پارکینسون، جان. (1385). آموزش فکورانه علوم (ترجمه اصغر سلطانی کفرانی). اصفهان: انتشارات نقش خورشید.
گال، مردیت؛ بورگ، گال و گال، جویس. (1394). روشهای تحقیق کمی و کیفی در علوم تربیتی و روانشناسی. مترجمان: نصر، احمدرضا، عریضی، حمیدرضا؛ ابوالقاسمی، محمود؛ باقری، خسرو؛ پاکسرشت، محمدجعفر؛ خیر، محمد، شهنیییلاق، منیجه و خسروی، زهره. ج 1، چاپ 8، تهران: سازمان مطالعه و تدوین کتب علوم انسانی دانشگاهها (سمت) و دانشگاه شهید بهشتی. (تاریخ اثر به زبان اصلی 1996 است).
مهرمحمدی، محمود. (1381). پژوهش مبتنی بر عمل فکورانه در فرایند برنامهریزی درسی: نظریهی عملگرای شو آب. فصلنامه نوآوریهای آموزشی، شماره 1، سال اول، صص: 19 – 36.
Aristotle. (1976). The ethics of Aristotle. The Nicomachean ethics. (Rev.ed). Harmondsworth, UK: Penguin.
Azigwe, J.B. Kyriakides, L. Panayiotou, A. Creemers, B.P.M. (2016). The impact of effective teaching characteristics in promoting student achievement in Ghana. International Journal of Educational Development. 51, 51–61.
Butani L, Blankenburg R, Long M. (2013). Stimulating reflective practice among your Learners. Pediatrics; 131: 204–206.
Butani, L. Bannister, S. L. Rubin, A. Forbes, K. L. (2017). How Educators Conceptualize and Teach Reflective Practice: A Survey of North American Pediatric Medical Educators. ACADEMIC PEDIATRICS, Volume 17, Number 3: 303 – 340.
Butler, J. (1996). Professional development: practice as text, reflection as process, and self as locus. Australian Journal of Education, 40(3): 265-283.
Carroll, M. Curtis, L. Higgins, A. Nicholl, H. Redmond, R. Timmins, F. 2002. Is there a place for reflective practice in the nursing curriculum? Nurse Edu. Pract. 2, 13e20.
Chowa, G.A. Masa, R.D. Ramos, Y. Ansong, D. 2015. How do student and school characteristics influence youth academic achievement in Ghana? A hierarchical linear modeling of Ghana YouthSave baseline data. International Journal of Educational Development 45, 129–140.
Collin, S. Karsenti, T & Komis, V. (2013). Reflective practice in initial teacher training: critiques and perspectives, Reflective Practice: International and Multidisciplinary Perspectives, 14:1, 104-117.
Creemers, B.P.M. Kyriakides, L. 2008. The Dynamics of Educational Effectiveness Research. A Contribution to Policy, Practice and Theory. Routledge, London and New York.
Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publication, London.
Crumbley, L. Henry, B. K. & Kratchman, S. H. (2001). Students’ perceptions of the evaluation of college teaching. Quality Assurance in Education, 9, 197–207.
D’Cruz, H. Gillingham, P. & Melendez, S. (2007). Reflexivity, its meaning and relevance for social work: A critical review of the literature. British Journal of Social Work, 37, 73–90.
Daigle, Stephen & Cuocco, Patricia, (2002) "Public Accountability & Higher Education", Education Center for Applied Research, Research bulten.
Flyvbjerg, B. (2001). Making social sciences matter: Why social inquiry fails and how it can succeed again. Cambridge, UK: Cambridge University Press.
Fook, C Y. (2012). Best practices of teaching in higher education in United States: a case Study. Procedia - Social and Behavioral Sciences; 46: 4817 – 4821.
Fook, J. Ryan, M. & Hawkins, L. (2012). Professional expertise: Practice, theory and education for working in uncertainty. London: Whiting & Birch.
Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth, UK: Penguin.
Green, T. F. (1971). The activities of teaching. New York: Mcgraw-Hill.
Greimel-Fuhrmann, B. & Geyer, A. (2003). Students’ evaluation of teachers and instructional quality—Analysis of relevant factors based on empirical evaluation. Assessment and Evaluation in Higher Education, 28, 229–238.
Grimmet, P.P. Erickson, G.L. Mackinnon, A.A. and Riecken, T.J. “Reflective practice in teacher education”, in Clift, R. T. Houston, W.R. and Pugach, M.C. (Eds), Encouraging Reflective Practice in Education: An Analysis of Issues and Programs, Teachers College Press, New York, NY, 1990.
Hativa, N. (2015). What does the research say about good teaching and excellent teachers? Teaching in the Academia, 5, 42–74.
Hénard, F. & Rosereare, D. (2012). Fostering quality teaching in higher education: Policies and practices. Paris, France: OECD Programme on Institutional Management in Higher Education (IMHE) Retrieved.
Jasper, M. & Rosser, M. (2013). Reflection and reflective practice. In M. Rosser, G. P. Mooney, & M. Jasper (Eds.), Professional development, reflection and decision-making in nursing and healthcare (pp. 41-82). Chichester: Wiley-Blackwell.
Kane, R. Sandretto, S. & Heath, C. (2004). An investigation into excellent tertiary teaching: Emphasizing reflective practice. Higher Education, 47, 283–310.
Kim, D. (1993). The Link between Individual and Organizational Learning. Sloan Mannagement Review, 37 – 50.
Light, G. Cox, R. & Calkins, S. (2009). Learning and teaching in higher education: The reflective professional. (2nd ed.). Los Angeles: Sage.
Lowman, J. (1996). Characteristics of exemplary teachers. New Directions for Teaching and Learning, 65, 33–40.
Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice. New York: Routledge Falmer.
Moran A, Dallat J. (1995),"Promoting reflective practice in initial teacher training", International Journal of Educational Management, 9(5): 20 – 26.
Morrison, K. (1996). Developing reflective practice in higher degree students through a learning journal. Studies in Higher Education, 21(3): 317-332.
Muijs, D. Kyriakides, L. van der Werfc, G. Creemers, B.P.M. Timperley, H. Earld, L. 2014. State of the art – teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25 (2), 231–256.
Okpala, C. O. & Ellis, R. (2005). The perceptions of college students on teacher quality: A focus on teacher qualifications. Education, 126(2), 374–378.
Plack MM, Greenberg L. The reflective practitioner: reaching for excellence in practice. Pediatrics. 2005; 116:1546–1552.
Rolfe, G. (1996). Closing the theory–practice gap: A new paradigm for nursing. Oxford: Butterworth-Heinemann.
Ryan, M. Ryan, M. (2012). The Orising a model for teaching and assessing reflective learning in higher education, Higher Education Research & Development, 32(2): 244-257.
Sandars J. The use of reflection in medical education: AMEE guide no. 44. Med Teach. 2009;31:685–695.
Schoon, DA. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Schoon, DA. (1987). Educating the reflective Practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
Soodmand-Afshara, A. Farahani, M. (2015). Reflective Thinking and Reflective Teaching among Iranian EFL Teachers: Do Gender and Teaching Experience Make a Difference? Procedia - Social and Behavioral Sciences; 192: 615 – 620.
Spencer, K. J. Schmelkin, LP. (2002). Students’ perspectives on teaching and its evaluation. Assessment & Evaluation in Higher Education, 1(1), 12–16.
Wolfensberger, B. Piniel, P. Canella, C. Kyburz-Graber, R. (2010). The challenge of involvement in reflective teaching: Three case studies from a teacher education project on conducting classroom discussions on socio-scientific issues. Teaching and Teacher Education 26: 714–721.