Annotated Bibliography of Resources for Educational Reform, Coherent Teaching Practice, and Improved Student Learning

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Your search matched 173 entries from SEDL's Annotated Bibliography Database.

  • Anders, P. L., & Richardson, V. (1991). Research directions: Staff development that empowers teachers' reflections and enhances instruction. Language Arts, 68, 316-320.

  • 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.

  • Applebee, A. N. (1997). Rethinking curriculum in the English language arts. English Journal, 86 (5), 25-31.

  • Baird, J. R., Fensham, P. J., Gunston, R. F., & White, R. T. (1991). The importance of reflection in improving science teaching and learning. Journal of Research in Science Teaching, 28, 163-182.

  • Barrett, M. (1996). The standards primer: A resource for accelerating the pace of reform. Washington, DC: Educational Leaders Council.

  • Bayer, A. S. (1990). Collaborative-apprenticeship learning: Language and thinking across the curriculum, K-12. Mountain View, CA: Mayfield.

  • Beane, J. A. (Ed.). (1995). Toward a coherent curriculum: The 1995 ASCD yearbook. Alexandria, VA: Association for Supervision and Curriculum Development.

  • Beattie, M. (1995). Constructing professional knowledge in teaching: A narrative of change and development. New York: Teachers College Press.

  • Bell, B., & Gilbert, J. (1994). Teacher development as professional, personal, and social development. Teaching and Teacher Education, 10, 483-497.

  • Birchak, B., Connor, C., Crawford, K. M., Kahn, L. H., Kaser, S., Turner, S., & Short, K. G. (1998). Teacher study groups: Building community through dialogue and reflection. Urbana, IL: National Council of Teachers of English.

  • Boyd, V., & McGree, K. M. (1995). Leading change from the classroom: Teachers as leaders. Issues . . . about Change, 4 (4). Austin, TX: Southwest Educational Development Laboratory.

  • