A r c h i v e d  I n f o r m a t i o n

Aldridge, B. (1992).

Project on Scope, Sequence, an Coordination: A new synthesis for improving science education. Journal of Science Education and Technology. 1(1), 13-21.

Aldridge, B.G. & Johnston, K.L. (1984).

Trends and issues in science education. In: Bybee, R.W., Carlson, & McCormack, A.(Eds.) NSTA 1984 Yearbook: Redesigning Science and Technology Education. Washington, DC: National Science Teachers Association.

America 2000: An Educational Strategy. (1991).

Washington, DC: U.S. Department of Education.

American Association for the Advancement of Science (AAAS). (1989)

Science for All Americans, Summary.

Anderson, B. & Cox, P. (1988).

Configuring the Education System for a Shared Future: Collaborative Vision, Action, Reflection. Andover, MA: The Regional Laboratory for Educational Improvement of the Northeast and Islands.

Anderson, B.L. (1992).

The complementary relationship between traditional and performance measures. A presentation at the National Council on Measurement in Education Annual Meeting.

Anderson, B.L., (1991).

Reflective Dialogue. A paper presented at the University of Wisconsin Conference on School Restructuring, October, 1991.

Anderson, B.L. (1989).

Reformation of the Full Education system. Denver, CO: Education Commission of the States.

Anderson, B.L. (1985).

State Testing and the Educational Community: Friends or Foes?, Educational Measurement: Issues and Practice. 4(2).

Anderson, R.D. (1994).

Case study of Westview High School Science Department (unpublished draft). Boulder CO: Curriculum Reform Project, University of Colorado.

Anderson, R.D. et al. (1994).

Issues of curriculum reform in science, mathematics and higher order thinking across disciplines. Washington, DC: U.S. Government Printing Office.

Anderson, R.D. (1992).

Perspectives on complexity: An essay on curricular reform. Journal of Research in Science Teaching, 29(8), 861-876.

Anderson, R.D. (1990).

Policy decisions on improving science education: A cost- effectiveness analysis. Journal of Research in Science Teaching, 27(6), 553-574.

Anderson, R.D. (1987).

An ethnographic study of curricular change: High school chemistry with an applied and societal orientation. A paper presented at the annual convention of the National Association for Research in Science Teaching. Washington, DC, April 23, 1987.

Anderson, R.D., et al. (1984)

Improving Science and Mathematics Education: Costs and Effectiveness. Denver, CO: Colorado Department of Education. 145 pages.

Anderson, R.D., et al. (1983).

Science Education: A Meta-Analysis of Major Questions. Journal of Research in Science Teaching, 20(5), 379-385.

Anderson, R.D. (1983).

A Consolidation and Appraisal of Science Meta- Analysis. Journal of Research in Science teaching, 20(5), 497-509.

Arons, A.B. (1983).

Achieving wider scientific literacy. Daedalus, 112(2), 91-122.

Arter, & Salmon, (1987).

Assessing Higher Order Thinking Skills. Portland, OR: Northwest Regional Educational Laboratory.

Baker, E.L. (1990).

Developing comprehensive assessments of higher order thinking. In: G. Kulm (Ed.), Assessing higher order thinking in mathematics (pp. 7-20). Washington, DC: American Association for the Advancement of Science.

Ball, D.L. (1990).

Reflections and deflections of policy: The case of Carol Turner. Educational Evaluation and Policy Analysis, 12(3), 263-275.

Banathy, B. (1991).

Systems design of education: A journey to create the future. Englewood Cliffs, NJ: Educational Technology Publications.

Barba, R.H. (1990).

Problem-solving pointers: Techniques can be taught. The Science Teacher, 57(7), 32-35.

Baron, J.B. & Sternberg, R. (Eds.) (1987).

Teaching Thinking Skills: Theory and practice. New York: W. H. Freeman and Company.

Battista, M. T. (1994).

Teacher beliefs and the reform movement in mathematics education Phi Delta Kappan. V75 N6, 462-63, 466-68.

Baxter, G.P.; Shavelson, R.J.; Goldman, S.R. & Pine, (1992).

Evaluation of procedure-based scoring for hands-on science assessment. Journal of Educational Measurement, 29(1), 1-17.

Bereiter, C., & Scardamalia, M. (1987).

An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing. Curriculum Inquiry, 17(1), 9-30.

Berryman, S. (1989).

Economic change: The implications for student learning. NASSP Bulletin, 73(514), 59-70.

Bloom, B.S. (Ed.). (1956).

Taxonomy of education objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: Longman.

