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Journal articles on the topic 'Planning lessons'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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1

Lancaster, Melissa. "Planning Your Lessons." Educational Horizons 92, no. 1 (2013): 20–21. http://dx.doi.org/10.1177/0013175x1309200109.

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Angaiz, Dil, Zahra Jabeen, and Nazia Karim. "PERCEPTIONS OF EXPERIENCED AND NOVICE TEACHERS ABOUT THE IMPORTANCE OF LESSON PLANNING FOR EFFECTIVE LEARNING IN PRIVATE ELEMENTARY SCHOOLS OF GILGIT CITY." Pakistan Journal of Social Research 03, no. 03 (2021): 446–57. http://dx.doi.org/10.52567/pjsr.v3i3.268.

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This study intended to explore the perceptions of novice and experienced teachers about the importance of lesson planning for effective learning in selected private elementary schools in Gilgit city. A qualitative approach focusing on case study was used to conduct this study. The researchers collected data by using in-depth semi-structured interviews. The study revealed that novice and experienced teachers both realized the importance to lesson planning. It was revealed that lesson planning contributes to students learning. Although teachers use different formats to plan their lessons. Moreov

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Barczi-Veres, Krisztina. "Planning and Delivering a Cooperative Maths Lesson." European Journal of Mathematics and Science Education 3, no. 1 (2022): 9–16. http://dx.doi.org/10.12973/ejmse.3.1.9.

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<p style="text-align: justify;">School education should not only provide students with content knowledge but also with effective skills that will be appropriate in their adult lives, such as the competence in solving problems individually or being able to work as a member of a team. Students should be active participants instead of passive listeners in their lessons. There is a wide variety of teaching methods that practicing teachers can choose from to make their lessons varied. The present article explains the outline of an experiment that was based on Spencer Kagan’s cooperative learn

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Smaglik, Paul. "Lessons in career planning." Nature 418, no. 6898 (2002): 3. http://dx.doi.org/10.1038/nj6898-03a.

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5

Klosterman, Richard E. "Lessons Learned About Planning." Journal of the American Planning Association 79, no. 2 (2013): 161–69. http://dx.doi.org/10.1080/01944363.2013.882647.

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Yadav, Surendra S., and Ravi Shankar. "Succession planning: some lessons." Journal of Advances in Management Research 14, no. 4 (2017): 406–7. http://dx.doi.org/10.1108/jamr-07-2017-0081.

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Scott, L. "Planning Lessons and Courses." ELT Journal 57, no. 1 (2003): 88–90. http://dx.doi.org/10.1093/elt/57.1.88.

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Hufnagel, Ellen M. "Information systems planning: Lessons from strategic planning." Information & Management 12, no. 5 (1987): 263–70. http://dx.doi.org/10.1016/0378-7206(87)90005-x.

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Pham Thi, Binh, Thuy Nguyen Thu, and Huong Pham Thi Song. "Planning and organizing STEM lessons when teaching about solution and solubility in Chemistry 8." Journal of Science Educational Science 66, no. 4E (2021): 283–94. http://dx.doi.org/10.18173/2354-1075.2021-0208.

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Organizing STEM lessons based on the engineering design process in teaching science subjects is a suitable form for the goal of developing students' quality and competency without increasing the load on the program but helping students practice what they learn, and improving learners’ interests. With STEM lessons, students learn the knowledge through solving some problems following the engineering design process and the implementation of learning activities helps students develop all three common competencies, as well as many qualities. This article analyzes the characteristics and requirement

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10

Grooms, Wes, and Emmanuel Frimpong Boamah. "Toward a Political Urban Planning: Learning from Growth Machine and Advocacy Planning to “Plannitize” Urban Politics." Planning Theory 17, no. 2 (2017): 213–33. http://dx.doi.org/10.1177/1473095217690934.

