As might be expected questions and queries come my way regularly, concerning punctuation, syntax and particular conventions. So I felt a page collating advice and examples might be just what was needed, to help support writers in using the Harvard system consistently. Examples are provided to demonstrate in-text conventions, and how sources should be referred to in a reference list.
View my compiled examples of the Harvard referencing system used for in-text citations and reference lists.
Particularly in the early stages of training, pre-service teachers rely heavily on practical input and feedback from their mentor. Trainees engage their ‘operative attention’ (Schön, 1987, p.165) to develop a practical, propositional knowledge form (Shulman, 1986). By replicating their mentors' teaching strategies pre-service teachers master practical solutions to well-defined problems (Musset, 2010). This removes the need for cognitive investment in predictable events (Argyris and Schön, 1974), and allows pre-service teachers to employ tested strategies which, in the broadly unchanging local context of a classroom, will serve them well.
Argyris, C. and Schön, D. (1974) Theory in practice: increasing professional effectiveness. London: Jossey-Bass.
Musset, P. (2010) ‘Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects’, OECD Education Working Papers, No. 48. OECD Publishing. doi:10.1787/5kmbphh7s47h-en
Schön, D. A. (1987) Educating the Reflective Practitioner. California: Jossey-Bass.
Shulman, L. S. (1986) ‘Those Who Understand: Knowledge Growth in Teaching’, in Educational Researcher, 15(2), pp. 4-14.