Blosser, P.E. (1990).

Current Projects and Activities in K-12 Science Education Curriculum Development. ERIC/SMEAC Science Education Digest, No. 3.

Blosser, P. E. (1989).

The Impact of Educational Reform on Science. ERIC/SMEAC Science Education Digest, No. 4.

Boyer, E. (1983).

High school: A report on secondary education in America. New York: Harper and Row.

Boyer, E.L. (1988).

The new agenda for the nation's schools. Educational Administration Quarterly, 24(3), 310-318.

Bransford, J.D.; Sherwood, R.D. & Sturdevant, T. (1987).

Teaching thinking and problem solving. In: Baron, J.B. & Sternberg, R. (Eds.) Teaching Thinking Skills: Theory and practice. (pp. 162-181). New York: W. H. Freeman and Company.

Brown, A.L., & Campione, (1991).

Communities of learning and thinking, or a context by any other name, In D. Kuhn (Ed.), Contributions to Human Development 21, 108-125.

Bryson, M., & Scardamalia, M. (1991).

Teaching writing to students at risk for academic failure. In: B. Means, C. Chelemer & M. S. Knapp (Eds.), Teaching advanced skills to at-risk students: Views from research and practice (pp. 255-276). San Francisco: Jossey Bass.

Burkhardt, H. (1988).

Teaching problem solving. In H. Burkhardt, S. Groves, A. Schoenfeld, & K. Stacey (Eds.), Problem-solving: A world view Proceedings of the problem solving theme group, ICME 5, (pp. 17-42). Nottingham: Shell Centre.

Bush, W. S. (1993).

Implementing the K-4 Mathematics Standards in Kentucky. Arithmetic Teacher. V41 N3, 166-69.

Bybee, R.; Buchwald, C.E.; Crissan, S.; Heil, D.R.; Kuerbis, P.J.; Matsuoto, C.; McInerney, J.D.;(1990).

Science and Technology Education For the Middle Years: Frameworks for Curriculum and Instruction. The National Center for Improving Education, The Network, Washington, DC, and Biological Sciences Curriculum Study, Colorado Springs, CO.

California Department of Education (1985).

Mathematics Framework for California Public Schools: Kindergarten Through Grade Twelve. Sacramento, CA: Author.

Carey, S. (1986).

Cognitive science and science education. American Psychologist, 41(10), 1123-1130.

Carney, C.L. & Armstrong, R.W. (1985).

Predictors of grades in general chemistry for allied health students. Journal of Chemical Education, 62(2), 127-129.

Carpenter, T.P. and Fennema, E.(1991).

Research and cognitively guided instruction. In: E. Fennema, T.P. Carpenter and S.Lamon (Eds.), Integrating Research on Teaching and Learning Mathematics, (pp. 1 - 16). Albany, NY: SUNY Press.

Carpenter, T.P., Fennema, E., Peterson, P.L. and Carey, D.A.(1988).

Teachers' pedagogical content knowledge of students' problem solving in elementary mathematics. Journal for Research in Mathematics Education, 19(5), 385-401.

Carpenter, T.P., Fennema, E., Peterson, P.L., Chiang, C.P., and Loef, M. (1989).

Using knowledge of children's mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26(4), 499-531.

Chipman, S.F., Segal., J.W., & Glaser, R (eds). (1985).

Thinking and Learning Skills: Vol 2. Research and Open Questions. Hillsdale, NJ: Lawrence Erlbaum Associates.

Chipman, S.F., & Thomas, V.G. (1987).

The participation of women and minorities in mathematical, scientific and technical fields. In: C.B. Cazden (Ed.), Review of Research in Education, (pp. 387-430). Washington, DC: American Educational Research Association.

Cobb, P. (1988).

The Tension Between Theories of Learning and Instruction in Mathematics Education. Educational Psychologist 23 (2), 87 - 103.

Cobb, P., Yackel, E. and Wood, T. (1992).

A constructivist alternative to the representational view of mind in mathematics education. Journal for Research in Mathematics Education, 23(1), 2-33.

Cobb, P., Yackel, E. and Wood, T. (1991a).

Curriculum and teacher development: Psychological and anthropological perspectives. In: E. Fennema, T.P. Carpenter and S. Lamon (Eds.), Integrating Research on Teaching and Learning Mathematics, (pp. 83-120). Albany, NY: SUNY Press.

Cobb, P., Wood, T., Yackel, E. & McNeal, B. (1992).

Characteristics of classroom mathematics traditions: An interactional analysis. American Educational Research Journal, 29(3), 573-604.

Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatley, G., Trigatti, B. and Perlwitz, M. (1991b).

Assessment of a problem-centered second-grade mathematics project. Journal for Research in Mathematics Education, 22(1), 3-29.

Cohen, D.K. (1990).

A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis 12,(3), 327-345.

Cohen, D.K. (1988).

Teaching practice: Plus que--a change ... In: P.W. Jackson (Ed), Contributing to Educational Change: Perspectives on Research and Practice, (pp. 27-84). Berkeley, CA: McCutcheon.

Cohen, D.K. and Ball, D.L. (1990a).

Relations between policy and practice: A commentary. Educational Evaluation and Policy Analysis, 12(3), 249-256.

Cohen, D.K. and Ball, D.L. (1990b).

Policy and practice: An overview. Educational Evaluation and Policy Analysis, 12(3), 347-353.

Cohen, M. (1989).

Restructuring the system. Society, 26(4), 40-48.

Colorado 2000 Communities. (1991)

Handbook: A Guide to Achieving the National Education Goals in Our Community. Denver, CO: Colorado 2000 Communities Initiative Steering Committee.

Colorado 2000 Communities. (1991)

First Year Action Plan: A Plan for Achieving the National Education Goals in Our Communities. Denver, CO: Colorado 2000 Communities Initiative Steering Committee.

Comer, J.P. (1989).

Child development and education. Journal of Negro Education, 58(2), 125-139.

Commission on Standards for School Mathematics (1989).

Curriculum and Evaluation Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.

Commission on Teaching Standards for School Mathematics (1991).

Professional Standards for Teaching Mathematics. Reston, VA: National Council of Teachers of Mathematics.

Confrey, Jere(1990a).

What constructivism implies for teaching. In: R.B. Davis, C.A. Maher and N. Noddings (Eds.), Constructivist Views on the Teaching and Learning of Mathematics: Journal for Research in Mathematics Education, Monograph No. 4 (pp. 107- 122). Reston, VA: NCTM.

Confrey, Jere. (1990b).

A review of the research on student conceptions in mathematics, science, and programming. Review of Research in Education, 16, 3-47.

Corbett, D. & Wilson, B. (1995).

Make a difference with, not for, students: A plea to researchers and reformers. Educational Researcher, 24(5):12-17, June/July.

Cuban, L. (1984).

Policy and research dilemmas in the teaching of reasoning: Unplanned designs. Review of Educational Research, 54(4), 655-681.

Cuban, L. (1988).

Why do some reforms persist? Educational Administration Quarterly, 24(3), 329-335.

Darling-Hammond, L. (1990).

Instructional policy into practice: the power of the bottom over the top. Educational Evaluation and Policy Analysis 12(3), 233-241.

Darling-Hammond, L. & Hudson, L. (1990).

Precollege science and mathematics teachers: Supply, demand and quality. In: C.B. Cazden. (Ed) Review of Research in Education 16,(pp. 223-261). Washington DC: American Educational Research Association.

Davis, R.B. (1989).

The culture of mathematics and the culture of schools. Journal of Mathematical Behavior, 8(2), 143-160.

Davis, R.B., Maher, C.A. and Noddings, N. (Eds.) (1990).

Constructivist Views on the Teaching and Learning of Mathematics: Journal for Research in Mathematics Education Monograph, No. 4 . Reston, VA: NCTM.

Davis, K. (1994).

Case study of Fort Sheridan Middle School Science Department. (unpublished draft). Boulder CO: Curriculum Reform Project, University of Colorado.

Delpit, L. (1988).

The silenced dialogue: Power and pedagogy in education other peoples' children. Harvard Educational Review, 58(3), 280-298.

Dossey, J., Mullis, I., Lindquist, M. and Chambers, D. (1988).

The Mathematics Report Card: Are We Measuring Up? Trends and Achievement Based on the 1986 National Assessment. Princeton, NJ: Educational Testing Service.

Doyle, D. P. (1991).

America 2000. Phi Delta Kappan, 73(3), 185-191.

Doyle, W. (1988).

Work in mathematics classes: The context of students' thinking during instruction. Educational Psychologist, 23(2), 167-180.

Duschl, R.A. (1989).

A framework for applying history and philosophy of science to science education. A paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA, March 31, 1988.

Duschl, R.A. (1988).

Abandoning the scientific legacy of science education. Science Education, 72(1), 51-62.

Duschl, R.A. (1985).

Science education and philosophy of science twenty-five years of mutually exclusive development. School Science and Mathematics, 85(7), 541-555.