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This article examines Advocacy Planning through the lens of political–economic urban governance theories—primarily Growth Machine. The first part of the article engages Advocacy Planning and Growth Machine in a conceptual dialogue to search for new insights into the causes of, and potential solutions to, planning’s hitherto inability to significantly mitigate urban social inequity and injustice. The analysis corroborates long-standing assertions of planning’s ineffectiveness in redressing inequitable urban planning outcomes as being resultant of the unequal—and dominant—power held by the gover

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Byra, Mark, and Stephen C. Coulon. "The Effect of Planning on the Instructional Behaviors of Preservice Teachers." Journal of Teaching in Physical Education 13, no. 2 (1994): 123–39. http://dx.doi.org/10.1123/jtpe.13.2.123.

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The purpose of this study was to compare the instructional behaviors of a group of preservice teachers across two teaching conditions, one planned and one unplanned. Twelve physical education teacher education (PETE) majors each taught two 25-minute lessons to elementary-age learners. Lesson plans were developed for the first lesson (planned condition) but not the second (unplanned condition). All lessons were videotaped and employed in the data analyses. Three data collection instruments were used for the analysis of selected teaching behaviors: (a) the Academic Learning Time-Physical Educati

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Ubaque-Casallas, Diego F., and Edgar Aguirre-Garzón. "Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers." Profile: Issues in Teachers´ Professional Development 22, no. 2 (2020): 131–44. http://dx.doi.org/10.15446/profile.v22n2.80687.

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This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant’s experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-s

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Rudenko, N. "INTERACTIVE TECHNOLOGIES IN TEACHING MATHEMATICS IN PRIMARY SCHOOL: FROM PLANNING TO RESULTS." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 32 (2019): 22–28. http://dx.doi.org/10.28925/2311-2409.2019.32.3.

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The article states the author's definition of the concept interactive technologies at mathematics lessons. They are defined as the set and the certain sequence of pedagogical methods that are aimed at the realization of a didactic objective, the activation of the participants’ subject-subject interaction in the educational process, which affects the quality of mathematics preparation and enhances pupil’ thinking skills. The structure of interactive mathematics lesson at primary school is determined: motivation activity; announcement, presentation of the topic and learning outcomes; providing t

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Hordienko, Tetyana, Larysa Dubrovska, and Valery Dubrovsky. "Forms and methods of inclusive work in mathematics lessons in primary school." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 2 (135) (2021): 68–74. http://dx.doi.org/10.24195/2617-6688-2021-2-9.

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The article clarifies the content of the concepts "person with special educational needs", describes the features of the organization of education in an inclusive classroom in mathematics lessons; identified special educational needs of primary school children with disabilities on the basis of a secondary school, explored effective ways of inclusive work in mathematics lessons in modern primary school. Innovative technologies of multilevel support of participants of educational process are offered: technology of adaptation of the child to a new educational level; teacher support technology; te

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Minken, Zachary, Augusto Macalalag, Jr., Andre Clarke, Lisa Marco-Bujosa, and Carol Rulli. "Development of Teachers’ Pedagogical Content Knowledge during Lesson Planning of Socioscientific Issues." International Journal of Technology in Education 4, no. 2 (2021): 113–65. http://dx.doi.org/10.46328/ijte.50.

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This case study addresses the pedagogical challenges teachers face in incorporating elements of socioscientific issues (SSI) when planning science and mathematics lessons. In order to effectively plan and teach SSI lessons, teachers must develop pedagogical content knowledge (PCK) specific to unpacking elements of SSI such as identifying an issue that is debatable and relevant to students’ lives, employing reflective scientific skepticism, and evaluating multiple perspectives. This study was guided by the following research questions: 1) In what ways, if any, did teachers’ knowledge and instru

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Govender, Nadaraj, and Duduzile Zulu. "NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS." Journal of Baltic Science Education 16, no. 3 (2017): 366–78. http://dx.doi.org/10.33225/jbse/17.16.366.

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An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers’ understanding of NOS is extensive but junior high school natural sciences teachers’ understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers’ understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven N

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Gafurdjanovna, Babakhodjaeva Lobar. "Technology of Planning of Blended Learning." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (2021): 83–88. http://dx.doi.org/10.17762/turcomat.v12i4.476.

