Professional Practice. London & New York:Cassell, p.52.
Hoyle, E.,& John, P. D. (1995) Professional Knowledge and Professional Practice. London & New York:Cassell, p. 53.
2 Elbaz, F.(1983）Teacher Thinking:A Study of Practice Knowtledge. London:Croom Helm.
3 Eraut, M. (1992) Review of research on in-service education:A UK perspective. In J. Wilson (Ed.), The effectiveness of in-service education and training of teachers and school leaders (Report of the Fifth All-European Conference of Directors of Educational Research Institutions Triesenberg, Liechtenstein,11-14 October 1988, Council of Europe, UNESCO Institute for Education) (pp..49-68). Amsterdam:Swets and Zeitlinger BV.
4 Doyle, W. (1983) Academic work. Review of Educational Research,53, pp.159-199.
1 Doyle, W. (1990) Classroom knowledge as foundation for teaching. Teachers College Record,91, (3), pp.347-359.
3 Brown, S.& McIntyre, D. (1992) Making Sense of Teaching, Milton Keynes:Open University Press.
2 Yinger, R. (1987) Learning the language of practice, Curriculum Inquiry,17, (3), pp.293-317.
4 Brown, S.& McIntyre, D. (1992) Making Sense of Teaching, MiIton Keynes:Open University Press, p.112.
5 Hoyle, E.,& John, P. D. (1995) Professional Knowledge and Professional Practice. London & New York:Cassell, p.56
1 Clark, C.& Yinger, R. (1988) Teacher Planning. In Calderhead, J. (ed.) Exploring Teachers'Thinking, London: Cassell.
Jackson, P. W. (1968) Life in Classrooms. New York:Holt, Rinehart & Winston.
Elbaz, F. (1983) Teacher Thinking:A Study of Practice Knowledge. London:Croom Helm.
4 Elbaz, F. (1983) Teacher Thinking:A Study of Practice Knowledge. London:Croom Helm, p.134.
5 Connelly, M.& Clandinin, D.J. (1988) Teachers as Curriculum Planners, New York:Teachers' College Press.
Denizen, N.K. (1991) Deconstructing the Biographical Method, paper presented at the American Educational Research Association Conference, Chicago, p.7.
Woods, P. (1987) Life histories and teacher knowledge. In Smyth, J. (ed.), Education Teachers:Changing the Nature of Pedagogical Knowledge, Sussex:Falmer Press.
3 Goodson, I.F. (1992) Studying teachers' lives:An emergent field of enquiry, in Goodson, I. (ed.), Studying Teachers' Lives, London:Routledge.
1 Ball, S.J.& Goodson, I.F. (1985) Teachers Lives and Careers, Sussex:Falmer Press.
2 Shulman, L.S. (1987) Knowledge and teaching:Foundations of the New Reform, Harvard Educational Review,57, pp.1-22.
3 Bennett, N.& Carre, C. (1991) No substitutes for a base of knowledge, Times Educational Supplement,8 November 1991.
4 Ball, D.C. (1990) The mathematical understandings that prospective teachers bring to teacher education, The Elementary School Journal,90, (4), pp.449-466.
1 Shulman, L.S. (1987) Knowledge and teaching:Foundations of the New Reform, Harvard Educational Review,57, pp.1-22.
2 Carr, W.& Kemmis, S. (1986) Becoming Critical:Education, Knowledge and Action Research. Sussex:Falmer Press.
1 McCutcheon, G. (1981) On the interpretation of classroom observation. Education Researcher,10, (5), pp.5-10.
1 Portelli, J. P. (1987) 'On defining curriculum'. Journal of Curriculum and Supervision,2,4, pp.354-367.
2 Goodson, I. F.& Marsh, C. J. (1996) Studying School Subjects, London, Falmer Press, p.157.
3 Griffith, R. (2000) National Curriculum:National Disaster, London, Koutledge/Falmer Press.
1 Budin, H. (1999) The computer enters the classroom, Teachers College Record,100,3, pp.656-670.
1 Tanner, D.& Tanner, L. (1995) Curriculum Development:Theory into Practice, New Jersey:Prentice-Hall, Inc. pp. 151-166.
1 Smith, B. O., Stanley, W. O.& Shores, J. H. (1957) Fundamentals of Curriculum Development, rev. ed. New York: Harcourt, p.3.
Dewey, J. (1916) Democracy and Education, New York:Macmillan, pp.89-90.
Tanner, D.& Tanner, L. (1995) Curriculum Development:Theory into Practice, New Jersey:Prentice-Hall, Inc. p.189.
Kennedy, K. J. (1995) An analysis of the policy contexts of recent curriculum reform in Australia, Great Britain and the United States, in Carter, D. S. G. & O'Neill, M. H. (Eds) International Perspectives on Educational Reform and Policy Implementation, London:Falmer Press.
4 Glatthorn, A. A.& Jailall, J. (2000) Curriculum for the new millennium, in Brandt, R. S. (Ed) Education in a New Era, Alexandria, VA, ASCD.
Hargreaves, A. (1995) Changing teachers, changing times:Teachers' work and culture in the postmodern age. London, Cassell.
Plank, D. N. (1988) Why school reform doesn't change schools:Political and organizational perspectives, in Boyd, W. L.& Kerchner, C. T. (Eds) The Politics of Excellence and Choice in Education, London:Falmer Press.
1 Callahan, R. E. (1962) Education and the Cult of Efficiency. Chicago:University of Chicago Press.p.3
2 Tanner, D.& Tanner, L. (1990) History of the School Curriculum, New York:Macmillan, p.182-183.
Kennedy, K. J. (1995) An analysis of the policy contexts of recent curriculum reform in Australia, Great Britain and the United States, in Carter, D. S. G. & O'Neill, M. H. (Eds) International Perspectives on Educational Reform and Policy Implementation, London:Falmer Press, p.9.
2 Marsh, C. J.& Willis, G (2003) Curriculum:Alternative Approaches, Ongoing Issues,3rd edn, Columbus, OH, Merrill Prentice-Hall.
1 Peters, M. (1995) Educational reform and the politics of the curriculum in New Zealand, in Carter, D. S. G. & O'Neill, M. H. (Eds) International Perspectives on Educational Reform and Policy Implementation, London:Falmer Press.
Lawton, D. (1989) Education, Culture and the National Curriculum, London:Hodder and Stoughton, p.35.
1 Lawton, D. (1989) Education, Culture and the National Curriculum, London:Hodder and Stoughton, p.35.
1 Raison, T. (1976) The Act and the Partnership. London:Centre for Studies in Social Policy.
1 Lawton, D. (1989) Education, Culture and the National Curriculum, London:Hodder and Stoughton, p.38.
Lawton, D. (1989) Education, Culture and the National Curriculum, London:Hodder and Stoughton, p.53.
