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

Lampert, M. (1991a).

Connecting Mathematical Teaching and Learning. In: E. Fennema, T.P. Carpenter and S.Lamon (Eds.), Integrating Research on Teaching and Learning Mathematics, (pp.121-152). Albany, NY: SUNY Press.

Lampert, M. (1991b).

Teaching Mathematics One Problem at a Time. Paper Presented at the Annual Meeting of the National Council of Teachers of Mathematics, New Orleans, LA.

Lampert, M. (1990).

When the problem is not the problem and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27(1), 29-63.

Lampert, M. (1986).

Knowing, doing and teaching multiplication. Cognition and Instruction, 3(4), 305-342.

Leinhardt, G. (1992).

Presentation to annual convention of National Council of Teachers of Mathematics. Nashville, TN.

Levin, H.M. (1987).

Accelerated school for disadvantaged students. Educational Leadership, 45, 19-21.

Linn, M.C. (1984).

Redesigning science education: What is the role of science education research? In: R.W. Bybee, Carlson, & A.McCormack (Eds.) NSTA 1984 Yearbook: Redesigning Science and Technology Education. Washington, DC: National Science Teachers Association.

Linn, M. (1992).

Science education reform: Building on the research. Journal of Research in Science Teaching V29 N8, 821-40.

Little, W. (1982).

Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19, 325-340.

Lortie, D. C. (1975).

Schoolteacher: A sociological study. Chicago: University of Chicago Press.

Loucks-Horsley S., Brooks, G. Gannon; Carlson, M.O.; Kuerbis, P.; Marsh, D.; Padilla, M.; Pratt, H.; Smith, K. (1990).

Developing and Supporting Teachers for Science Education in the Middle Years. The Center for Improving Science Education, The Network, Washington, DC, Biological Sciences Curriculum Study, Colorado Springs, CO.

Loucks-Horsley, S.; Carlson, M. O.; Brink, L. H.; Horwitz, P.; Marsh, D. D.; Pratt, H.; Roy, K. R.; Worth, K. (1989).

Developing and Supporting Teachers for Elementary School Science Education. The National Center for Improving Science Education, The Network, Inc., Washington, DC, and Biological Sciences Curriculum Study, Colorado Springs, CO.

Loving, C.C. (1991).

The scientific theory profile: A philosophy of science models for science teachers. Journal of Research in Science Teaching, 28(9), 823-838.

Marino, J.L. (1988).

Between the lines of Boyer, Goodlad, and Sizer. English Journal, 77(2), 19-21.

Marzano, R.J.; Pickering, D.& Brandt, R.S. (1990).

Integrating instructional programs through dimensions of learning. Educational Leadership, 47, 17-24.

Mathematical Sciences Education Board (1989).

Everybody Counts: A Report to the Nation on the Future of Mathematics Education. Washington, DC.: National Research Council.

Mathematical Sciences Education Board (1990).

Reshaping School Mathematics: A Philosophy and Framework for Curriculum. Washington, DC.: National Research Council.

McKnight, C.C., Crosswhite, F.J., Dossey, J.A., Kifer, E., Swafford, J.O., Travers, K.J., Cooney, T.(1987).

The Underachieving Curriculum: Assessing U. S. School Mathematics From an International Perspective. Champaign, IL: Stipes.

Meador, E. (1994).

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

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

Introduction: Rethinking teaching for disadvantaged students. In: B. Means, C. Chelemer, & M. S. Knapp (Eds.), Teaching advanced skills to at-risk students: Views from research and practice (pp. 1-26). San Francisco: Jossey Bass Publishers.

Mehan, H., Hertweck, A., & Meihls, J.L. (1986).

Handicapping the Handicapped. Stanford: Stanford University Press.

Metz, K.E. (1991).

Development of explanation: Incremental and fundamental change in children's physics knowledge. Journal of Research in Science Teaching, 28(9), 785-798.

Miles, M.B. & Huberman, M. (1984).

Qualitative data analysis: A Sourcebook of new methods.

Mintzberg, H. (1979).

The Structuring of Organizations. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Mullis, I.V.S. & Jenkins, L.B. (1988).

The Science Report Card: Elements of Risk and Recovery. Princeton, NJ: Educational Testing Service.

National Research Council. (1994).

National Science Education Standards (draft). Washington, DC: National Academy Press.

National Research Council. (1989).

Everybody Counts: A Report to the Nation on the Future of Mathematics Education. Washington, DC: National Academy Press.

Nias, (1987).