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This article discusses the technologies of organizing mixed type lessons. In particular, there was a description of the technology of mixed lessons, their types, methods of use. This article also reveals the features, technical and important aspects of the materials used in mixed education that distinguish them from ordinary lessons.

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Thi, Le, Nguyen Thi, Nguyen Thi, and Nguyen Mau. "Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam." European Journal of Educational Research 10, no. 4 (2021): 1755–68. http://dx.doi.org/10.12973/eu-jer.10.4.1755.

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<p style="text-align: justify;">The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with the micro-lesson teaching method. This process helps young teachers, especially those working in the Northern of Vietnam, improve their planning and implementation of a lesson plan following the Lesson Study mode

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Salingkat, Suhartini. "Evaluation of Certified Teachers’ Perfomance at SMPN 6 Luwuk Banggai Regency, Indonesia." International Journal of Education and Literacy Studies 5, no. 4 (2017): 24. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.24.

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This study investigated certified teachers’ performance at SMPN 6 Luwuk of Banggai Regency, with a focus on the teachers’ performance in planning the lesson, implementing the lesson, and conducting the lesson evaluation. It lasted for nine months, from March to December 2011. Qualitative method was used. More specifically, the evaluation research method was followed which involves collecting, analyzing, and interpreting data for decision making. The evaluation system used in this study was based on the quality of the certified teachers’ performances. The real condition in the field is that man

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Livingston, Carol, and Hilda Borko. "High School Mathematics Review Lessons: Expert-Novice Distinctions." Journal for Research in Mathematics Education 21, no. 5 (1990): 372–87. http://dx.doi.org/10.5951/jresematheduc.21.5.0372.

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This investigation contrasts two review lessons of two secondary mathematics student teachers with those of their high school cooperating teachers. The data included lesson descriptions constructed from field observations and audiotapes, pre- and post-lesson interviews, and planning materials. Differences between the review lessons were analyzed by interpreting teaching as a complex cognitive skill and as improvisational performance. Despite extensive preparation, the novices' review lessons were less comprehensive than those of the experts, and their explanations were less conceptual. The exp

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Cobbinah, Patrick Brandful. "Enabling Urban Planning Action in Africa: The Praxis and Oddity of COVID-19 Pandemic Response." Journal of Planning Literature 37, no. 1 (2021): 83–87. http://dx.doi.org/10.1177/08854122211055800.

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The world is experiencing the impacts of COVID-19 pandemic – from lockdown restrictions to economic uncertainty. Though troubling, the COVID-19 crisis presents an opportunity to galvanize support to strengthen urban planning's capacity in Africa. This paper draws on the global response to the pandemic to proffer three lessons that can bolster planning action to respond to health, spatial and socio-economic challenges confronting African cities: (i) recognition of urban planning as an urgent public health activity; (ii) emphasizing urban planning's innate capacity to address health crises; and

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22

Schmidt, Margaret. "Preservice String Teachers' Lesson-Planning Processes." Journal of Research in Music Education 53, no. 1 (2005): 6–25. http://dx.doi.org/10.1177/002242940505300102.

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This yearlong qualitative study is an examination of 10 undergraduate preservice teachers' lesson planning for the classes and/or individual lessons they taught in a university string project. Data analysis revealed that these preservice teachers held differing views of lesson planning from each other and from their supervisor. Five themes emerged: (a) concerns about knowing how to begin to plan, (b) difficulty identifying what the children needed to learn, (c) the prominence of decisions made on the fly, (d) comparisons of thinking about teaching and planning with actual written plans, and (e

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Rogers, Sue. "Planning lessons that challenge all learners." Primary Teacher Update 2012, no. 5 (2012): 12–14. http://dx.doi.org/10.12968/prtu.2012.1.5.12.

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24

Faber, Krista. "Planning PSHE lessons: Friendship and anger." British Journal of School Nursing 5, no. 8 (2010): 414. http://dx.doi.org/10.12968/bjsn.2010.5.8.78914.

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Chien, Steve, Tara Estlin, Forest Fisher, and Greg Rabideau. "Lessons learned deploying space planning systems." Applied Artificial Intelligence 15, no. 2 (2001): 161–87. http://dx.doi.org/10.1080/088395101750065750.

