آل‌حسینی، فرشته، و مهرمحمدی، محمود (1389). مصاحبه با مایکل کانلی. خبرنامه گروپ برنامه درسی، شواب و عمل فکورانه، 1(2). قابل‌دسترس در:
http://www.icsa.org.ir/magazine/cat-131/000905.php.
آل‌حسینی، فرشته (1391). مجله مطالعات برنامه درسی (JCS). در محمود مهرمحمدی (تدوین‌گر) دانشنامه ایرانی برنامه درسی. قابل‌دسترس در:
لوین، دانلد (1390). ضربت جوزف شواب بر تدریس سطحی (فرشته آل‌حسینی و محمود مهرمحمدی، مترجمان). [فصل کتاب]. تهران، ایران: دانشگاه تربیت مدرس، گروه تعلیم و تربیت.
مهرمحمدی، محمود (1387). پژوهش مبتنی بر عمل فکورانه در فرآیند برنامه‌ریزی درسی: نظریه عمل‌گرای شوآب. در محمود مهرمحمدی و همکاران (مؤلفان)، برنامه درسی: نظرگاه‌ها، رویکردها و چشم‌اندازها. تهران: سمت.
Boyer, E. L. (1990). Scholarship Revisited: priorities of the professoriate.PrincetonNJ: The Carnegie Foundation for the Advancement of Teaching.
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research.London: Falmer Press.
Carr, W. (2004). Philosophy and Education. Journal of Philosophy of Education, 38(1), 55-73.
Connelly, F. M., & Xu, S. (2007). On The State of Curriculum Studies: A Personal Practical Inquiry. Curriculum and Teaching Dialogue, 9(1 & 2), 3–19.
Connelly, F. M., He, M. F., & Phillion, J. I. (Eds.) (2008). The SAGE Handbook of Curriculum and Instruction. CA: Sage Publications.
Eisner, E. W. (1984). No easy answers: Joseph Schwab’s contributions to curriculum. Curriculum Inquiry, 14(2), 201-210.
Eisner, E. W. (1997). Educational Imagination: On the Design and Evaluation of School Programs. New York: MacmillanCollege Publishing. (Original Work Published 1985).
Eisner, E. W. (2002). From episteme to phronesis to artistry in the study and improvement of teaching. Teaching and Teacher Education, 18, 375-385.
Gadamer, H. G. (1998). What is Practice? The Conditions of Social Reason. In H. G. Gadamer (F. G. Lawrence, Trans.), Reason in the Age of Science (pp. 69-87). Massachusetts: MIT Press. (Original work published 1981).
Golami, K., & Husu, J. (2010). How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge. Teaching and Teacher Education, 26, 1520-1529.
Gholami, K. (2011). Moral care and caring pedagogy: two dimensions of teachers' praxis. Pedagogy, Culture & Society, 19(1), 133-151.
Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding Curriculum: an Introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang Publishing.
Reid, W. A. (1984). Curricular Topics as Institutional Categories: Implications for Theory and Research in History and Sociology of School Subjects. In I. F. Goodson, & S. J. Ball (Eds.), Defining The Curriculum: Histories And Ethnographies (pp. 67-76). Philadelphia: The Falmer Press.
Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
Schwab, J. J. (2004). The Practical: A Language for Curriculum. In: D. J. Flinders, & S. J. Thornton, Eds.) The Curriculum Studies Reader (pp. 103-117). New York: Routledge Falmer. (Original work published 1969).
Schwab, J. J. (1971). The practical: Arts of eclectic. The School Review, 79(4), 493-542.
Schwab, J. J. (1983). The Practical 4: Something for Curriculum Professors to Do. Curriculum Inquiry, 13(3), 239-265.
Short, E. C. (2000). Shifting Paradigms: Implications for Curriculum Research and Practice. In J. Glanz, & L. S. B. Horenstein (Eds.), Paradigm debates in curriculum and supervision: modern and postmodern perspectives (pp. 34-53). Connecticut: Bergin & Garvey.
Stenhouse, L. (1981). What counts as research?, British Journal of Educational Studies. 29(2), 103-114.
Stenhouse, L. (1983). The relevance of practice to theory. Theory Into Practice, 22(3), 211-215.
)
