امام جمعه، محمدرضا و مهرمحمدی، محمود. (1385). نقد و بررسی رویکردهای تدریس فکورانه به‌منظور ارائه برنامه درسی تربیت معلم فکور. مطالعات برنامه درسی، شماره 3، 30-66.
رحمت الله خسروی و محمود مهرمحمدی، 1391، "برنامه درسی روئیدنی، تأملی انتقادی درباره مفهوم برنامه درسی از پیش تعیین شده " فصلنامه مطالعات برنامه درسی، سال هفتم، شماره 25.
سجادی، سید مهدی؛ ایمان زاده علی، (1388) بررسی و تبیین فضای ریزوماتیک و دلالت‌های آن در برنامه درسی، مطالعات برنامه درسی، شماره 12، 48-70
کومبز، جرالد آر؛ دنیز، لو روی بی (1991)، پژوهش فلسفی: تحلیل مفهومی، ترجمه خسرو باقری؛ روش شناسی مطالعات برنامه درسی، ادموند سی شورت، انتشارات سمت
Berding, joop W. A. (1997). Toward a flexible curriculum. Education and culture, XIV(1)
Biesta, Gert& Tedder, Michael (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Luxembourg university: The Learning Lives Research Project. Retrieved from http://hdl.handle.net/10993/13718
Billett,
Stephen& Choy,
Sarojni (2013). Learning through work: emerging perspectives and new challenges.
Journal of Workplace Learning, 25(4), 264 – 276
Bloom, H. (2001). Global brain: the evolution of mass mind from the Big Bang to the 21stcentury. New York: Wiley
Butt, Richard; Raymond, Danielle; G. McCue& Yamagishi, L. (1992). Collaborative autobiography and the teachers’ voice. Studying Teachers’ Lives, Ivor F.Goodson(editor), landon: Routledge
Clark, M. Carolyn& Dirkx John M., (2008). The Emotional Self in Adult Learning. New directions for adult and continuing education, no. 120, 89-95
Cole, Ardra L. & Knowles J. Gary (2001). Lives in Context: The Art of Life History Research, Rowman & Littlefield publishers.
Davis, Brent& sumara, dennis J.(1997).cognition, complexity, and teacher education. Harvard educational review. 67(1),105-125
Day,
Chris. (1999). Developing Teachers: The Challenges of Lifelong Learning. Routledge
Dewey,J. (1963) Experience and Education, New York: Macmillan
Duncan, james k. & frymier, jack R (1967). Explorations in the systematic study of curriculum,
Theory into Practice, 6(4), 180-199.
Edwards, Richard& Usher, Robin (2001). Lifelong Learning: The Postmodern Condition of Education. Adult Education Quarterly, 51(4), 273-287.
Eisner, Elliot (2002). From episteme to phronesis to artistry in the study and improvement of teaching. Teaching and Teacher Education, 18, 375–385
Eisner, Elliot W. (2005). Reimaging school. London and new york: Routledge
Emir Bayer, Mustafa& Mische, Ann (1998). What Is Agency?, The American Journal of Sociology, 103(4), 962-1023
Fullan, M. (1982). the Meaning of Educational Change, Toronto: OISE Press
Goodson, Ivor F. (2014). Investigating the life and work of teachers. Estonian journal of education, 2(2, 28–47
Guskey, Thomas. R (2002). Professional Development and Teacher Change. Teachers and Teaching: theory and practice, 8(3/4), 381-391
Hargreaves, Andrew& Fullan, Michael (2012). The power of professional capital. A keynote address by Andy Hargreaves and Michael Fullan at Learning Forward’s Annual Conference in Boston, http://store. learningforward.org
Hargreaves, Andrew& Fullan, Michael (2012). The power of professional capital. A keynote by Andy Hargreaves and Michael Fullan at learning forward’s Annual Conference in Boston, http://store. learningforward.org
Hetzner, Stefanie Bianca (2013).
Reflection in Professional Practice. A dissertation for PhD degree,
University of Regensburg.
Hoban, G. F. (2002). Teacher learning for educational change: A systems thinkingapproach. Buckhingham: Open University Press.
Johnson,
Karen E. & Golombek, Paula R. (2002).
Teachers' Narrative Inquiry as Professional Development, Cambridge University Press
Kang, Dae Joong (2015). Life and Learning of Korean Artists and Craftsmen, Routledge
Kang. Dae Joong(2007). Rhizoactivity: toward a postmodern theory of lifelong learning. adult education quarterly, 205-220
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs, NJ: Prentice Hall.
Korthagen, Fred& Vasalos, Angelo(2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice, 11(1). 47–71.
Lindeman, E. C. (1926). The meaning of adult education. New York: New Republic.
Mason, Mark (2008): Complexity Theory and the Philosophy of Education. A John Wiley & Sons, Ltd., Publication
Merriam, Sharan B (2008). Adult Learning Theory for the Twenty-First Century. New directions for adult and continuing education, no. 119, Wiley Periodicals, Inc.
Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995/2003). Understanding Curriculum: An Introduction to the Study of Historical andContemporary Curriculum Discourses. New York: Peter Lang
Pinar, William F. (2015). Educational experience as lived : knowledge, history, alterity: the selected writings of William F. Pinar. Routledge
Rahman, A., Hoban, G. & Nielsen, W. (2014). Transcending teacher professional development: From determinism to complexity. The Asian Conference on Education 2014 Official Conference Proceedings (pp. 15-30). Nagoya, Japan: The International Academic Forum.
Roth, wolff-michael. (2013).To Event: Toward a Post-Constructivist of Theorizing and Researching the Living Curriculum as Event-in-the-Making. Curriculum Inquiry. 43(3), 388-417
Semetsky, Inna (2006). Deleuze, Education and Becoming. Sense Publishers.
Semetsky, Inna, (2013). Learning with Bodymind: Constructing the Cartographies of the Unthought, in Cartographies of Becoming inEducation, a Deleuze-Guattari Perspective, Diana Masny (Editor), Sense Publishers.
Stacey, R. D., Griffin, D. & Shaw, P. (2000). Complexity and Management: Fad or radical challenge to systems thinking? Landon: Routledge.
Su,Ya-hui, (2011). Lifelong Learning as Being: The Heideggerian Perspective. Adult Education Quarterly, 61(1), 57–72.
Van den Berg, Rudolf (2002). Teachers' Meanings Regarding Educational Practice. Review of Educational Research, 72(4), 577–625
Wallin, Jason J (2010). A Deleuzian Approach to Curriculum.. United States: Palgrave Macmillan.
Wallin, Jason J (2012). Representation and the Straightjacketing of Curriculum's Complicated Conversation: The pedagogy of Pontypool's minor language. Educational Philosophy and Theory. 44(4), 366-358.
)