Duschl, R.A. & Gitomer, D.H. (1991).

Epistomological perspectives on conceptual change: Implications for educational practice. Journal of Research in Science Teaching, 28(9), 839-858.

Educational Commission of the States (ECS). (1991).

Exploring Policy Options to Restructure Education. Denver, CO: Educational Commission of the States.

Elam, S.M. (1991).

The 23rd annual Gallup poll of the public's attitudes toward public schools. Phi Delta Kappan, 73(1), 41-56.

Elam, S.M. (1990).

The 22nd annual Gallup poll of the public's attitudes toward public schools. Phi Delta Kappan, 72(1), 41-55.

Elam, S.M. & Gallup, A.M. (1989).

The 21st annual Gallup poll of the public's attitudes toward public schools. Phi Delta Kappan, 71(1), 41-56.

Elam, S.M. & Gallup, A.M. (1988).

The 20th annual Gallup poll of the public's attitudes toward public schools. Phi Delta Kappan, 70(1), 33-46.

Ennis, R.H. (1987).

A taxonomy of critical thinking skills disposition and abilities. In: Baron, & Sternberg, R. (Eds.) Teaching Thinking Skills: Theory and practice. (pp. 9-26). New York: W.H. Freeman and Company.

Eylon, B. & Linn, M. (1988).

Learning and instruction: An examination of four research perspectives in science education. Review of Educational Research, 58(3), 251-301.

Fass, P. S. (1989).

Outside in: Minorities and the transformation of American education. New York: Oxford University Press.

Feinmen-Nemser, S. & Floden, R.E. (1986).

The cultures of teaching. In: M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.), (pp. 505-526). New York: Macmillan Publishing Company.

Fensham, P.(1987).

Science for all. Educational Leadership, 44(4), 18-23.

Flinders, D. (1988).

Teacher isolation and the new reform. Journal of Curriculum and Supervision, 4, 17-29.

Flory, M.D. (1994).

Case study of River City High School project classes. (unpublished draft). Boulder CO: Curriculum Reform Project, University of Colorado

Foster, A.G. (1991).

When teachers initiate restructuring. Educational Leadership, 48(9), 27-30.

Foster, G. E. (1989).

Cultivating the thinking skills of low achievers: A matter of equity. Journal of Negro Education, 58(4), 461-467.

Fullan, M.G. (1982).

The Meaning of Educational Change. New York: Teachers College Press, Columbia University.

Fullan, M.G. & Steigelbauer, S. (1991).

The New Meaning of Educational Change. New York: Teachers College Press, Columbia University.

Fullan, M.G. (1993).

Change Forces: probing the depth of educational reform. New York: Falmer Press.

Fullan, M.G. & Hargreaves (1992).

Teacher development and educational change. New York: Falmer Press.

Gallup, A.M. & Clark, D.L. (1987).

The 19th annual Gallup poll of the public's attitudes toward public schools. Phi Delta Kappan, 69(1), 17-29.

Gamoram, A. & Berends, M. (1987).

The effects of stratification in secondary schools: Synthesis of survey and ethnographic research. Review of Educational Research, 57, 415-435.

Garner, R. (1987).

Metacognition and reading comprehension. Norwood, NJ: Ablex.

Garnett, P.& Tobin, K. (1988).

Teaching for understanding: Exemplary practice in high school chemistry. Journal of Research in Science Teaching, 26(1), 1-14.

Goodlad, I. (1986).

The learner at the world's center. Social Education, 50(6), 424-436.

Goodlad, (1984).

A place called school: Prospects for the future. New York: McGraw-Hill.

Goodlad, J.I. & Klein, M. & associates. (1970).

Behind the Classroom Door. Worthington, Ohio: Charles A. Jones.

Goodman, (1994).

External change agents and grassroots school reform: Reflections from the field. Journal of Curriculum and Supervision V9 N2 113-35.

Gough, D. (1991).

Thinking about thinking. Research Roundup, 7(2), 1-4.

Gould, S. (1981).

The Mismeasure of Man. New York: W. W. Norton & Company.

Hargreaves, A. (1988).

Teaching quality: A sociological analysis. Journal of Curriculum Studies, 20, 211-231.

Hart, E.W. (1985).

Is Discrete Mathematics the New Math of the eighties? Mathematics Teacher, 78(5), 334-337.

Harms, N.C. & Yager, R.E. (1981).

What Research Says to the Science Teacher. Washington, DC: National Science Teachers Association.

Harty, S. (1993).

