EDUC 592 Reference List

Alexander, P. A., & Kulikowich, J. M. (1991). Domain knowledge and analogic reasoning ability as predictors of expository text comprehension. Journal of Reading Behavior, 23, 165-190.

Alexander, P. A., Kulikowich, J. M., & Schulze, S. K. (1994a). How subject-matter knowledge affects recall and interest on the comprehension of scientific exposition. American Educational Research Journal, 31, 313-337.

Alexander, P. A., & Kulikowich, J. M. (1994). Learning from physics text: A synthesis of recent research. Journal of Research in Science Teaching, 31, 895-911.

Borkowski, J. G., Carr, M., Rellinger, E., & Pressley, M. (1990). Self-regulated cognition: Interdepence of metacognition, attributions, and self-esteem. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 53-92). Hillsdale, NJ: Erlbaum.

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Brown, A. L. (1975). The development of memory: Knowing, knowing about knowing, and knowing how to know. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 10, pp. 103-152). San Diego, CA: Academic Press.

Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 453-481). Hillsdale, NJ: Erlbaum.

Calkins, L. M. (1986). The art of teaching writing. Portsmouth, Nh: Heinemann.

Chernow, Fred B. (1979). Classroom portfolio of energizers, puzzles, quizzes, games, and brain teasers. New York: Parker.

Collins, A., Brown, J. S., & Newman, S. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Erlbaum.

Dillon, R. F. & Schmeck, R. R. (1983). Individual differences in cognition (Vol. 1). San Diego, CA: Academic Press.

Ellingsen, Robert (1989). The classroom of the 21st century: The integrated thematic instruction approach to a brain compatible environment. Oak Creek: Susan Kovalik & Assoc.

Ennis, R. H. (1985). Critical thinking and the curriculum. National Forum, 65, 28-31.

Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Reseacher, 18(3), 4-10.

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-235). Hillsdale, NJ: Eribaum.

Fogarty, Robin (1997). Brain compatible classrooms. Cheltenham: Hawker Brownlow Education.

Gardner, H., & Boix-Mansilla, V. (1994). Teaching for understanding: Within and across disciplines. Educational Leadership, 51, 14-18.

Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex.

Garner, R., & Alexander, P. A. (1989). Metacogniton: Answered and unanswered questions. Educational Psychologist, 24, 143-148.

Hasselhorn, M., & Korkel, J. (1986). Metacognitive versus traditional reading instruction: The meditating role of domain specific knowledge on children's text processing. Human Learning, 5, 79-90.

Helmke, A., & Schrader, F. W. (1991, April). Cognitive, affective and motivational goals of classroom instruction: Are they incompatible? Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 69, 549-571.

Hidi, S., & Anderson, V. (1992). Situational interest and its impact on reading and expository writing. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 215-238). Hillsdale, NJ: Erlbaum.

Holland, J. H., Holyoak, K. J., Nisbett, R. E., & Thagard, P. R. (1987). Induction: Processes of inference, learning and discovery. Cambridge, MA: MIT Press.

Jetton, T. L., & Alexander, P. A. (1997). Instructional importance: What teachers value and what students learn. Reading Research Quarterly, 32(3), 290-308.

Lambert, N. & McCombs, B. (1998). How students learn. Washington: American Psychologiacl Asssociation.

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Marzano, R. J., & Paynter, D. E. (1994). New approaches to literacy: Helping students develop reading and writing skills. Washington, DC: American Psychological Association.

Marzano, R. J., & Pickering, D. J., & McTighe, J. (1993). Assessing student outcomes. Alexandria, VA: Association for Supervision and Curriculum Development.

McCombs, B. L. (1991a, April). Metacognition and motivation for higher level thinking. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

McCombs, B. L., & Whisler, J. S. (1997). The learner centered classroom and school: Strategies for enhancing student motivation and achievement. San Francisco, CA: Jossey-Bass.

Meece, J. L., Blumenfield, D. C., & Hoyle, R. H. (1988). Students' goal orientation and cognitive engagement in classroom activites. Journal of Educational Psychology, 80, 514-523.

Resnick, L. B. (1987a). Education and learning to think. Washington, DC: National Academy Press.

Reynolds, R. E., & Shirey, L. L. (1988). The role of attention in studying and learning. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 77-100). San Diego, CA: Academic Press.

Ridley, D. S. (1991). Reflective self-awareness: A basic motivational process [Special issue]. Journal of Experimental Education, 60, 31-48.

Roth, K. J. (1985) Developing meaningful conceptual understanding in science. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 139-175). Hillsdale, NJ: Erlbaum.

Schiefele, U., & Csikszentmihalyi, M. (1995). Motivation and ability in mathematics experience and achievement. Journal for Research in Mathematics Education, 26, 163-181.

Schmeck, R. R., & Geisler-Brenstein, E. (1989). Individual differences that affect the way students approach learning. Learning and Individual Difference, 1, 85-124.

Schoenfeld, A. H. (1985). Mathematical problem solving. San Diego, CA: Academic Press.

Sternberg, R. J. (1987). Teaching intelligence: The application of cognitive psychology to the improvement of intellectual skills. In J. B. Baron & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 182-218). New York: W. H. Freeman.

Stiggins, R. J. (1994). Student-centered classroom assessment. New York: Merrill.

Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational Research, 64, 37-54.