Seeing Anew: Teachers' Theories of Action. Victoria, Australia: Deakin University Press. (ERIC Document Reproduction Service No. ED 288 833).

Nickerson, R.S. (1988-1989).

On improving thinking through instruction. In: Cazden, C.B. (Ed.) Review of Research in Education, 15 (pp. 3-57). Washington, DC: American Educational Research Association.

Nickerson, R.S.; Perkins, D. & Smith. (1985).

The Teaching of Thinking. Hillsdale, NJ: Erlbaum.

Noddings, N. (1990).

Constructivism in mathematics education. 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. ). Reston, VA: NCTM.

Novak, J.D. (1991).

Clarify with concept maps. A tool for students and teachers alike. The Science Teacher, 58(7), 44-49.

Novak, J.D. (1988).

Learning science and the science of learning. Studies in Science Education, 15, 77-101.

Novak, J.D. (1984).

Application of advances in learning theory and philosophy of science to the improvement of chemistry teaching. Journal of Chemical Education, 61, 607-612.

Novak, J.D. (1977).

An alternative to piagetian psychology for science and mathematics education. Science Education, 61(4), 453-477.

Novak, J.D. & Gowin, D.B. (1984).

Learning How to Learn. New York: Cambridge University Press.

Nussbaum, & Novak, J.D. (1976).

An assessment of children's concepts of the earth utilizing interviews. Science Education, 60(4), 535-550.

Oakes, J. (1990).

Opportunities, achievement, and choice: Women and minority students in science and mathematics. In: C.B. Cazden (Ed.), Review of Research in Education (pp.153-222). Washington, DC: American Educational Research Association.

Oakes, J. (1988).

Tracking in mathematics and science education: A Structural Contribution to Unequal Schooling. In L. Weis (Ed.), Class, Race & Gender in American Education. Albany, NY: SUNY Press.

Oakes, J. (1985).

Keeping Track: How Schools Structure Inequality. New Haven, CT: Yale University Press.

Oakes, J., & Lipton, M. (1990).

Making the best of schools. New Haven: Yale University Press.

Orlich, D.C. (1989).

Education reforms: Mistakes, misconceptions, miscues. Phi Delta Kappan, 71(7), 512-517.

Osborne, R. & Wittrock, M. (1985).

The generative model and its implications for science education. Studies in Science Education, 12, 59-87.

Palincsar, A., & Brown, A.L. (1989).

Instruction for self-regulated reading. In: L.B. Resnick & L.E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research (pp. 19-39). Alexandria, VA: Association for Supervision and Curriculum Development.

Parsons, B.A. (1994).

Thinking across disciplines at Rockview High School. (unpublished draft). Boulder CO: Curriculum Reform Project, University of Colorado.

Perkins, D.N. (1987).

Knowledge as design: Teaching thinking through content. In: Baron, J.B. & Sternberg, R. (Eds.) Teaching Thinking Skills: Theory and practice. (pp. 62-83). New York: W.H. Freeman and Company.

Peterson, P.L. (1990a).

The California study of elementary mathematics. Educational Evaluation and Policy Analysis, 12(3), 257 - 261.

Peterson, P.L. (1990b).

Doing more in the same amount of time: The case of Cathy Swift. Educational Evaluation and Policy Analysis 12(3), 277 - 296.

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

Teachers' pedagogical content beliefs in mathematics. Cognition and Instruction 6(1), 1 - 40.

Pines, A.L. & West, L.H.T. (1986).

Conceptual understanding and science learning: An interpretation of research within a source of knowledge framework. Science Education, 70(5), 583-604.

Posner, G. (1994).

The role of student assessment in curriculum reform. Peabody Journal of Education. V69 N4, 91-99.

Posner, G.J.; Strike, K.A.; Hewson, P.W. & Gertzog, W.A. (1982).

Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.

Prather, P. (1993).

Reform revisited: The trend toward constructivist learning. Journal of Elementary Science Education. V5 N2, 52-70.

Prawat, R.S. (1989).

Promoting access to knowledge, strategy, and disposition in students: A research synthesis. Review of Educational Research, 59(1), 1-41.

Presseisen, B. (1987).

Thinking skills throughout the curriculum: A conceptual design. Bloomington, IN: Pi Lambda Theta, Inc.

Quate, S. (1994).

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

Quellmalz, E.S. (1987).

Developing reasoning skills. In: Baron, J.B. & Sternberg, R. (Eds.) Teaching Thinking Skills: Theory and practice. (pp. 86-105). New York: W.H. Freeman and Company.

