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...Design Capacity Through Teachers' Narratives'' was written by [[Elizabeth Davis]], [[Carrie Beyer]], [[Cory Forbes]], and [[Shawn Stevens]] and published i ...millard|2005}}), especially for newer teachers ({{Cite|Grossman & Thompson|2004}})

* Authors: [[Elizabeth Davis]] and [[Joseph Krajcik]] ...actice ({{Cite|Collopy|2003}}; {{Cite|Remillard|1999}}; {{Cite|Schneider & Krajcik|2002}}). The interaction of these factors is complex ({{Cite|Lloyd|1999}})

...erials to Promote Teacher Learning]]'' by [[Elizabeth Davis]] and [[Joseph Krajcik]] (2005) ...f Educative Curriculum Materials]]'' by [[Rebecca Schneider]] and [[Joseph Krajcik]] (2002)

[[Schneider & Krajcik (2002)|Schneider and Krajcik (2002)]] further developed [[Ball & Cohen (1996)|Ball and Cohen's (1996)]] These principles were further refined by [[Davis & Krajcik (2005)|Davis and Krajcik (2005)]] into a set of five guidelines for educative curricula (pp. 5-6):

...te|Davis & Krajcik|2005}}; {{Cite|Davis & Varma|2008}}; {{Cite|Schneider & Krajcik|2002}}). Brown's purpose in writing this chapter is to describe a theoretic ...rials ({{Cite|Barab & Luehmann|2003}}; {{Cite|Brown|2002}}; {{Cite|Davis & Krajcik|2005}}; {{Cite|Matese|2005}}; {{Cite|Remillard|2005}}). Even when curriculu

...rs' professional identity ([[Remillard & Bryans (2004)|Remillard & Bryans, 2004]]) ...als attempt to be educative for teachers ([[Davis & Krajcik (2005)|Davis & Krajcik, 2005]]) as well as students.