Lawton, D. (1989) Education, Culture and the National Curriculum, London:Hodder and Stoughton, p.43.
1 Lawton, D.& Chitty, C. (1988) The National Curriculum, (Bedford Way Paper 33). Institute of Education University of London.
1 National Science Board. (1983) Educating, Americans for the 21st Century, Washington, DC:National Science Foundation, p.46.
1 Chris Pipho. (1986) States More Reform Closer to Reality, Phi Delta Kappan,68, p. k3.
2 Firestone, W. A., Fuhrman, S. H.& Kirst, M. W. (1991) State Educational Reform Since 1983:Appraisal and the Future. Educational Policy,5, p.235.
Hanson, E. M. (1991) Educational Restructuring in the USA:Movements of the 1980s, Journal of Educational Administration,29,4, p.34.
1 Kahlenberg, R. D. (Ed.). (2008) Improving on No Child Left Behind. New York:Century Foundation Press, pp. 7-11.
2 Swanson, C. B.& Stevenson, D. L. (2002) Standards-based reform in practice:Evidence on state policy and classroom instruction from the NAEP state assessments, Educational Evaluation and Policy Analysis,24,1, pp.1-27.
Bobbitt. The Supervision of City Schools, op. cit., p.49.
1 Elbaz, F. (1983) Teacher Thinking:A Study of Practical Knowledge. London:Croom Helm, p.5.
2[日]佐藤学,课程与教师[M].钟启泉译.北京：教育科学出版社,2003.
1[加]马克思·范梅南著,李树英译.教学机智——教育智慧的意蕴[M].北京：教育科学出版社,2001：134-157.
1[英]卡尔·波普尔著,舒炜光译.客观的知识[M].北京：中国美术学院出版礼,2003：111-112.
1 Jamous, H.& Peloille, B. (1970) Changes in the French University-Hospital System, in Professions and Professionalization ed lackson I A Cambridge:Cambridge University University Press pp. 111-152
2 Johnson, T. (1977) The Profession in the Class Structure, in Industrial Society:Class Cleavage and Control, ed. Scase R., London:Allen & Unwin, pp.93-110.
[美]唐纳德.A.舍恩著,夏林清译.反映的实践者——专业工作者如何在行动中思考[M].北京：教育科学出版社,2007：40.
1 Reynolds, M. C. (ed.) (1989) Knowledge Base for the Beginning Teacher. New York:Pergamon, p.316.
2 Elbaz, F. (1983) Teacher Thinking:A Study of Practice Knowledge. London:Croom Helm.
3 Eraut, M. (1992) Review of research on in-service education:A UK perspective. In J. Wilson (Ed.), The effectiveness of in-service education and training of teachers and school leaders (Report of the Fifth All-European Conference of Directors of Educational Research Institutions Triesenberg, Liechtenstein, 11-14 October 1988, Council of Europe, UNESCO Institute for Education) (pp..49-68). Amsterdam:Swets and Zeitlinger BV.
4叶澜,白益民等著.教师角色与教师发展新探[M].北京：教育科学出版社,2001：22-23.
1石中英.知识转型与教育改革[M].北京：教育科学出版社,2001：245-246.
姜美玲.教师实践性知识研究[M].上海：华东师范大学出版社,2008,p.175.
姜美玲.教师实践性知识研究[M].上海：华东师范大学出版社,2008,p.174.
3 Gitlin, A. (1983) School Structure and Teacher's Work, in Ideology and Practice in Schooling. Apple, M.& Weis, L. ed. Philadelphia:Temple University Press, pp.193-212.
1[美]唐纳德.A.舍恩著,夏林清译.反映的实践者——专业工作者如何在行动中思考[M].北京：教育科学出版社,2007：21.
1 Deal, T. E.& Celotti, L. D. (1977) 'Loose Coupling' and the School Administrator:Some Recent Research Findings. Research in Education. (ED 140 436), p.19.
2 Anderson, L. W. (1987) The Decline of Teacher Autonomy:Tears or cheers. International Review of Education, 33(3), pp.357-373.
3 Zajano, N.,& Mitchell, B. (2001) Schoolhouse blues:Tensions among research, policy, and practice. Theory into Practice,27(2), pp.161-168.
4 McLaughlin, M. W., et al. (1986) 'Why Teachers Won't Teach'. Phi Delta Kappan.67. p.423.
1 Deal, T. E.& Celotti, L. D. (1977) 'Loose Coupling' and the School Administrator:Some Recent Research Findings. Research in Education. (ED 140 436), pp.17-18.
2 Deal, T. E.&Celotti, L. D. (1977) 'Loose Coupling' and the School Administrator:Some Recent Research Findings. Research in Education. (ED 140 436), p.20.
3 Parish, R.& Arends, R. (1983) Why Innovative Programs are Discontinued. Educational Leadership.40, pp. 62-65.
1 Pollard et al.,1994转引自Rudolph, L. (2006) Decomposing Teacher Autonomy:A Study Investigating Types of Teacher Autonomy and Howlt Relates to Job Satisfaction:Dissertation University of Pennsylvania, p.21.
2 Robert, R. (1998) The impact of centralized examinations on teacher professionalism. Canadian Journal of Education, Spring, Vol.23, Iss.2, p.166.
3 Duffy, G. G.,& Hoffman, J. V. (1999) In pursuit of an illusion:The tlawed search for a pertect method. The Reading Teacher,53(1), pp.10-16
4 Bidwell, L. W. (1965) 'The School as a Formal Organization'. In March, J. (eds.) Handbook of Organizations. Chicago:Rand McNally, p.976.
Shulman, L. S. (1983) Autonomy and obligation:The remote control of teaching. In L. S. Shulman & G. Sykes (Eds.), Handbook of teaching and policy, pp.484-504. New York:Longman.
2 Archbald, D.,& Porter, A. (1994) Curriculum Control and Teacher' Perception of Autonomy and Satisfaction. Education Evaluation and Policy Analysis,16(1), pp.21-39.
3 Garvin. N. M. (2007) Teacher Autonomy:Distinguishing Perceptions by School Cultural Characteristics. Dissertation University of Pennsylvania, pp.55-60.
4 Ozga, J. (1995) Deskilling a Profession:Professionalism, Deprofessionalism and the New Managerialism, in Busher & R. Saran(Eds), Managing teachers as professionals in schools. London:Routledge.