Raizen, S.A.; Baron, J.B.; Champagne, A.B.; Haertel, E.; Mullis, I.V.S.; Oakes, (1989).

Assessment in Elementary School Science Education. The National Center for Improving Science Education, The Network, Inc. Washington, DC, and Biological Sciences Curriculum Study, Colorado Springs, CO.

Reeve, R., Palincsar, A., & Brown, A. (1985).

Everyday and academic thinking: Implications for learning and problem solving (Technical Report No.349). Champaign, IL: Center for the Study of Reading, University of Illinois.

Reif, F. (1987).

Instructional design, cognition, and technology: Applications to the teaching of science concepts. Journal of Research in Science Teaching, 24(4), 309-324.

Resnick, D.P., & Resnick, L.B. (1985).

Standards, curriculum, and performance: A historical and comparative perspective. Educational Researcher, 14(4), 5-20.

Resnick, L.B. (1989).

Introduction. In: L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 1-24). Hillsdale, NJ: Lawrence Erlaum Associates Publishers.

Resnick, L.B. (1987).

Education and learning to think. Washington, DC: National Academy Press.

Resnick, L.B., Bill, V.L., Lesgold, S.B., & Leer, M.N. (1991).

Thinking in arithmetic class. In: B. Means, C. Chelemer, & M. S. Knapp (Eds.), Teaching advanced skills to at-risk students: Views from research and practice, (pp. 27-53). San Francisco: Jossey Bass Publishers.

Resnick, L.B. & Klopfer, L.E. (Eds.) (1989).

Toward the Thinking Curriculum: Current cognitive research. Washington, DC: Association for Supervision and Curriculum Development.

Richards, (1991).

Mathematical discussions. In: E. Von Glaserfeld (Ed.), Radical Constructivism in Mathematics Education (pp. 13-51). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Romagnano, L. (1994).

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

Romberg, T.A. and Carpenter, T.P. (1986).

Research on Teaching and Learning Mathematics: Two disciplines of scientific inquiry. In: M. C. Wittrock (Ed.), Handbook of Research on Teaching, 3rd Edition (pp. 850 - 873). New York: Macmillan.

Romberg, T.A., Zarinnia, E.A., & Collis, K.F. (1990).

A new world view of assessment in mathematics. In: G. Kulm (Ed.), Assessing higher order thinking in mathematics (pp. 21-38). Washington, DC: American Association for the Advancement of Science.

Rosen, E. (1994).

Thinking across disciplines at Oakgrove Middle School. (unpublished draft). Boulder CO: Curriculum Reform Project, University of Colorado.

Rosenholtz, S. (1989).

Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs. The Elementary School Journal, 89, 421-439.

Rossman, G. B. (1992).

"Building Explanations Across Case Studies: A Framework Curriculum Reform Project, University of Boulder.

Rutherford, F. James & Ahlgren, Andrew. (1990).

Science for All Americans. New York: Oxford University Press.

Sarason, S.B. (1971).

The Culture of the School and the Problem of Change. Boston: Allyn and Bacon.

Schauble, L., Klopfer, L.E. & Raghaven, K. (1991).

Students' transition from an engineering model to a science model for experimentation. Journal of Research in Science Teaching, 28(9), 859-882.

Schoenfeld, A. H. (Forthcoming).

Reflections on Doing and Teaching Mathematics. To appear in A. H. Schoenfeld (Ed.), Mathematical Thinking and Problem Solving.

Schoenfeld, A.H. (1992a).

Radical constructivism and the pragmatics of instruction--A review of Radical Constructivism in Mathematics Education, Edited by Ernst von Glaserfeld. Journal for Research in Mathematics Education, 23(3), 290-295.

Schoenfeld, A. H. (1992b).

Learning to Think Mathematically: Problem Solving, Metacognition, and Sense-Making in Mathematics. To appear in D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning (pp. 334-370) New York: Macmillan.

Schoenfeld, A.H. (1989).

Reflections on "A Practical Philosophy." Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Schoenfeld, A.H. (1988).

When good teaching leads to bad results: The disasters of well-taught mathematics courses. Educational Psychologist 23(2); 145-166.

Schoenfeld, A.H. (Ed.) (1987).

Cognitive Science and Mathematics Education. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

Schoenfeld, A.H. (1985).

Mathematical Problem Solving. Orlando, FL: Academic Press.

