References (in order of appearance.)

NOTE: Book references at end of reading schedule.

Duckworth, E. (1996).24, 42, and I love you: Keeping it complex. In "The having of wonderful ideas" and other essays on teaching and learning.New York: Teachers College Press.

Goetz, E. T., Alexander, P. A., & Ash, M. J. (1992). Understanding and enhancing students' cognitive processes. In Educational psychology: a classroom perspective. New York: Merrill.

Skinner, B. F.(1958).The science of learning and the art of teaching.Harvard Educational Review, 24, 86-97.

Bruner, J.(1978).The process of education.Cambridge, MA: HarvardUniversity Press.

Ashcraft, M. H. (1989) Human memory and cognition. Upper Saddle River, NJ: Prentice Hall.

Minstrell, J. (2001). The role of the teacher in making sense of classroom experiences and effecting better learning. In S. M. Carver & D. Klahr (Eds.), Cognition and Instructions: Twenty-five Years of Progress (pp. 291-309). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Gardner, H. (1991).The unschooled mind (pp. 143-181).New York: Basic Books.

Schneps, M. H. and P. M. Sadler. (1987). A Private Universe. Video. Harvard-SmithsonianCenter for Astrophysics, Science Education Department, Science Media Group, Washington, DC: Annenberg/CPB.

Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987).'150 different ways' of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.)Exploring teacher thinking (pp. 187-207).Sussex, England: Holt, Rinehart & Winston.

Checkley, K. (2001). Algebra and activism: removing the shackles of low expectations. Educational Leadership, October, 6-11.

Moses, R. (2001). Radical Equations (pp. 195-220). Boston: Beacon Press.Schwab, J. J. (1978).Education and the structure of the disciplines. In Science, curriculum, and liberal education.Chicago: University of Chicago Press.

Freedman, S. (1989).A kind of grail.In Small Victories.New York: Harper & Row.

Bialystock, E. & Hakuta, K. (1994). In Other Words (pp. 160-203). New York: Basic Books.

Cazden, C.(1988).Classroom discourse.Portsmouth, NH: Heinemann.

Rose, M. (1990). Lives on the boundary. NY: Penguin Books

Wolf, D. P. (1987).The art of questioning. Academic Connections, Winter.

Lockwood, A. (1996). The teacher’s crucial role. Social Education, 60(1), 28-31.

Kelly, T. (1989). Leading class discussions of controversial issues. Social Education, 53(6), 368-370.

Wineburg, S. S.(2001).Lost in words: Moral ambiguity in the history classroom.Historical thinking and other unnatural acts.TempleUniversity Press.

Northedge, A. (2002). Organizing excursions into specialist discourse communities: A sociocultural account of university teaching. In G. Wells & G. Claxton (Eds.) Learning for Life in the 21stCentury: Sociocultural Perspectives on the Future of Education (pp. 253-264). Oxford, UK: Blackwell Publishers.

Collins, A., Brown, J. S., & Holum, A.(1991).Cognitive apprenticeship: Making thinking visible. American Educator, Winter, 6-11, 38-46.

Lee, C. D. (1995).A culturally based cognitive apprenticeship: Teaching African American high school students skills in literary interpretation.Reading Research Quarterly, 30, 608-630.

Kohl, H. (1994). I Won’t Learn From You. New York: New Press.

Nicholls, J. G.(1992).Students as educational theorists.In D. Schunk & J. Meece (Eds.)Students' perceptions in the classroom.Hillsdale, NJ: Erlbaum.

Sommers, N. (1982).Responding to student writing.College Composition and Communication, 33, 148-56.

Wolf, D. P.(1993)Assessment as an episode of learning. In R. E. Bennett & W. C. Ward (eds.) Construction versus choice in cognitive measurement (pp. 265 - 289. Hillsdale, NJ: Lawrence Erlbaum Associates.

Jigsaw Readings

World Languages:

Lalonde, J. F. (1988). Teaching literature and culture in the foreign language class. Foreign Language Annals, 21, 573-581.

Smith, A. N. (1999).Designing a standards-based thematic unit using the learning scenario as an organizing framework.ACTFL Newletter, Spring, 9-12.

Math:

Lampert, M. (1990).When the problem is not the question and the solution is not the answer. American Educational Research Journal, 27, 29-63.

Schoenfeld, A. H. (1988). When good teaching leads to bad results: Disasters of well-taught math courses.Educational Psychologist, 23, 145-166.

Sciences: Berger, J. (1994).A teacher and his creatures.American Federation of Teachers, Fall, 41-47.

di Sessa, A. A. & Minstrell, J. (1994). Cultivating conceptual change with benchmark lessons. In J. G. Greino & S. V. Goldman (Eds.) Thinking Practices in Mathematics & Science Learning (pp. 155-187). Mahwah, New Jersey: Erlbaum.

English:

Grossman, P.(1991).What are we talking about anyway?In J. E. Brophy (Ed.), Advances in research on teaching, Vol. 2. Greenwich, CT: JAI Press.

Wolf, D. P.(1991).Reading reconsidered.New York: College Board.

Social Studies:

Wineburg, S. S., & Wilson, S. (1988). Models of wisdom in the teaching of history.Phi Delta Kappan, 70, 50-58.

Holt, T.(199).Thinking historically: Narrative, imagination, and understanding.New York: College Board.