5 Shulman, L. S. (1983) Autonomy and obligation:The remote control of teaching. In L. S. Shulman & G. Syke (Eds.), Handbook of teaching and policy, pp.484-504. New York:Longman, p.486.
Shulman, L. S. (1983) Autonomy and obligation:The remote control of teaching. In L. S. Shulman and G Sykes (Eds.), Handbook of teaching and policy, pp.484-504. New York:Longman, p.503.
1[英]艾弗.F.古德森编著,刘丽丽译.专业知识与教师职业生涯[M].北京：北京师范大学出版社,2007,pp.102-103.
邵光华.教师专业知识发展研究[M].杭州：浙江大学出版社,2011：31-32.
Abbott, A. (1988) The System of the Professions. London:University of Chicago Press, p.102.
1[英]艾弗.F.古德森编著,刘丽丽译.专业知识与教师职业生涯[M].北京：北京师范大学出版社,2007：75.
2[英]艾弗.F.古德森编著,刘丽丽译.专业知识与教师职业生涯[M].北京：北京师范大学出版社,2007：91.
1 Larson, M. (1977) The Rise of Professionalism:A Sociological Analysis. Berkeley:University of California, p.41.
1 Macdonald,K.M.(1995) The Sociology of Professions.London:Sage,pp.167-168.
2[英]艾弗.F.古德森编著,刘丽丽译.专业知识与教师职业生涯[M].北京：北京师范大学出版社,2007,p.85.
1 Graves, F. P. (1914) A History of Education in Modern Times. New York:Macmillan. p.57.
Tanner, D.& Tanner, L. (1995) Curriculum Development:Theory into Practice. New Jersey:Prentice-Hall, Inc, p. 11.
Hinsdale, B. A. (1898) Horace Mann and the Common School Revival. New York:Scribner's, p.60.
[1]Abbott, A. (1988) The System of the Professions. London:University of Chicago Press.
[2]Anderson, L. W. (1985) Thoughts on Accomplished Teachers. The Palmetto Principal,2(4), pp.19-21.
[3]Anderson, L. W. (1987) The Decline of Teacher Autonomy:Tears or cheers. International Review of Education,33(3), pp.357-373.
[4]Aoki, N. (2000) Aspects of teacher autonomy.Capacity, freedom and responsibility. Paper presented at 2000 Hong Kong University of Science and Technology Language Centre Conference.
[5]Archbald, D.,& Porter, A. (1994) Curriculum Control and Teacher' Perception of Autonomy and Satisfaction. Education Evaluation and Policy Analysis,16(1), pp. 21-39.
[6]Ashton, P.,& Webb, R. (1986) Making a Difference:Teachers' Sense of Efficacy and Student Achievement. New York:Longman.
[7]Ayers, W. (1992) Work that is real:Why teachers should be empowerd. In G. A. Hess (Ed.), Empowering Teachers and Parents:School restructuring through the eyes of anthropologists, pp.13-28. Westport, Conn.:Bergin & Garvey.转引自操太圣,卢乃桂.伙伴协作与教师赋权——教师专业发展新视角[M].北京：教育科学出版社,2007.
[8]Ball, S.J.& Goodson, I.F. (1985) Teachers Lives and Careers, Sussex:Falmer Press.
[9]Ball, D.C. (1990) The mathematical understandings that prospective teachers bring to teacher education, The Elementary School Journal,90, (4), pp.449-466.
[10]Becker, H. (1970) Sociological Work. Chicago:Aldine.
[11]Bennett, N.& Carre, C. (1991) No substitutes for a base of knowledge, Times Educational Supplement,8 November 1991.
[12]Benson, P. (2000) Autonomy as a learners' and teachers' right. In B. Sinclair, I. McGrath and T. Lamb (eds.) Learner autonomy, teacher autonomy:Future directions. London:Longman.
[13]Bidwell, L. W. (1965)'The School as a Formal Organization'. In March, J. (eds.) Handbook of Organizations. Chicago:Rand McNally.
[14]Blase, J.,& Blase, J. (2001) Empowering Teachers:What successful principals do (2nd Ed.). Thousand Oaks, Califrnia:Corwin Press.
[15]Blase, Joseph (1994) Empowering teachers_ What successful principals do. Thousand Oaks, CA & Corwin Press.
[16]Boe, E.,& Gliford, D. (1992) National Research Council. Teacher Supply, Demand, and Quality D.C.:National Academy Press.
[17]Bottery, M.& Wright, N. (2000) Teachers and the State:Towards a Directed Profession. London and New York:Routledge.
[18]Bredson, P. V.& Johansson, O. (2000) The school principal's role in teacher professional development. Journal ofln-Service Education,26(2), pp.385-401.
[19]Brown, S.& McIntyre, D. (1992) Making Sense of Teaching, Milton Keynes: Open University Press.
[20]Brunetti, G. (2001) Why do they teach? A Study of Job Satisfaction among Long-Term High School Teachers. Teacher Education Quarterly, pp.49-74.
[21]Budin, H. (1999) The computer enters the classroom, Teachers College Record, 100,3, pp.656-670.
[22]Callahan, R. E. (1962) Education and the Cult of Efficiency. Chicago:University of Chicago Press.
[23]Carr-Saunders, A. M. (1928) Profession:Their Organization and Place in Society. Herbert Spencer Lecture at Oxford, May 18. Oxford:The Clarendon Press.
[24]Carr-Saunders, A. M. (1955) Metropolitan Conditions and Traditional Professional Relationships, in the Metropolis in Modern Life, ed. Robert M. Fisher. Garden City, N.Y.:Doubleday.
[25]Carr, W.& Kemmis, S. (1986) Becoming Critical:Education, Knowledge and Action Research. Sussex:Falmer Press.
[26]Carter, K. (1990) Teachers' knowledge and learning to teach. In Houston, R. (ed.), Handbook of Research on Teacher Education, New York:Macmillan.
[27]Chapman, J. (1990) School-Based Decision-Making and Management: Implications for School Personnel. In J. D. Chapman (Eds.), School-Based Decision-Making and Management. London:Falmer.
[28]Charters, W. W. (1974) Sense of teacher work autonomy:Measurement and findings. Eugene:Center for Education Policy and Measurement, University of Oregon.
[29]Chauvin, S. W.,& Ellett, C. D. (1993, November) Teachers' professional orientation:An empirical examination of the construct using the results of large-scale factor analysis. Paper presented at the annual meeting of the Mid-South educational Research Association, New Orleans, Louisiana.
[30]Chris Pipho. (1986) States More Reform Closer to Reality, Phi Delta Kappan,68.