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

Thinking and Learning Skills: Vol 1. Relating Instruction to Research. Hillsdale, NJ: Lawrence Erlbaum Associates.

Secada, Walter G. (1992).

The reform of school mathematics in the United states. International Journal of Educational Research V17 N5 399-516.

Senge, P. (1990).

The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Doubleday.

Sewell, Gilbert T. (1991).

America 2000, An Appraisal. Phi Delta Kappan, 73(3), 204-209.

Shapiro B.L. (1989).

What children bring to light: Giving high status to learners' views and actions in science. Science Education, 73(6), 711-733.

Shavelson, R.J.; Baxter, G.P.; Pine, J.; Yure, J.; Goldman, S.R. & Smith, B. (1991).

Alternative technologies for large scale science assessment: Instrument of education reform. School Effectiveness and School Improvement, 2(2), 97-114.

Sheets, C. and Heid, M.K. (1990).

Integrating computers as tools in mathematics curricula (Grades 9-13): Portraits of group interactions. In: N. Davidson (Ed.) Cooperative Learning in Mathematics: A Handbook for Teachers, (pp. 265-294). Menlo Park, CA: Addison-Wesley.

Shepard, L.A. (1989).

Why we need better assessments. Educational Leadership, 46(7), 4-5.

Shymansky, J.A.; Hedges, L.V. & Woodworth, G. (1990).

A reassessment of the effects of inquiry-based science curricula of the 60's on student performance. Journal of Research in Science Teaching, 27(2), 127-144.

Shymansky, J.A. and Kyle, W. C. (1990).

Establishing a Research Agenda: Critical Issues of Science Curriculum Reform. Report of a conference held April 8, 1990.

Shymansky, A., Kyle, W. C. and Alport, M. (1983).

The Effects of New Science Curricula on Student Performance. Journal of Research in Teaching, 20(5), 387-404.

Sizer, T. (1991).

Horace's school: Redesigning the American high school. New York: Houghton Mifflin.

Sizer, T. (1984).

Horace's compromise: The dilemma of the American high school. Boston: Houghton Mifflin.

Songer, N.B. & Linn, M.C. (1991).

How do students' views of science influence knowledge integration? Journal of Research in Science Teaching, 28(9), 761-784.

Spady, W.G. & Marshall, K.(1991).

Beyond traditional outcome-based education. Educational Leadership. 49(2), 67-72.

Spector, B.S. (1989).

Empowering Teachers: Survival and Development. Dubuque, Iowa: Kendall/Hunt Publishing Company.

Stake, R.E. & Easley, J.A. (1978).

Case Studies in Science Education. Urbana-Champaign, IL: Center for Instructional Research and Curriculum Evaluation and Committee on Culture and Cognition.

Steen, L.A. (1988).

The science of patterns. Science, 240(29 April), 611-616.

Sternberg, R. (1987).

Questions and answers about the nature and teaching of thinking skills. In: Baron, J.B. & Sternberg, R. (1987). (Eds.) Teaching Thinking Skills: Theory and practice. (pp. 251-259). New York: W. H. Freeman and Company.

Stiggins, R.(1991).

Facing the challenges of a new era of educational assessment. Applied Measurement in Education, 4

Stiggins, R.J.; Rubel, E. & Quellmalz, E. (1988).

Measuring Thinking Skills in the Classroom. Washington, DC: National Education Association.

Stodolsky, S.S. and Hedges, L.V. (1990).

The role of evaluation in the university of Chicago school mathematics project. In: I. Wirszup and R. Streit (Eds.), Developments in School Mathematics Around the World, Vol. 2. Proceedings of the Second UCSMP International Conference on Mathematics Education, (pp. 411-422). Reston, VA: NCTM.

Suarez, R.; Mills, R. & Stewart, D. (1987).

Sanity, Insanity and Common Sense. New York: Fawcett Columbine.

Timar, T. (1989).

The politics of school restructuring. Phi Delta Kappan, 71(4), 265-275.

Timar, T. & Kirp, D.L. (1989).

Education reform in the 1980's: Lessons from the states. Phi Delta Kappan, 71(7), 504-511.

Tobias, S. (1990).

They're Not Dumb, They're Different: Stalking the Second Tier. Tucson, AZ: Research Corporation.

Tobin, K. (1990).

Changing metaphors and beliefs: A master switch for teaching? Theory Into Practice, 29(2), 122-127.

Tobin, K. & Espinet, M. (1989).

Impediments to change: Applications of coaching in high school science teaching. Journal of Research in Science, 26(2), 105-120.

