Akbari, R. (2007). Reflections on reflective teaching; a critical appraisal of reflective practices in L2 teacher
education. System, 35 (2), 192-207.
Alexander, C. D., & Fuller, E. (2005). Effects of Teacher Qualifications on Student Achievement in Middle School
Mathematics in Texas. Paper Presented at the American Educational Research Association Annual Meeting.
Ancker, W. (2000). Errors and Corrective Feedback: Updated Theory and Classroom Practice. Forum, 38 (4),
20–28. Retrieved June 21, 2007 from http://exchanges.state.gov/forum/vols/vol38/no4/p20.htm
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement.
White Plains, NY: Longman.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Bee, R. & Bee, F. (1998). Constructive Feedback. Institute of Personnel and Development in the Training Extras.
Bitchener, J. (2008). Evidence in sSupport of Written Corrective Feedback. Journal of Second Language Writing,
17(2), 102–118.
Bitchener, J., & Knoch, U. (2009). The Relative Effectiveness of Different Types of Direct Written Corrective
Feedback. System, 37(2), 322–329.
Black, R. (1993). A match of Learning Style to Teaching Style Based on Use of Hemispheric Dominance Theory to
Enhance Learning ofCreative Thinking Skills. Unpublished Doctoral Dissertations, University of Georgia.
Brock, M. N., Yu, B., & Wong, M. (1992). “Journaling” Together: Collaborative Diary Keeping and Teacher
Development.
Chandler, J. (2003). The Efficacy of Various Kinds of Error Feedback for Improvement in the Accuracy and
Fluency of L2 Student Writing. Journal of Second Language Writing, 12(3), 267–296.
Cole, R., Raffier, L. M., Rogan, P., & Schleicher, L. (1998). Interactive Group Journals: Learning as a Dialogue
Among Learners.
Colvin, G., Flannery, K. B., Sugai, G., & Monegan, J. (2009). Using Observational Data to Provide Performance
Feedback to Teachers: A High School Case Study. Preventing School Failure, 53(2), 95-104.
Deutsch, G. (1996). Influencing Factors Along the Road to Reflective Practice. Abstracts from: Proquest Files:
Dissertation Abstract Item: 9626671.
Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process.
Boston: Houghton Mifflin Company.
Elbaz, F. (1988). Critical Reflections on Teaching: Insights from Freire. Journal of Education for Teaching, 14, pp.
171- 181.
Ellis, R. (2009). A Typology of Written Corrective Feedback Types. English Language Teaching Journal, 63, 97-
107.
Esbenshade, J. L. (2002). My Learning Through Journaling: Forgiveness as a Source of Power and the
Communication of Voice in the Classroom.
Farrell, T. (2003), Reflective Teaching: Principles and Practice. English Teaching Forum, 41(4), 14-21.
Farrell, T. (2007).Reflective Language Teaching. From Theory to Practice. London and New York: Continuum.
Ferguson, R. (1998). Teachers’ Perceptions and the Black-White Test Score Gap. In C. Jencks and M. Phillips
(Eds.), The Black-White Test Score Gap (pp. 273-317). Washington, DC: Brookings Institution Press.
Ferris, D. R., & Roberts, B. (2001). Error Feedback in L2 Writing Classes: How Explicit Does it Need to be?
Journal of Second Language Writing, 10(3), 161–184.
Ferris, D. R. (2002). Treatment of Error in Second Language Writing Classes. Ann Arbor, MI: University of
Michigan Press.
Francis, D. 1995. The reflective journal: A window to preservice teachers' knowledge. Teaching and Teacher
Education, 25, 2, pp. 229-241.
Golby, M. and R. Appleby. (1995). Reflective Practice Through Critical Friendship: Some Possibilities.
Cambridge Journal of Education, 25, 2, pp. 149-160.
Goldhaber, D. (2002). The Mystery of Good Teaching: Surveying the Evidence on Student Achievement and
Teachers’ Characteristics. Education Next, 2(1), 50-55.
Good, T. L., & Brophy, J. (2003). Looking in the classroom. Boston: Allyn & Bacon.