Project 2061: Systemic Reform of K-12 education for science literacy. Journal of Science Education and Technology V2 N3, 505-07.

Hawley, W. D. (1988).

Missing pieces of the educational reform agenda: Or, why the first and second waves may miss the boat. Educational Administration Quarterly, 24(4), 416-437.

Hayden, R.W. & Rudolph, W.B. (1984).

Will there be a new "New Math"? Journal of Curriculum Studies, 16(3), 311-316.

Heath, S. B. (1983).

Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press.

Heid, M. K. (1988).

Algebra with Computers: A Description and an Evaluation of Student Performance and Attitudes. (Report submitted to the State College Area School District Board of Education). State College: The Pennsylvania State University.

Hickman, F.M. (1984).

A case study of innovation. In: R.W. Bybee, Carlson, & A. McCormack. (Eds.) NSTA 1984 Yearbook: Redesigning Science and Technology Education. Washington, DC: National Science Teachers Association.

Hlebowitsh, P.S. & Hudson, S.E. (1991).

Science education and the reawakening of the general education ideal. Science Education, 75(5), 563-576.

Hoffman, K.M. (1989).

The science of patterns: A practical philosophy of mathematics education. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Howe II, Harold (1991).

A Bumpy Ride on Four Trains. Phi Delta Kappan, 73(3), 192-202.

Huberman, M. (1989).

The professional life cycle of teachers. Teachers College Record, 91, 31-57.

Hurd, Paul DeHart (1985).

Science Education for a New Age: The Reform Movement. NASSP Bulletin 69.

Hurd, P.D. (1986).

Perspectives for the return of science education. Phi Delta Kappan, 67, 353-357.

Iran-Nejad, A. (1990).

Active and dynamic self-regulation of learning processes. Review of Educational Research, 60(4), 573-602.

Jackson, P.W. (1983).

The reform of science education: A cautionary tale. Daedalus, 112(2), 143-166.

Johnson, Jerry (1992).

Reform in mathematics education: What's a rural or small school to do? Journal of Rural and Small Schools, V5(2), 3-8.

Kane M. & Mitchell, R. (1992).

Evaluating education reform: Assessment of student reform. Washington, DC: U.S. Department of Education. Office of Educational Research and Improvement.

Kansky, B. (1985).

Looking back, I think I see the future ... Arithmetic Teacher, 32(5), 2-3.

Katz, L. G. (1972).

Developmental stages of preschool teachers. Elementary School Journal, 73, 50-54.

Kaufman, B.A. (1988).

Ecology of teacher development. Journal of curriculum and Supervision, 4, 77-85.

Kieran, C. (1990).

Cognitive Processes Involved in Learning School Algebra. In P. Nesher and Kilpatrick (Eds.) Mathematics and Cognition: A Research Synthesis by the International Group for the Psychology of Mathematics Education (pp. 96-112).New York: Cambridge University Press.

Kilpatrick, (1992).

A history of research in mathematics education. In: D.A. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning (pp. 3-38). New York: Macmillan.

Kirst, M.W. (1988).

Recent state education reform in the United States: Looking backward and forward. Educational Administration Quarterly, 24(3), 319-328.

Klopfer, L.E. & Champagne, A.B. (1990).

Ghosts of the crisis past. Science Education, 74(2), 133-154.

Knapp, M.S., Means, B., & Chelemer, C. (1991).

Conclusion: Implementing new models for teaching advanced skills. In B. Means, C. Chelmer, & M. S. Knapp (Eds.), Teaching advanced skill to at-risk students: Views from research and practice (pp. 255-276). San Francisco: Jossey Bass Publishers.

Koballa, T.R., Jr. (1985).

Goals of science education. In: D. Holdzkom & P.B. Lutz. (Eds.) Research Within Reach: Science Education. Washington, DC: National Association of Science Teachers.

Kuhn, T.S. (1970).

The Structure of Scientific Revolutions. Chicago: University of Chicago Press.

Kyle, W.C., Jr. (1991).

The reform agenda and science education: Hegemonic control vs counterhegemony. Science Education, 75(4), 403-411.

Kyle, W.C., Jr. (1985).

Curriculum development projects of the 1960's. In: D. Holdzkom & P.B. Lutz (Eds.) Research Within Reach: Science Education. Washington, DC: National Association of Science Teachers.

Kyle, W.C., Jr.; Shymansky, J.A. & Alport, J.M. (1982).

Alphabet soup science: A second look at NSF-funded science curriculum. The Science Teacher, 49(8), 49-53.

[Implications for Needed Research]

[Bibliography (L-Z)]