1. Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10–14.
2. Ball, D. L., Thames, M. H. & Phelps, G. C. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.
3. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M. & Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. doi: 10.3102/0002831209345157 .
4. Berry, B., Daughtrey, A. & Wieder, A. (2009). Teaching effectiveness and the conditions that matter most in high-needs schools: A policy brief. Chapel Hill, NC: Center for Teaching Quality.
5. Bransford, J. D., Brown, A. L. & Cocking, R. R. (Eds.). (2004). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.