Gray, P. & Ross, J. A. (2006). Transformational leadership and teacher commitment to organizational values:
The mediating effects of collective teacher efficacy. School Effectiveness and School Improvements, 17, 179-
199.
Hattie, J. and Timperley.H. (2007). The Power of Feedback. Review of Educational Research, 77, 81-112.
Hendrickson, J. (1978). Error Correction in Foreign Language Teaching: Recent Theory, Research, and Practice.
Modern Language Journal, 62, 387–398.
Hoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1992). Parent efficacy, teacher efficacy and teacher and
parent involvement. Journal of Educational Research, 85, 287-294.
Iran-Nejad, A. & Gregg, M. (2001). The brain-mind cycle of reflection. Teachers College Record, 103(5), 868-895.
Irons, A. (2008). Enhancing Learning through Formative Assessment and Feedback. London: Routledge.
Kaweera, C., & Usaha, S. (2008). The Impact of Different Types of Teacher Written Feedback on EFL University
Students’ Writing. KKU Res J (GS), 8(2), 83– 94.
Kelly, T. (1993). The Impacts of Structured Reflective Practice on the Teaching Decisions of Inservice Teachers.
Abstracts from: Proquest Files: Dissertation Abstract Item: 93166680.
Kim, H., & Mathes, G. (2001). Explicit vs. Implicit Corrective Feedback. The Korea TESOL Journal, 4, 1–15.
Korthagen, F. A. J. (2004). In Search of the Essence of a Good Teacher: Towards a More Holistic Approach in
Teacher Education. 93166680.
LaBoskey, V. K. (1994). Development of Reflective Practice: A Study of Preservice Teachers. New York: Teachers
College Press.
Liang, Y. (2008). The Effects of Error Feedback in Second Language Writing. Second Language Acquisition and
Teaching, 15, 65–79.
Lightbown, P. M. & Spada, N. (1990). Focus on Form and Corrective Feedback in Communicative Language
Teaching: Effects on Second Language Learning. Studies in Second Language Acquisition, 12(4), 429–448.
Lowery. N. V. (2003). The fourth “R”: Reflection. The Mathematics Educator, 13 (2), 23–31.
Lyster, R., & Ranta, L. (1997). Corrective Feedback and Learner Uptake: Negotiation Form in Communicative
Classrooms. Studies in Second Language Acquisition, 19, 37–66.
McDonough, J. (1994). A teacher looks at teacher’s diaries.
Moore, M., &Hofman, J. E. (1988). Professional identity in institutions of higher learning in Israel.
Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in teacher efficacy and student self- and task-related
beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81, 247–
258.
Miglietti, C. L., & Strange, C. C. (1998). Learning styles, classroom environment preferences, teaching styles, and
remedial course outcomes for underprepared adults at a two-year college. Community College Review, 26(1),
1-19.
Milrood, R. (1999). A Module for English language teacher trainers. British Council: Moscow
Nolan, J. & Huebner, T. (1989). Nurturing the reflective practitioner through instructional supervision: A review
of the literature. Journal of Curriculum and Supervision, 4(2), 126-143.
Sheen,Y.,Wright,D.&Moldawa,A.(2009).Differential Effects of Focused and Unfocused Written Correction on
the Accurate of Grammatical Forms by Adult ESL Learners. System,37(4),556---569.
Sheen, Y. (2007). The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners’
Acquisition of Articles. TESOL Quarterly, 41(2), 255–283.
Ware, H. & Kitsantas, A. (2007). Teacher and Collective Efficacy Beliefs and Predictors of Professional
Commitment. Journal of Education Research, 100, 303-310.
White, L., Spada, N., Lightbown, P. M., & Ranta, L. (1991). Input Enhancement and L2 Question Formation.
Applied Linguistics, 12, 416–432.
Wright, S. P., Hom, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student
achievement: Implications for teacher evaluation. Journal of Personal Evaluation in Education, 11, 57-67.
Yost, D., Sentner, S., & Frolenza-Baily, A. (2000). An examination of the construct of critical reflection:
Implications for teacher education programming in the 21st century. Journal of education, 51(1), 31-65.
Thank you for copying data from http://www.arastirmax.com