[31]Clark, C.& Yinger, R. (1988) Teacher Planning. In Calderhead, J. (ed.) Exploring Teachers' Thinking, London:Cassell.
[32]Cogan, M. L. (1955) The Problem of Defining a Profession. The Annals of American Academy of Political and Social Science,297, pp.105-111.
[33]Common, D. L. (1983) Who Should Have the Power to Change Schools:Teachers or Policy Makers? Education Canada,23(3), pp.40-45.
[34]Connelly, M.& Clandinin, D.J. (1988) Teachers as Curriculum Planners, New York:Teachers' College Press.
[35]Connolly, R. A. (2000) Why Do Good Teachers Leave the Profession? What Can Be Done to Retain Them? Momentum,31(3), pp.55-57.
[36]Crawford, J. (2001) Teacher Autonomy and Accountability in Charter Schools. Education and Urban Society,33(2), pp.186-200.
[37]Crawford, J. R. (2001) Teacher Autonomy and Accountability in Charter Schools. Education and Urban Society,33(2), pp.186-200.
[38]Davis, J.,& Wilson, S. (2000) Principals'efforts to empower teachers:Effects on teacher motivation and job satisfaction and stress. The Clearing House,73(6), pp. 349-353.
[39]Deal, T. E.& Celotti, L. D. (1977)'Loose Coupling' and the School Administrator: Some Recent Research Findings. Research in Education. (ED 140 436), pp. 17-18.
[40]Denizen, N. K. (1991) Deconstructing the Biographical Method, paper presented at the American Educational Research Association Conference, Chicago.
[41]Dewey, J. (1916) Democracy and Education, New York:Macmillan.
[42]Dingwall, R. (1976) Accomplishing Profession. Sociological Review,24, pp. 331-349.
[43]Doyle, W. (1979) Classroom Tasks and Students' Abilities. In Peterson, P. L.& Walberg, H. J. (eds.) Research on Teaching:Concepts.Findings, and Implications. Berkeley, California:Wadsworth Publishing Company.
[44]Doyle, W. (1983) Academic work. Review of Educational Research,53, pp. 159-199.
[45]Doyle, W. (1990) Classroom knowledge as foundation for teaching. Teachers College Record,91, (3), pp.347-359.
[46]Doyle, w. (1990) Themes in teacher education research. In Houston, R. (ed.), Handbook of Research on Teacher Education, New York:Macmillan.
[47]Duffy, G. G.,& Hoffman, J. V. (1999) In pursuit of an illusion:The flawed search for a perfect method. The Reading Teacher,53(1), pp.10-16
[48]Eisenmann, L. (1991) Teacher Professionalism:A New Analytical Tool for the History of Teachers. Harvard Educational Review,61(2), pp.215-224.
[49]Elbaz, F. (1983) Teacher Thinking:A Study of Practice Knowledge. London: Croom Helm.
[50]Elliott, P. (1972) The Sociology of the Professions. New York:Herder and Herder.
[51]Elmore, R., (2000) Building a New Structure for School Leadership. Washington DC. The Albert Shanker Institute转引自[英]Alma Harris, Daniel Muijs著.许联,吴合文译.教师领导力与学校发展[M].北京：北京师范大学出版社,2007.
[52]Eraut, M. (1988) Knowledge creation and knowledge use in professional contexts. Studies in Higher Education,10, (2), pp.117-132.
[53]Eraut, M. (1992) Review of research on in-service education:A UK perspective. In J. Wilson (Ed.), The effectiveness of in-service education and training of teachers and school leaders (Report of the Fifth All-European Conference of Directors of Educational Research Institutions Triesenberg, Liechtenstein,11-14 October 1988, Council of Europe, UNESCO Institute for Education) (pp..49-68). Amsterdam:Swets and Zeitlinger BV.
[54]Etzioni, A. (1969) The Semi-Professions and Their Organizations. New York: Free Press.
[55]Firestone, W. A., Fuhrman, S. H.& Kirst, M. W. (1.991) State Educational Reform Since 1983:Appraisal and the Future. Educational Policy,5, p.235.
[56]Flexner, A. (1915) Is Social Work a Profession? Proceedings of The National Conference of Charities and Corrections. The Hilmann Printing Company.
[57]Forrester, G. (2000) Professional Autonomy Versus Managerial Control:The Experience of Teachers in an English Primary School. International Studies in Sociology of Education,10(2), pp.133-151.
[58]Freidson, E. (1970) Profession of Medicine:A Study of the Sociology of Applied Knowledge, New York:Dodd, Mead.
[59]Freidson, E. (1994) Professionalism Reborn:Theory, Prophecy and Policy. Cambridge:Polity Press.
[60]Friedman, I. A. (1999) Teacher-Perceived Work Autonomy:The Concept and Its Measurement. Educational and Psychological Measurement,59(1), pp.58-76.
[61]Futrell, M.H. (1989) Mission not Accomplished:Education Reform in Retrospect. Phi Delta Kappan,71, pp.9-14.
[62]Garvin. N. M. (2007) Teacher Autonomy:Distinguishing Perceptions by School Cultural Characteristics. Dissertation University of Pennsylvania.
[63]Gawlik, M. A. (2007) Beyond the Charter Schoolhouse Door. Education and Urban Society,39(4), pp.524-553.
[64]General Accounting Office. (1994b) School-based management result in Changes in instruction and budgeting. Washington, D.C.:Author.
[65]Gitlin, A. (1983) School Structure and Teacher's Work, in Ideology and Practice in Schooling. Apple, M.& Weis, L. ed. Philadelphia:Temple University Press, pp. 193-212.
[66]Ginsberg, R.& Bennett, A. (1981)'I Don't Get No Respect', VocED.56, No.8, pp. 34-36.
[67]Glatthorn, A. A.& Jailall, J. (2000) Curriculum for the new millennium, in Brandt, R. S. (Ed)
[68]Education in a New Era, Alexandria, VA, ASCD.
[69]Goode, W. J. (1960) Encroachment, Charlatanism, and the Emerging Profession: Psychology, Sociology, and Medicine. American Sociological Review,25, pp. 903-904.
[70]Goode, W. J. (1969) The Theoretical Limits of Professionalization, in Amitai Etzioni (Eds.), The Semi-Professions and their Organization. New York:Free Press.
[71]Goodson, I.F. (1992) Studying teachers'lives:An emergent field of enquiry, in Goodson, I. (ed.), Studying Teachers'Lives, London, Routledge.
[72]Goodson, I. F.& Marsh, C. J. (1996) Studying School Subjects, London, Falmer Press, p.157.
