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Research Bibliography
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Arons, Arnold B., "Achieving Wider Scientific Literacy." Daedalus, Spring 1983. U.W. physicist Arons devoted the last 30 years of his career to improving science instruction. His principles and practices fully accord with current research. Commentaries on Arons' work are online at http://www.research.att.com/~kbl/APS/aug95/knight.html and http://media4.physics.indiana.edu/~hake/MyConversion.pdf.
Bransford, John D, et. al., How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Research Council, 2000. A committee of nationally renowned educators has analyzed, synthesized, and interpreted specifically for educational purposes the latest research from neuroscience, developmental psychology, and cognitive science. A condensation of their compelling book is at http://books.nap.edu/html/howpeople1/index.html.
Bruner, Jerome S., Toward a Theory of Instruction. Cambridge, MA: Harvard University Press, 1966. For nearly half a century, the research of Harvard psychologist Bruner has been essential to educators wishing to base curricular and instructional choices on empirically tested theories of cognitive growth and development. Bruner argues that a sound theory of instruction must guide pedagogy and explains how teaching can directly facilitate mental growth. His ideas are largely corroborated by current science.
Clem, Stephen C, et. al, Taking Measure: Perspectives on Curriculum and Change. Washington, D.C.: National Association of Independent Schools, 1998. The authors show how educators can analyze and change entrenched assumptions about teaching and learning to align their practice what is now known about cognitive development.
Cushman, Kathleen, “Essential School Structure and Design: Boldest Moves Get the Best Results,” Horace, June 1999. http://www.essentialschools.org/cs/resources/view/ces_res/178. This article presents good reasons for a decision (like Eastside Prep’s) to make boldly innovative program plans.
Czerniak, Charlene M, William B Weber, Jr, and Alexa Ahern Sandmann, “Á Literature Review of Science and Mathematics Integration,” School Science & Mathematics, December 1999, pp. 421-430. This thoughtful survey of articles and essays about integrated curriculum designs in math and science concludes that the research on integrated curriculums is not yet well developed. Online at http://www.cedu.niu.edu/scied/courses/ciee532/gamboa_article.htm.
Gardner, Howard, The Unschooled Mind: How Children Think and How Schools Should Teach. New York: Basic Books, 1991. Gardner argues that schools should neither merely nurture children’s intuitive capacities as they naturally emerge, nor merely “school” their minds as traditional curricula often do. Instead, students should be led toward deep understanding, which requires that teachers help students become active makers of meaning who are literate in the ways of the disciplines.
Graves, Donald, Writing: Teachers and Children at Work. Portsmouth, New Hampshire: Heinemann Educational Books: 1983. Graves shows how teachers in grades K-7 can turn writing into a vital, meaningful, developmental feature of learning for all students, even the youngest preliterate children.
Harvard Group, Balanced Assessment in Mathematics Project, “Assessing Mathematical Understanding and Skills Effectively” (AMUSE), September 1995. The Harvard Group explains why assessment practices in mathematics should complement and reinforce instruction that helps students think like mathematicians – http://balancedassessment.gse.harvard.edu/amuse.html.
Harvard University, Project Zero, Cognitive Skills Group, offers online information and resources at http://pzweb.harvard.edu. During the last two decades Project Zero, founded by Howard Gardner and David Perkins, has spearheaded several nationwide movements for improving student thinking and for helping teachers lead students toward deep understanding.
Hirsch, E.D., “Classroom Research and Cargo Cults,” Policy Review Online, October 2002. The author of Cultural Literacy explains why so much research in education is bad science. In the process, he comes up with several principles of effective instruction that square with (though all do not derive from) new, reliable findings from cognitive research. Online at http://www.policyreview.org/OCT02/hirsch.html.
Jacobs, Heidi Hayes, ed., Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA, Association for Supervision and Curriculum Development: 1989. Jacobs has collected a number of articles and essays about integrated curriculums around the United States.
________________, Mapping the Big Picture: Integrating Curriculum & Assessment K-12. Alexandria, VA: Association for Supervision and Curriculum Development,1997. Jacobs presents systematic ways of analyzing and describing what is actually happening, week to week, in any school program. Curriculum mapping is important for strengthening programs academically, making each department and teacher accountable for teaching to stated objectives, and monitoring student achievement. Mapping is especially useful for tracking whether and when each discipline’s essential skills and concepts are being taught in integrated curriculums.
James, William, Talks to Teachers. New York; WW Norton, 1958. A century-old series of essays by one of America’s most famous psychologists of the past, James’s book is still inspiring and cogent about teaching and about the psychology of learners: http://www.emory.edu/EDUCATION/mfp/james.html#talks.
Lake, Kathy, “Integrated Curriculum,” School Improvement Research Series #16, Northwest Regional Educational Laboratory. Lake summarizes research available on integrated curriculums - at http://www.nwrel.org/scpd/sirs/8/c016.html.
Meier, Deborah, In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization. Boston: Beacon Press, 2002.
Newmann, Fred M., and Gary G. Wehlage, “Authentic Learning,” Educational Leadership, Vol 50, April 1993, http://www.ascd.org/readingroom/edlead/9304/newmann.html. Authentic learning is more likely to occur when instruction demands higher-order thinking skills, depth of knowledge, and substantive conversation, when students have meaningful assignments, and when high academic expectations are set for all.
Philosophy for Children. Members of this movement argue that young children have natural propensities and talents for thinking, that they love responding to important questions, and that their teachers can help them develop their philosophical powers. At http://plato.stanford.edu/entries/children/
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