Tobin, K. & Espinet, M., Byrd, S.E., & Adams, D. (1988).

Alternative perspectives of effective science teaching. Science Education, 72(4), 433-451.

Tobin, K. & Fraser, B. (1990).

What does it mean to be an exemplary science teacher? Journal of Research in Science Teaching, 27(1), 3-25.

Tobin, K, Dawson, G. (1992).

Constraints to curriculum reform: Teachers and the myths of schooling. Educational Technology, Research and Development V40 N1 81-92.

Usiskin, Z. (1990).

The beliefs underlying UCSMP. In: I. Wirszup and R. Streit (Eds.), Developments in School Mathematics Around the World, Vol. 2. Proceedings of the Second UCSMP International Conference on Mathematics Education (pp. 343-357). Reston, VA: NCTM.

von Glaserfeld, E. (Ed.) (1991).

Radical Constructivism in Mathematics Education. Dordretch, The Netherlands: Kluwer Academic Publishers.

von Glaserfeld, E. (1989).

Cognition, construction of knowledge, and teaching. Synthese, 80, 121-140.

von Glaserfeld, E. (1987).

Learning as a Constructive Activity. In C. Janvier (Ed.), Problems of Representation in the Teaching and Learning of Mathematics, (pp. 3-18). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

Vosniadou, S. & Brewer, W.F. (1987).

Theories of knowledge restructuring on development. Review of Educational Research, 57(1), 51-67.

Wandersee, J.H. (1990).

Concept mapping and the cartography of cognition. Journal of Research in Science Teaching, 27, 923-936.

Wandersee, J.H. (1987).

Drawing concept circles: A new way to teach and test students. Science Activities, 24(4), 9-20.

Welch, W. (1979).

Twenty years of science curriculum development. In: D. Berliner (Ed.), Review of Research in Education, vol 7. Washington, DC: American Educational Research Association.

Whitworth, J.M. (1994).

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

Wiemers, N. (1990).

Transformation and accommodation: A case study of Joe Scott. Educational Evaluation and Policy, 12(3), 297-308.

Wiggins, Grant. (1989).

Teaching to the (Authentic) Test. Educational Leadership.

Wilson, S. M. (1990).

A conflict of interests: The case of Mark Black. Educational Evaluation and Policy Analysis, 12(3), 309-326.

Woditsch, G. A. & Schmittroth, (1991).

The Thoughtful Teacher's Guide to Thinking Skills. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

Wolf, D.P. and Pistone, N. (1991).

Taking Full Measure: Rethinking Assessment Through the Arts. New York, NY: College Entrance Examination Board.

Wolf, D., Bixby, J., Glenn III, J., & Gardner, H. (1991).

To use their minds well: Investigation new forms of student assessment. Review of Research in Education, 17, 31-74.

Wood, T.; Cobb, P. & Yackel, E. (1991).

Change in teaching mathematics: A case study. American Education Research Journal, 28(3), 587-616.

Yager, R.E. (1992).

Viewpoint: What we did not learn from the 60s about science curriculum reform. Journal of Research in Science Teaching, 29(8), 905-910.

Yager, R.E. (1991).

The constructivist learning model: Towards real reform in science education. The Science Teacher, 58(6), 52-57.

Yager, R.E. (1984).

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

Yager, R.E. & Krajcik, J.S. (1989).

Success of students in a college physics course with and without experiencing a high school course. Journal of Research in Science Teaching, 26(7), 599-608.

Yager, R.E. & Penick, J.E. (1987).

Resolving the crisis in science education: Understanding before resolution. Science Education, 71(1), 49-55.

Yager, R.E., Snider, B., & Krajcik, (1988).

Relative success in college chemistry for students who experienced a high school course in chemistry and those who had not. Journal of Research in Science Teaching, 25(5), 385-394.

Zahorik, J.A. (1991).

Teaching style and textbooks. Teaching and Teacher Education, 7(2), 185-196.

Zarinnia, E.A., & Romberg, T.A. (1987).

A new world view and its impact on school mathematics. In: T.A. Romberg & D.M. Stewart (Eds.), The Monitoring of School Mathematics: Background Paper. Vol. 1: The Monitoring Project and Mathematics Curriculum (pp. 21-61). Madison, WI: Wisconsin Center for Educational Research.

Zbiek, R.M. and Heid, M.K. (1990).

The skateboard experiment: Math modeling for beginning algebra. The Computing Teacher, 18, 32-36.

[Bibliography (A-K)]