The following are key to the argument and conceptual basis of the research:
Arzi, Hannah J., White, Richard (2008) Change in Teachers' Knowledge of Subject Matter: A 17-Year Longitudinal Study Science Education, v92 n2 p221-251 Mar 2008
Beach, S. A. (1994) Teachers' theories and classroom practice: Beliefs, knowledge or context? Reading Psychology: An International Quarterly, 15, 189-196
Burt, G. (2003) Organisational Decision making: Rationality, Rules, Religion or Randomness? Mathematical Social Science (research) Note 2 http:/iet.open.ac.uk/pp/g.j.burt/main.htm
Cunningham, A.E., Perry, K.E., Stanovich, K.E. and Stanovich, P.J. (2004) Discipline Knowledge of K-3 Teachers and their Knowledge Calibration in the Domain of Early Literacy. Annals of Dyslexia, 54,1
Ellis, Viv (2007) Taking Subject Knowledge Seriously: From Professional Knowledge Recipes to Complex Conceptualizations of Teacher Development. Curriculum Journal, v18 n4 p447-462 Dec 2007
Green, Andrew (2008) Knowledge for Teaching and Continuing Professional Development in Perspectives. Education v26 n2 p131-136 Jun 2008
McCutcheon, D,. Harry, D., Cunningham, A., Cox, S., Sidman, S. & Covil, A. (2002) Reading Teachers' Knowledge of Children's Literature and English Phonology. Annals of Dyslexia, 52, 207-228
Poulton, E.C. (1994) Behavioural decision theory. A new approach. Cambridge: Cambridge University Press
Twistleton, Sam (2006) The Problem with English: The Exploration and Development of Student Teachers' English Subject Knowledge in Primary Classrooms. Literacy, v40 n2 p88-96 Jul 2006