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26

Jasinski, John. "Strategic planning via Baldrige: Lessons learned." New Directions for Institutional Research 2004, no. 123 (2004): 27–31. http://dx.doi.org/10.1002/ir.117.

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27

Henderson, Jane. "Disasters without planning: Lessons for museums." Conservator 19, no. 1 (1995): 52–57. http://dx.doi.org/10.1080/01410096.1995.9995094.

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28

O'Hare, Paul, and Iain White. "Deconstructing Resilience: Lessons from Planning Practice." Planning Practice and Research 28, no. 3 (2013): 275–79. http://dx.doi.org/10.1080/02697459.2013.787721.

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29

Custodio-Espinar, Magdalena. "Influencing Factors on In-Service Teachers’ Competence in Planning CLIL." Latin American Journal of Content & Language Integrated Learning 12, no. 2 (2020): 207–41. http://dx.doi.org/10.5294/laclil.2019.12.2.2.

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In spite of the multiple competencies necessary to design and deliver proper Content and Language Integrated Learning (CLIL) lessons, the teachers’ linguistic proficiency is the primary competence considered in the accreditation of CLIL teachers in Spain. However, teachers’ competence in planning CLIL lessons is key to bilingual education. This article explores this competence and reports on the several factors that influence the level of integration of CLIL methodological principles in the lesson planning style of in-service teachers at primary and secondary education. The factors studied are

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Eilam, Billie. "Probing Teachers’ Lesson Planning: Promoting Metacognition." Teachers College Record: The Voice of Scholarship in Education 119, no. 13 (2017): 1–28. http://dx.doi.org/10.1177/016146811711901309.

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Classrooms are complex systems, with dynamic interactions of different kinds among their composing varied elements. Such complex interactions lead to the system's unpredictable emergent learning behaviors. To support teachers’ lesson planning and monitoring in the complex environment of classrooms, the present article examines the core metacognitive skills of goal-directed lesson planning and monitoring and presents a novel tool for scaffolding teachers’ self-regulated instruction by increasing their awareness of goals, activities, discrepancy cues, and instructional time management. The chapt

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Ivanova, Irina. "Online EFL Teaching During The Covid-19 Crisis: Changes In Trainee-Teachers’ Planning And Teaching Approaches." Studies in Linguistics, Culture, and FLT 9, no. 2 (2021): 51–63. http://dx.doi.org/10.46687/fcuv7641.

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The article deals with the changes in planning and conducting EFL lessons which resulted from the transition to online teaching due to the Covid-19 pandemic. The data on which the present discussion is based were obtained from three sources: lesson plans prepared by trainee-teachers’ (both novice and already practicing) enrolled in an MA course in a Bulgarian state university, oral discussions of the same lesson plans between the trainees and the university supervisor, and video clips of lessons recorded by trainees who at the time of the study worked as teachers in schools. The analysis showe

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Jose, Jayaron. "Dictogloss for English Language Teaching: An Experimental Lesson and Reflections." International Journal of Linguistics 14, no. 1 (2022): 73. http://dx.doi.org/10.5296/ijl.v14i1.19605.

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While ELT emphasizes on well-known teaching approaches such as PPP (Presentation, Production and Practice) or Test-Teach-Test (TTT) for planning and implementing lessons, most EFL professionals rarely experiment with approaches such as Dictogloss, Silent Way, TBLT (Task Based Language Teaching), and so on. While an eclectic approach to teaching English can help achieve lesson aims better, deeper insights into specific approaches can sharpen teachers’ professional edge. Dictogloss, therefore, is one of such approaches that integrates all skills in planning and delivering ELT lessons. The resear

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Msimanga, Mothofela Richard. "The Impact of Micro Teaching Lessons on Teacher Professional Skills: Some Reflections from South African Student Teachers." International Journal of Higher Education 10, no. 2 (2020): 164. http://dx.doi.org/10.5430/ijhe.v10n2p164.