[73]Grace, G. (1987)'Teachers and the state in Britain:a changing relation', in M. Lawn and G. Grace (Eds), Teachers:The Culture and Politics of Work. London: Falmer.
[74]Graves, F. P. (1914) A History of Education in Modern Times. New York: Macmillan.
[75]Greenwood, E. (1957) Attributes of A Profession. Social Work,2, July, p.45.
[76]Grossman, P. L. (1990). The making of a teacher:teacher knowledge and teacher education. New York:Teachers College Press.
[77]Hanson, E. M. (1991) Educational Restructuring in the USA:Movements of the 1980s, Journal of Educational Administration,29,4, p.34.
[78]Hargreaves, A. (1995) Changing teachers, changing times:Teachers' work and culture in the postmodern age. London, Cassell.
[79]Harris, A.,& Lambert, L. (2003) Building leadership capacity for school improvement, Buckingham:Open University Press.
[80]Hinsdale, B. A. (1898) Horace Mann and the Common School Revival. New York: Scribner's.
[81]Hoyle, E.,& John, P. D. (1995) Professional Knowledge and Professional Practice, London & New York:Cassell.
[82]Hsieh, J. C. (1987) Discuss the independent of educational rights and freedom of use. Theory and Policy,2, pp.42-48. Taiwan.
[83]Hutchins, R. M. (1936) The Higher Learning in America. New Haven:Yale University Press.
[84]Ingersoll, R. M. (1996) Teachers' decision-making power and school conflict, Sociology of Education,69(2), pp.159-176.
[85]Jackson, P. W. (1968) Life in Classrooms. New York:Holt, Rinehart & Winston.
[86]Jamous, H.& Peloille, B. (1970) Changes in the French University-Hospital System, in Professions and Professionalization, ed. Jackson, J. A. Cambridge: Cambridge University Press, pp.111-152.
[87]Johnson, T. (1972) Professions and Power. London:Macmillan.
[88]Johnson, T. (1977) The Profession in the Class Structure, in Industrial Society: Class Cleavage and Control, ed. Scase R., London:Allen & Unwin, pp.93-110.
[89]Kahlenberg, R. D. (Eds), (2008) Improving on No Child Left Behind:Getting Education Reform Back on Track. New York:Century Foundation Press.
[90]Kamii, C. (1994a, June) Constructivist mathematics education with or without Piaget's theory. Keynote address presented at Constructivist Teaching Conference (Birmingham AL).
[91]Kennedy, K. J. (1995) An analysis of the policy contexts of recent curriculum reform in Australia, Great Britain and the United States, in Carter, D. S. G.& O'Neill, M. H. (Eds) International Perspectives on Educational Reform and Policy Implementation, London:Falmer Press.
[92]Kreis, K. and Brocko, D. Y, (1986) "Autonomy:A Component of Teacher Job Satisfaction", Education, Vol.107 No.1.
[93]Kubow, P. K.,& DeBard, R. (2000) Teacher perceptions of proficiency testing:A winning Ohio suburban school district expresses itself. American Secondary Education,29(2), pp.16-25.
[94]LacoeⅢ, C. S. (2006) Decomposing Teacher Autonomy:A Study Investing Types of Teacher Autonomy and How Current Public School Climate Affects Teacher Autonomy:Dissertation University of Pennsylvania.
[95]Larson, M. (1977) The Rise of Professionalism:A Sociological Analysis. Berkeley: University of California.
[96]Lawton, D.& Chitty, C. (1988) The National Curriculum, (Bedford Way Paper 33). Institute of Education University of London.
[97]Lawton, D. (1989) Education, Culture and the National Curriculum, London: Hodder and Stoughton, p.35.
[98]Leinhardt, G.& Smith, D. (1985) Expertise in mathematics instruction:Subject matter knowledge. Journal of Educational Psychology,77, pp.247-271.
[99]Leon, A., et al.A Cross-Cultural Study of Teacher Autonomy. Paper presented at the Annual Meeting of the American Educational Research Association, New York, March,1982.
[100]Licata, J. W., et al. (1990) Principal vision, teacher sense of autonomy, and environmental robustness. Journal of Educational Research,84(2), pp.93-99.
[101]Lieberman, A., Saxl, E. R.& Miles, M. B. (2000) Teacher leadership:ideology and practice, in The Jossey-Bass Reader on Educational Leadership. San Francisco, CA:Jossey-Bass转引生[英]Alma harris, Daniel Muijs著,许联,吴合文译.教师领导力与学校发展[M].北京：北京师范大学出版社,2007.
[102]Lieberman, M. (1956) Education as a Profession. Englewood Cliffs, N.J.: Prentice Hall, Inc..
[103]Lightfoot, S. L. (1986) On goodness in schools:Themes of Empowerment. Journal of Education,3, pp.9-28.
[104]Little, D. (1995) Learning as dialogue:The dependence of learner autonomy on teacher autonomy. System 23/2. pp.175-182.
[105]Little, J. W. (1990) The persistence of privacy:Autonomy and initiative in teachers' professional relations. Teachers College Record,91, pp.569-584.
[106]Macdonald, K. M. (1995) The Sociology of Professions. London:Sage.
[107]Maeroff, G. (1988) The Empowerment of Teachers. Overcoming the crisis of confidence. New York:Teachers College Press.
[108]McCulloch, G., Helsby, G., and Knight, P. (2000) The Politics of Professionalism: Teachers and the Curriculum. London and New York:Continuum.
[109]McCutcheon, G. (1981) On the interpretation of classroom observation. Education Researcher,10, (5), pp.5-10.
[110]McLaughlin, M. W., et al. (1986)'Why Teachers Won't Teach'. Phi Delta Kappan. 67. p.423.
[111]Melenyzer, B. J. (1990) Teacher Empowerment:The discourse, meanings and social actions of teacher. Paper presented at the annual meeting of the National Council of States on Inservice Education, Orlando, Florida, and November, pp.16-20.转引自操太圣,卢乃桂.伙伴协作与教师赋权——教师专业发展新视角[M].北京：教育科学出版社,2007.
[112]Moore, W. E. (1970) The Professions:Roles and Rules. New York:Rusell Sage Foundation.
[113]Marsh, C. J.& Willis, G. (2003) Curriculum:Alternative Approaches, Ongoing Issues,3rd edn, Columbus, OH, Merrill Prentice-Hall.
[114]National Science Board. (1983) Educating Americans for the 21st Century, Washington, DC:National Science Foundation.
[115]Ozga, J. (1995) Deskilling a Profession:Professionalism, Deprofessionalism and the New Managerialism, in Busher & R. Saran (Eds), Managing teachers as professionals in schools. London:Routledge.