Watzlawick, P., Weakland, J., & Fisch, R. (1974). Change: Principles of problem formation and problem resolution. New York: W. W. Norton.

Weinert, F. E., & Kluwe, R. H. (1987). Metacognition, motivation, and understanding. Hillsdale, NJ: Erlbaum.

 Course as Related to the Conceptual Base:

Alexander, P. A. (Ed.). (1996). The role of knowledge in learning and instruction [Special issue]. Educational Psychologist,31(2).

Alexander, P. A., & Judy, J. E. (1998). The interaction of domain-specific and strategic knowledge in academic performance. Review of Educational Research, 58, 375-404.

Alexander, P. A., & Knight, S. L. (1993). Dimensions of the interplay between learning and teaching. Educational Forum, 57, 232-245.

Alexander, P. A., Pate, P. E., Kulikowich, J. M., Farrell, D. M., & Wright, N. L. (1989). Domain-specific and strategic knowledge: Effects of training on students of differing ages or competence levels. Learning and Individual Difference, 1, 283-325.

Ames, C. (1992). Achievement goals and the classroom motivational climate. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum.

Anderson, J. R. (1993). Rules of the mind. Hillsdale, NJ: Erlbaum.

Anderson, L. M., Blumenfield, P., Pintrich, P. R., Clark, C. M., Marx, R. W., & Peterson, P. (1995). Educational psychology for teachers: Reforming our courses, rethinking our roles. Educational Psychologist, 30, 143-157.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.

Baron, J. B. (Ed.). (1993). Assessment as an opportunity to learn: The Connecticut Common Core of Learning alternative assessment of secondary school science and mathematics. Hartford: Connecticut State Department of Education.

Baron, J. B., & Sternberg, R. J. (1987). Teaching thinking skills: Theory and practice. New York: W. H. Freeman.

Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Erlbaum.

Brown, J. S., Collins, A., & Dunguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
 
 

Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1-49.

Cormier, S., & Hagman, J. (Eds.). (1987). Transfer of learning: Contemporary research and applications. Orlando, FL: Academic Press.

Corno, L., & Rohrkemper, M. (1985). The intrinsic motivation to learn in classrooms. In C. Ames & R. Ames (Eds.), Research on motivation in education: The classroom milieu (Vol. 2, pp. 53-84). San Diego, CA: Academic Press.

Costa, A. (1984). Mediating the metacognitive. Educational Leadership, 42, 57-62.

Costa, A. L. (1991). Toward a model of human intellectual functioning. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking (Vol. 1, pp. 137-140). Alexandria, VA: Association for Supervision and Curriculum Development.

Darlington-Hammond, L., & Snyder, J. (1992). Reframing accountability: Creating learner-centered schools. In A. Lieberman (Ed.), The changing contexts of teaching, Ninety-first yearbook of the National Society for the Study of Education (pp. 11-36). Chicago: University of Chicago Press.

diSessa, A. A. (1982). Unlearning Aristotelian physics: A study of knowledge-based learning. Cognitive Science, 6, 37-75.

Garcia, T., & Pintrich, P. R. (1991, April). Student motivation and self-regulated learning: A LISREL model. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Gardner, H. (1983). Frames of mind. New York: Basic Books.

Gardner, H. (1991) The unschooled mind. New York: Basic Books.

Gardner, H. (1993) Creating minds. New York: Basic Books.

Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60, 517-529.

Glaser, R. (1984). Education and thinking: The role of knowledge. American Psychologist, 39, 93-104.

Grady, Michael P. (1984). Teaching and brain research: Guidelines for the classroom. New York: Longman.

McCombs, B. L. (1993). Learner-centered psychological principles for enhancing education: Applications in school settings. In L. A. Penner, G. M. Batsche, H. M. Knoff, and D. L. Nelson (Eds.), The challenge in mathematics and science education: Psychology's response. Washington, DC: American Psychological Association.

McCombs, B. L. (1995). Putting the learner and learning in learner-centered model as framework. Michigan ASCD Focus, 17, 7-12.

McCombs, B. L. (1997). Self-assessment and reflection: Tools for promoting teacher changes toward learner-centered practices. NASSP Bulletin, 81, 1-14.

McNeil, D. (1975). Semiotic extension. In R. L. Solso (Ed.), Information processing and cognition: The Loyola Symposium (pp. 22-42). Hillsdale, NJ: Erlbaum.

Newell, A. (1991). Unified theories of cognition. Cambridge, MA: Harvard University Press.

Resnick, L. B. (1991). Shared cognition. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 1-20). Washington, DC: American Psychological Association.

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Shuell, T. J. (1993). Toward an integrated theory of teaching and learning. Educational Psychologist, 27, 291-311.

Snow, R. E. (1989). Toward assessment of cognitive and conative structures in learning. Educational Researcher, 18(9), 8-14.

Sousa, David A. (1995). How the brain learns. Reston: NASSP.

Sternberg, R. J. (1983). Criteria for intellectual skills training. Educational Researcher, 12, 6-12.

Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrick (Ed.), Handbook of research on teaching (3rd ed., pp. 315-327). New York: Macmillan.

Wittrock, M. C. (1991). Cognition and testing. In M. C. Wittrock & E. L. Baker (eds.), Testing and cognition (pp. 1-16). Englewood Cliffs, NJ: Prentice Hall.

Wolfe, Patrick R. (1996). Translating brain research into classroom practice. Alexandria: ASCD.