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Micro lessons in teacher education are intended to empower student teachers by developing skills which are necessary in their teaching careers. The study used student teachers’ reflections to explore how participation in micro lessons develops skills which are key in the teaching profession. Experiential learning theory was the theoretical framework for this study. Purposive sampling was used to select 14 fourth year Bachelor of Education student teachers. A focus group interview was used to collect data which was narratively analysed. The findings revealed that micro lesson presentations can

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Chakravarty, Surajit, and Abdellatif Qamhaieh. "PLANNING THE MIRAGE: LESSONS FOR PLANNING EDUCATION FROM ABU DHABI." Transactions of the Association of European Schools of Planning 3, no. 1 (2019): 23–36. http://dx.doi.org/10.24306/traesop.2019.01.003.

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35

Rao, Kavita, and Grace Meo. "Using Universal Design for Learning to Design Standards-Based Lessons." SAGE Open 6, no. 4 (2016): 215824401668068. http://dx.doi.org/10.1177/2158244016680688.

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The Universal Design for Learning (UDL) framework can be used to proactively design lessons that address learner variability. Using UDL guidelines, teachers can integrate flexible options and supports that ensure that standards-based lessons are accessible to a range of learners in their classrooms. This article presents a process that teachers can use as they develop standards-based lesson plans. By “unwrapping” academic standards and applying UDL during the lesson planning process, teachers can identify clear goals aligned with an academic standard and develop flexible methods, assessments,

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Burton, Megan, Cathrine Maiorca, and Lucretia Octavia Tripp. "The Relationship between Teacher Candidates’ Affective Dispositions and Instructional Planning Actions in STEM." Education Sciences 12, no. 2 (2022): 82. http://dx.doi.org/10.3390/educsci12020082.

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This study explores the relationship between elementary teacher candidate affective dispositions and the action of STEM lesson planning. While affective dispositions are important, understanding the connection between dispositions and practice is key. Teacher candidates’ affective dispositions about STEM education and instructional planning were examined after participating in a virtual STEM experience. Seventeen elementary teacher candidates experienced STEM instruction via summer virtual courses and field placements. This article focuses on responses to questions about affective dispositions

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Capel, Susan, Sophy Bassett, Julia Lawrence, Angela Newton, and Paula Zwozdiak-Myers. "How trainee physical education teachers in England write, use and evaluate lesson plans." European Physical Education Review 25, no. 4 (2018): 964–82. http://dx.doi.org/10.1177/1356336x18785053.

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Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initial insight into how trainee physical education teachers write, use and evaluate lesson plans. Two-hundred-and-eighty-nine physical education trainees i

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Kang, Hosun. "Preservice Teachers’ Learning to Plan Intellectually Challenging Tasks." Journal of Teacher Education 68, no. 1 (2016): 55–68. http://dx.doi.org/10.1177/0022487116676313.

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This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs’ trajectories of participation in communities of practice are examined with a focus on planning throughout student teaching. Data include 32 sets of teaching artifacts, interviews with PSTs, interviews with methods course instructors, and interviews with mentor teachers. The analyses show that instructional tasks observed at the beginning

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Putrienė, Nijolė. "Expressing Aspects of Modern Curriculum in a Lesson." Pedagogika 127, no. 3 (2017): 119–31. http://dx.doi.org/10.15823/p.2017.43.

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Recently the concept of curriculum has been expanded: the curriculum implementation in a constantly changing environment was included alongside with a teaching program and its outcomes. In addition, an informal learning as well as implementing of learner’s former experiences became an important curriculum research target. The concept of learning program has also changed: it is now considered to be open, having no clear objectives and constantly developing one. That is the reason why curriculum planning and implementation became more an innovative process rather than a predetermined activity.&#

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Killen, Roy. "Preservice music teachers: influences on lesson planning." British Journal of Music Education 13, no. 1 (1996): 31–47. http://dx.doi.org/10.1017/s026505170000293x.