[116]Parish, R.& Arends, R. (1983) Why Innovative Programs are Discontinued. Educational Leadership.40, pp.62-65.
[117]Pearson, L. C. (1995) The prediction of teacher autonomy from a set of work-related attitudinal variables. Journal of Research and Development in Education,28(2), pp.79-84.
[118]Pearson, L. C.,& Hall, B. W. (1993) Initial construct validation of the teaching autonomy scale. Journal of Education Research,86(3), pp.172-178.
[119]Peters, M. (1995) Educational reform and the politics of the curriculum in New Zealand, in Carter, D. S. G.& O'Neill, M. H. (Eds) International Perspectives on Educational Reform and Policy Implementation, London:Falmer Press.
[120]Plank, D. N. (1988) Why school reform doesn't change schools:Political and organizational perspectives, in Boyd, W. L.& Kerchner, C. T. (Eds) The Politics of Excellence and Choice in Education, London:Falmer Press.
[121]Pollard et al., (1994)转引自Rudolph, L. (2006) Decomposing Teacher Autonomy: A Study Investigating Types of Teacher Autonomy and Howlt Relates to Job Satisfaction:Dissertation University of Pennsylvania.
[122]Portelli, J. P. (1987)'On defining curriculum'. Journal of Curriculum and Supervision,2,4, pp.354-367.
[123]Porter, A. (1989) External Standards and Good Teaching:The Pros and Cons of Telling Teachers What to Do. Education Evaluation & Policy Analysis,11, pp. 434-456.
[124]Raelin, J. A., (1989) Teacher Autonomy and Managerial Control. The Education Digest,54(8), pp.16-18.
[125]Raison, T. (1976) The Act and the Partnership. London:Centre for Studies in Social Policy.
[126]Rex, L. A.,& Nelson, M. C. (2004) How teachers' professional identities position highstakes test preparation in the classrooms. Teachers college Record,106(6), pp. 1288-1331.
[127]Reyes, P., "The Relationship of Autonomy in Decision Making to Commitment to Schools and Job Satisfaction:A Comparison between Public School Teachers and Mid-Level Administrators", Journal of Research and Development in Education, Vol.22 No.2,1989.
[128]Reynolds, M. C. (ed.) (1989) Knowledge Base for the Beginning Teacher. New York:Pergamon.
[129]Reynolds, U. B. (1991) Teacher perceptions of kids and the system:Inclusion, culture, and Curriculum. Dissertation:University of Oregon.
[130]Richard C. Smith (2001) Teacher Education for Teacher-learner Autonomy. Http://www.warwick.Ac.Uk/～elsdr/Teacher__autonomy.pdf.
[131]Robert, R. (1998) The impact of centralized examinations on teacher professionalism. Canadian Journal of Education, Spring, Vol.23, Iss.2, p.166.
[132]Robson, J. (2006) Teacher Professionalism in Further and Higher Education. London and New York:Routledge.
[133]Rosenholtz, S. J. (1989) Workplace conditions that affect teacher quality and commitment:Implication for teacher induction programs. The Elementary School Journal,89(4), pp.421-439.
[134]Rowan, B. (1990) Commitment and Control:Alternative Strategies for the Organizational Design of Schools. In C. B. Cazden (Ed.), Review of research in education,16, pp.353-389.Washington D.C.:AERA.
[135]Rudolph, L. (2006) Decomposing Teacher Autonomy:A Study Investigating Types of Teacher Autonomy and Howlt Relates to Job Satisfaction:Dissertation University of Pennsylvania.
[136]Ryan, D. W. (1983) Redefining the Roles of Middle Managers in Outcome-Based Systems. Outcomes 2(4), pp.26-33.
[137]Saks, M. (1983) Removing the Blinkers? A Critique of Recent Contributions to the Sociology of Professions. Sociological Review,31, pp.1-21.
[138]Schein, E. (1973) Professional Education. New York:McGraw-Hill.
[139]Schwile, J. et al. (1983) Teachers as Policy Brokers in the Content of Elementary School Mathematics. In Shulman, L. S.& Sykes, G. (eds.) Handbook of Teaching and Policy. New York:Longman.
[140]Sentovich, C. (2004) Teacher Satisfaction in Public, Private, and Charter Schools. Dissertation University of Florida.
[141]Short, P. M.,& Rinehart, J. S. (1992) School participant empowerment scale: Assessment of levels of empowerment within the school environment. Education and Psychological Measurement,52, pp.951-960.
[142]Shulman, L. S. (1983) Autonomy and obligation:The remote control of teaching. In L. S. Shulman & G.Sykes (Eds.), Handbook of teaching and policy, pp. 484-504. New York:Longman.
[143]Shulman, L. S. (1986) Those who understand:Knowledge growth in teaching. Educational Researcher,15(2), pp.4-14.
[144]Shulman, L.S. (1987) Knowledge and teaching:Foundations of the New Reform, Harvard Educational Review,57, pp.1-22.
[145]Smith, B. O., Stanley, W. O.& Shores, J. H. (1957) Fundamentals of Curriculum Development, rev. Ed. New York:Harcourt.
[146]Sockett, H. T. (1996) Teachers for the 21st century:Redefining professionalism. National Association of Secondary School Principals. May, Vol.80, Iss.580; p. 22.
[147]Squires, G. (1999) Teaching as a Professional Discipline. London:Falmer Press.
[148]Steh, B.& Pozarnik, B. M. (2005) Teachers' Perception of Their Professional Autonomy in The Environment of Systemic Change. In Beijaard et al. (Eds.). Teacher Professional Development in Changing Conditions, pp.349-363.
[149]Street, M. S.,& Licata, J. W. (1989) Supervisor expertise:Resolving the dilemma between bureaucratic control and teacher autonomy. Planning and Changing, pp. 97-107.
[150]Swanson, C. B.& Stevenson, D. L. (2002) Standards-based reform in practice: Evidence on state policy and classroom instruction from the NAEP state assessments, Educational Evaluation and Policy Analysis,24,1, pp.1-27.
[151]Tamir, P. (1986) Teacher's autonomy in a centrally developed and controlled curriculum. Scottish Educational Review,18(2), pp.86-92.
[152]Tanner, D.& Tanner, L. (1990) History of the School Curriculum, New York: Macmillan.
[153]Tanner, D.& Tanner, L. (1995) Curriculum Development:Theory into Practice, New Jersey:Prentice-Hall, Inc.
[154]Tort-Moloney, D. (1997) Teacher autonomy:A Vygotskian theoretical framework. CLCS Occasional Paper No.48. Dublin:Trinity College, CLCS.
