Articles

• Allen, G. K., Wedman, J. F., & Folk, L. C. (2001). Looking beyond the valley: A five-year case study of course innovation. Innovative Higher Education, 26(2), 103-119. doi:10.1023/A:1012288421619
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• Ball, D. L., & McDiarmid, G. W. (1989). The subject matter preparation of teachers. issue paper 89-4. National Center for Research on Teacher Education.

• Barradell, S. (2013). The identification of threshold concepts: A review of theoretical complexities and methodological challenges. Higher Education, 65(2), 265-276. doi:10.1007/s10734-012-9542-3
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• Kelly, G. J., Luke, A., & Green, J. (2008). Introduction: What counts as knowledge in educational settings: Disciplinary knowledge, assessment, and curriculum. Review of Research in Education, 32, vii-x. doi:10.3102/0091732X07311063
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• Kuhn, L. (2008). Complexity and educational research: A critical reflection. Educational Philosophy and Theory, 40(1), 177-189. doi:10.1111/j.1469-5812.2007.00398.x
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• Margerum-Leys, J., & Marx, R. W. (2002). Teacher knowledge of educational technology: A case study of Student/Mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427-462. doi:10.2190/JXBR-2G0G-1E4T-7T4M
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• Richardson, V. (1994). Conducting research on practice. Educational Researcher, 23(5), 5-10. doi:10.2307/1177027

• Books

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