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This article explores the influences on preservice teachers' planning decisions in a study conducted during Semester I, 1994 at an Australian University. A group of second year Bachelor of Education (Music) students and Diploma in Education (Music) students were placed in a local school under the supervision of their university specialist methods lecturer and were required to teach a specified lesson to a junior secondary class on three occasions. Before teaching these lessons, every preservice teacher was interviewed and asked to justify each of their planning decisions. Responses for the pla

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Morris, Anne K., and James Hiebert. "Effects of Teacher Preparation Courses: Do Graduates Use What They Learned to Plan Mathematics Lessons?" American Educational Research Journal 54, no. 3 (2017): 524–67. http://dx.doi.org/10.3102/0002831217695217.

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We investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation. The relevant mathematics knowledge was studied when the teachers were freshmen, 5 to 6 years earlier. Results showed that when there were differences in how completely graduates attended to the key mathematics concepts when planning lessons, the differences favored the topics studied in the courses, especially topics emphasized most heavily. We conjecture that teacher prepara

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Schweitzer, Friedrich. "Religionsunterricht planen: Zum Verhältnis zwischen Kompetenzen und Lernzielen." Zeitschrift für Pädagogik und Theologie 70, no. 4 (2018): 360–71. http://dx.doi.org/10.1515/zpt-2018-0053.

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AbstractThis article discusses the task of lesson planning in RE in relationship to the recent approach of competence-oriented RE and the traditional concept of learning aims. First, the author describes a number of related difficulties experienced in teacher training concerning competence-oriented lesson planning as the background which motivates the discussion in this article. Second, the author points out the different origins of the current understanding of competences which goes back to research programs like PISA, on the one hand and of learning aims in the actual planning of lessons on

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Carlson, Catie E., and Michelle L. Meadows. "Harnessing the Use of OERS in Teacher Education." Journal of Perspectives in Applied Academic Practice 8, no. 1 (2020): 74–84. http://dx.doi.org/10.14297/jpaap.v8i1.422.

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Open educational resources (OERs) are used by teachers to help find resources to integrate into their classroom and find resources for teaching and learning (UNESCO, 2019). The purpose of this study was to investigate the OERs that pre-service teachers (PSTs) used within their field experiences during one semester in a clinical course. To address the purpose of this study, the researchers collected survey data and lesson plans before and after conducting two OER lesson plan trainings. Findings suggest PSTs may benefit from learning about OER resources, how to use them when planning lessons, an

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Goodhue, Dale L., Laurie J. Kirsch, Judith A. Quillard, and Michael D. Wybo. "Strategic Data Planning: Lessons from the Field." MIS Quarterly 16, no. 1 (1992): 11. http://dx.doi.org/10.2307/249699.

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Huszar, AnthonyC, Tom Drake, Teng Srey, Sok Touch, and RichardJ Coker. "Pandemic influenza preparedness planning: lessons from Cambodia." WHO South-East Asia Journal of Public Health 1, no. 4 (2012): 369. http://dx.doi.org/10.4103/2224-3151.207039.

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Furedi, Ann. "Family-planning lessons from the developing world." Lancet 351, no. 9115 (1998): 1593. http://dx.doi.org/10.1016/s0140-6736(98)25021-5.

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Moore, Eric, Christine Johnson, and Michelle Thornton. "Planning Effective Outdoor Lessons for Physical Education." Journal of Physical Education, Recreation & Dance 84, no. 5 (2013): 11–13. http://dx.doi.org/10.1080/07303084.2013.779530.

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Durham, Ralph, Norman B. Reilly, and Joe B. Springer. "Resource allocation planning helper (ralph): Lessons learned." Telematics and Informatics 7, no. 3-4 (1990): 221–29. http://dx.doi.org/10.1016/s0736-5853(05)80004-8.

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Reid, David M. "New product planning: Lessons from Japanese experience." Journal of Marketing Management 11, no. 4 (1995): 355–69. http://dx.doi.org/10.1080/0267257x.1995.9964349.

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Berendt, Emil B., and Judith Leonard. "Lessons Learned from Advertising Natural Family Planning." Linacre Quarterly 72, no. 1 (2005): 31–43. http://dx.doi.org/10.1080/20508549.2005.11877741.

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