[155]Wagner, T. (2001) Leadership for learning:An action theory of school change. Phi Delta Kappan,82(5), pp.378-383.
[156]Wardle, D. (1974) The Rise of the Schooled Society. London:Routledge.
[157]Weber, M. (1978) Economy and Society:An Outline of Interpretive Sociology. Berkeley:University of California Press.
[158]Weiss, D. J., et al. (1967) Manual for Minnesota Satisfaction Questionnaire. Minneapolis, MN, Industrial Relations Center, University of Minnesota.
[159]Williams, J. (2003) Why Great Teacher Stay? Association for Supervision and Curriculum Development, pp.71-74.
[160]Woods, P. (1987) Life histories and teacher knowledge. In Smyth, J. (ed.), Education Teachers:Changing the Nature of Pedagogical Knowledge, Sussex: Falmer Press.
[161]Yee, S. M. (1990) Careers in the Classroom When Teaching is More Than a Job. New York and London:Teachers College Press.
[162]Yinger, R. (1987) Learning the language of practice, Curriculum Inquiry,17, (3), pp.293-317.
[163]Zajano, N.,& Mitchell, B. (2001) Schoolhouse blues:Tensions among research, policy, and practice. Theory into Practice,27(2), pp.161-168.
[1]爱因斯坦文集(第一卷)[M].北京：商务印书馆,1976.
[2]班杜拉著.缪小春译.自我效能：控制的实施.上海：华东师范大学出版社,2003.
[3]班杜拉著.林颖等译.思想和行为的社会基础——社会认知论[M].上海：华东师范大学出版社,2001.
[4]柏林著,陈晓林译.两种自由概念[M].北京：生活读书新知三联书店,1995.
[5]操太圣,卢乃桂.伙伴协作与教师赋权——教师专业发展新视角[M].北京：教育科学出版社,2007.
[6]车玲玉.主体性与人的存在[M].哈尔滨：黑龙江人民出版社,2001.
[7]陈永明主编.现代教育论[M].上海：上海教育出版社,1999.
[8]陈永明主编.国际师范教育改革比较[M].北京：人民教育出版社,1999.
[9][德]底特利希·本纳著.彭正梅译.普通教育学[M].上海：华东师范大学出版社,2006.
[10][德]马克思·韦伯著,冯克利译.学术与政治[M].北京：生活读书新知三联书店,2005.
[11]杜威.民主主义与教育[M].北京：人民教育出版社,2001.
[12][法]米歇尔·福柯著.刘北成,杨远婴译.规训与惩罚[M].北京：生活读书新知三联书店,2004.
[13]冯大鸣.沟通与分享：中西教育管理领衔学者世纪汇谈[M].上海：上海教育出版社,2002.
[14]傅道春主编.教师的成长与发展[M].北京：教育科学出版社,2001.
[15]傅道春编著.新课程中教师行为的变化[M].北京：首都师范大学出版社,2001.
[16]顾明远主编.改革开放30年中国教育纪实[M].北京：人民出版社,2008.
[17]哈耶克著,邓正来译.自由秩序原理[M].北京：生活读书新知三联书店,1997.
[18]哈贝马斯.认识与兴趣[M].上海：学林出版社,1999.
[19]哈贝马斯.交往与社会进化[M].重庆：重庆出版社,1990.
[20]哈贝马斯.交往活动理论.重庆：重庆出版社,1994.
[21][加]马克思·范梅南著,李树英译.教学机智——教育智慧的意蕴[M].北京：教育科学出版社,2001.
[22]贾馥茗.教育的本质[M].台北：五南图书出版股份有限公司,2002.
[23]姜美玲.教师实践性知识研究[M].上海：华东师范大学出版社,2008.
[24]姜勇,洪秀敏,庞丽娟著.教师自主发展及其内在机制[M].北京：北京师范大学出版社,2009.
[25]金美福.教师自主发展论——教学研同期互动的教职生涯研究[M].北京：教育科学出版社,2005.
[26]刘捷.专业化：挑战21世纪的教师[M].北京：教育科学出版社,2002.
[27]陆谷孙主编.英汉大辞典[z].上海：上海译文出版社.2007.
[28]马克思,恩格斯：马克思恩格斯选集第4卷[M].北京：人民出版社.1972.
[29]马建生.教育改革论[M].合肥：安徽教育出版社,2007.
[30]马信行.教育社会学[M].台北桂冠图书股份有限公司,1986.
[31]马志行编著.教师职业道德导论[M].北京：人民出版社,2000.
[32]梅新林主编.中国教师教育30年[M].北京：中国社会科学出版社,2008.
[33][美]亨利·A.吉鲁著.朱红文译.教师作为知识分子——迈向批判教育学[M].北京：教育科学出版社,2008.
[34][美]帕尔默,科尔顿,近现代世界史(上)[M].北京：商务印书馆.1988.
[35][美]莎伦.F.拉里.斯等著.侯晶晶译.动态教师——教育变革的领导者[M].北京：北京师范大学出版社,2006.
[36][美]唐纳德.A.舍恩著,夏林清译.反映的实践者——专业工作者如何在行动中思考[M].北京：教育科学出版社,2007.
[37][美]威廉·V.斯潘洛斯著,王成兵等译.教育的终结[M].南京：凤凰出版传媒集团江苏人民出版社,2006.
[38][美]华勒斯坦等著,刘建芝等编译.学科、知识、权利[M].北京：三联书店.1999.
[39][美]James D.Klein等著,顾小清译.教师能力标准：面对面、在线及混合情境[M]. 上海：华东师范大学出版社,2007.
[40]牟钟鉴,张践.中国宗教通史[M].北京：社会科学文献出版社,2003.
[41]裴娣娜.教育研究方法导论[M].合肥：安徽教育出版社,1995.
[42]任英杰主编.知识管理视域下的教师专业发展[M].沈阳：东北大学出版社,2009.
[43][日]上寺九雄著,赵一奇译.教师的心灵与风貌[M].北京：春秋出版社,1989.
[44][日]筑波大学教育学研究会编,钟启泉译.现代教育学基础[M].上海：上海教育出版社,1986.
[45][日]佐藤学著,钟启泉译.课程与教师[M].北京：教育科学出版社,2003.
[46]单中惠,王凤玉编.杜威在华教育讲演[M].北京：教育科学出版社,2007.
[47]邵光华.教师专业知识发展研究[M].杭州：浙江大学出版社,2011.
[48]石中英.知识转型与教育改革[M].北京：教育科学出版社,2001.
