Annotated Bibliography of Resources for Educational Reform, Coherent Teaching Practice, and Improved Student Learning
List of Learning Theory Resources
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Your search matched 39 entries from SEDL's Annotated Bibliography Database.
Applebee, A. N. (1991). Environments for language teaching and learning: Contemporary issues and future directions. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 549-556). New York: Macmillan.
Click here to view the abstractBayer, A. S. (1990). Collaborative-apprenticeship learning: Language and thinking across the curriculum, K-12. Mountain View, CA: Mayfield.
Click here to view the abstractBrooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association of Supervision and Curriculum Development.
Click here to view the abstractBrown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
Click here to view the abstractBruer, J. T. (1993). Schools for thought. Cambridge, MA: MIT Press.
Click here to view the abstractCaine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
Click here to view the abstractCaine, R. N., & Caine, G. (1997a). Education on the edge of possibility. Alexandria, VA: Association of Supervision and Curriculum Development.
Click here to view the abstractCaine, R. N., & Caine, G. (1997b). Unleashing the power of perceptual change: The potential of brain-based teaching. Alexandria, VA: Association of Supervision and Curriculum Development.
Click here to view the abstractConfrey, J. (1992). What constructivism implies for teaching. In R. B. Davis, C. A. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (pp. 107-122). Journal for Research in Mathematics Education Monograph No. 4.
Click here to view the abstractDriver, R., & Bell, B. (1986). Students' thinking and the learning of science: A constructivist view. School Science Review, 67, 443-456.
Click here to view the abstractDriver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23 (7), 5-12.
Click here to view the abstractFosnot, C. T. (1996). Constructivism: A psychological theory of learning. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 8-33). New York: Teachers College Press.
Click here to view the abstractGallas, K. (1994). The languages of learning: How children talk, write, dance, draw, and sing their understanding of the world. New York: Teachers College Press.
Click here to view the abstractGlamser, M. C. (1998, April 19). Notes from a teacher/soldier in the learning revolution. The Houston Chronicle.
Click here to view the abstractGlasson, G. E., & Lalik, R. V. (1993). Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers' beliefs and practices. Journal of Research in Science Teaching, 30, 187-207.
Click here to view the abstractJensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association of Supervision and Curriculum Development.
Click here to view the abstractLambert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27, 29-63.
Click here to view the abstractMarshall, H. H. (1988). Work or learning: Implications of classroom metaphors. Educational Researcher, 17 (9). 9-16.
Click here to view the abstractMarzano, R. J. (1992). A different kind of learning: Teaching with dimensions of learning. Alexandria, VA: Association of Supervision and Curriculum Development.
Click here to view the abstractMayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84,405-412.
Click here to view the abstractMeyer, D. K. (1993). What is scaffolded instruction? Definitions, distinguishing features, and misnomers. In D. J. Leu & C. K. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice: Forty-second yearbook of The National Reading Conference (pp. 41-53). Washington, DC: National Reading Conference, Inc.
Click here to view the abstractO'Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching, 29, 791-820.
Click here to view the abstractOsborne, M. D. (1997). Balancing individual and group: A dilemma for the constructivist teacher. Journal of Curriculum Studies, 29, 183-196.
Click here to view the abstractPirie, S., & Kieren, T. (1992). Creating constructivist environments and constructing creative mathematics. Educational Studies in Mathematics, 23, 505-528.
Click here to view the abstractPope, M. L. (1982). Personal construction of formal knowledge. Interchange, 13 (4), 3-14.
Click here to view the abstractPosner, 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, 211-227.
Click here to view the abstractReilly, D. H. (1989). A knowledge base for education. Journal of Teacher Education, 40 (3), 9-13.
Click here to view the abstractSchoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of "well-taught" mathematics courses. Educational Psychologist, 23 (2), 145-166.
Click here to view the abstractShapiro, B. (1994). What children bring to light: A constructivist perspective on children's learning in science. New York: Teachers College Press.
Click here to view the abstractTippins, D., Tobin, K., & Nichols, S. (1995). A constructivist approach to change in elementary science teaching and learning. Research in Science Education, 25 (2), 135-149.
Click here to view the abstractTobin, K., & Tippins, D. (1993). Constructivism as a referent for teaching and learning. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 3-21). Washington: AAAS Press.
Click here to view the abstractvon Glaserfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80, 121-140.
Click here to view the abstractvon Glaserfeld, E. (1993). Questions and answers about radical constructivism. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 23-38). Washington: AAAS Press.
Click here to view the abstractWalker, D., & Lambert, L. (1995). Learning and leading theory: A century in the making. In L. Lambert et al., The constructivist leader (pp. 1-27). New York: Teachers College Press.
Click here to view the abstractWatson, B., & Konicek, R. (1990) Teaching for conceptual change: Confronting children's experience. Phi Delta Kappan, 71, 680-685.
Click here to view the abstractWertsch, J. V., & Toma, C. (1995). Discourse and learning in the classroom: A sociocultural approach. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 159-174). Hillsdale, NJ: Lawrence Erlbaum.
Click here to view the abstractWheatley, G. H. (1993). The role of negotiation in mathematics learning. In K. Tobin (Ed.), The Practice of constructivism in science education (pp. 121-134). Washington: AAAS Press.
Click here to view the abstractWilson, S. M., & Peterson, P. L. (1997). Theories of learning and teaching: What do they mean for educators? (Working Paper, Benchmarks for Schools). Washington, DC: Office of Educational Research and Improvement.
Click here to view the abstractYager, R. E. (1991). The constructivist learning model: Towards real reform in science education. Science Teacher, 58 (6), 52-57.
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