[49]苏霍姆林斯基著.杜殿坤编译.给教师的建议[M].北京：教育科学出版社,1984.
[50]王斌华.发展性教师评价制度[M].上海：华东师范大学出版社,1998.
[51]荀子.解蔽[M].北京：中华书局,2008.
[52]雅斯贝尔斯著.邹进译.什么是教育[M].北京：三联书店,1991.
[53]杨昌勇.新教育社会学：连续与断裂的学术历程[M].北京：中国社会科学出版社,2004.
[54]杨东平主撰.艰难的日出——中国现代教育的20世纪[M].上海：文汇出版社,2003.
[55]叶澜,白益民等著.教师角色与教师发展新探[M].北京：教育科学出版社,2001.
[56]袁小平.从对峙到通融——教师管理范式的现代转向[M].长沙：湖南师范大学出版社,2004.
[57]袁振国主编.对峙与融合——20世纪的教育改革[M].济南：山东教育出版社,1995.
[58][英]Alma Harris, Daniel Muijs著,许联,吴合文译.教师领导力与学校发展[M].北京：北京师范大学出版社,2007.
[59][英]艾弗.F.古德森编著,刘丽丽译.专业知识与教师职业生涯[M].北京：北京师范大学出版社,2007.
[60][英]Edward Sallis, Gary Jones著,王如哲,黄月纯译.教育知识管理[M].台北：五南图书出版股份有限公司,2004.
[61][英]弗兰克·帕金著.刘乐,谢维和译.马克思·韦伯[M].成都：四川人民出版社,1987.
[62][英]约翰·格雷著,曹海军,刘训练译.自由主义[M].长春：吉林人民出版社,2005.
[63][英]阿尔玛·哈里斯等著,许联等译.教师领导力与学校发展[M].北京：北京师范大学出版社,2007.
[64][英]卡尔·波普尔著,舒炜光译.客观的知识[M].北京：中国美术学院出版社,2003.
[65]赵敦华.现代西方哲学新编[M].北京：北京大学出版社,2001.
[66]张维仪.教师教育——改革和发展热点问题问题透视[M].南京：南京师范大学出版社,2000.
[67]郑肇桢.教师教育[M].香港中文大学出版社,1987.
[68]郑杰.没有办不好的学校——郑杰教育讲演录[M].上海：华东师范大学出版社,2009.
[69]钟启泉,崔允漷,张华主编.《基础教育课程改革纲要(试行)》解读[M].上海：华东师范大学出版社,2001.
[70]钟启泉.教育的挑战[M].上海：华东师范大学出版社,2008.
[71]钟任琴.教师专业权能之研究——理论建构与实证分析[M].台北：五南图书出版有限公司,2000.
[72]周浩波.教育哲学[M].北京：人民教育出版社,2000.
[73]周易.系辞上[M].北京：中华书局,2006.
[74]朱小曼.小学素质教育实践：模式建构与理论反思[M].南京：南京师范大学出版社,1999.
[75]庄子.天道[M].北京：中华书局,2001.
[1]操太圣,卢乃桂.教师赋权增能：内涵、意义与策略[J].课程教材教法,2006,(10).
[2]操太圣,卢乃桂.院校协作脉络下的教师专业发展：赋权与规训的争拗[J].高等教育研究,2002,(11).
[3]陈向明.实践知识：教师专业发展的知识基础[J].北京大学教育评论,2003,(1).
[4]查英,金美福.E空间教师的自主发展特点研究——以现象学分析方法为视角[J].外国教育研究.2007,(5).
[5]代明.处在“基础教育”的浪尖上[J].明日教育论坛,总第30辑.15.
[6]郭炯.远程教育环境下农村教师自主学习模式的研究[J].中国远程教育.2006(2).
[7]郭元婕,鲍传友.实现教师专业自主发展的路径探讨[J].中国教育学刊,2006,(12).
[8]姜勇,阎水金.教师发展阶段研究：从“教师关注”到“教师自主”[J].上海教育科研.2006,(7).
[9]金建生.分布式机制的教师领导[J].教育发展研究,2007,(11B).
[10]金建生.论教师领导[J].西北师大学报(社会科学版),2007,(5).
[11]金生鈜.论教育权力[J].北京大学教育评论,2005,(4).
[12]梁明伟.论教师权利及其法律救济[J].教师教育研究,2006,(7).
[13]刘保兄,刘小娟.教师领导教育：当代美国教师教育新趋势[J].外国教育研究,2007,(12).
[14]楼世洲,张丽珍.教师专业自主：困境与出路[J].教师教育研究,2007,(11).
[15]卢乃桂,陈峥.赋权于教师：教师专业发展中的教师领导[J].教师教育研究,2007,(7).
[16]卢乃桂,陈峥.作为教师领导的教改策略——从组织层面探讨欧美的做法与启示[J].教育发展研究,2006,(9).
[17]马学斌.关于我国中小学教师专业自主权之探讨[J].教育探索,2004(4).
[18]宁虹.实践-意义取向的教师专业发展[J].教育研究,2005,(8).
[19]庞丽娟,洪秀敏.教师自我效能感：教师自主发展的重要内在动力机制[J].教师教育研究,2005,(7).
[20]王璐.英国国家课程对教师专业自治的影响[J].比较教育研究.2006(9).
[21]吴小贻.教师专业自主权的解读及实现[J].教育研究,2006,(7).
[22]吴小贻.完整地理解教师专业自主权[J].当代教育科学,2006(13).
[23]徐廷福.论教师专业自主权的个体实现[J].教师教育研究,2005,(11).
[24]姚静.论教师专业自主权的缺失与回归[J].课程·教材·教法,2005(6).
[25]余雅风.从教师职业的公共性看教师的权利及其界限[J].教师教育研究,2006,(5).
[26]曾荣光.教学专业与教师专业化：一个社会学的阐释[J].香港中文大学教育学报,1984.1.
[27]曾文婕,黄甫全.美国教师赋权增能的动因、涵义、策略及启示[J].课程教材教法,2006,(12).
[28]张贵新.对教师专业化的理念、现实与未来的探讨[J].外国教育研究,2002,(2).
[29]张建邦,白岩.论教师权益的法律保护[J].高等师范教育研究,2000,(5).
[30]张志欣.试论教师权利的法律保护[J].中国教育学刊,2004,(12).
[31]郑和.优秀教师自主成长：内涵与策略[J].课程·教材·教法.2004.(11).
[32]钟启泉.教师“专业化”:理念、制度、课题[J].教育研究,2001,(12).
[33]钟启泉.“教师专业化”的误区及其批判[J].教育发展研究,2003,(4-5).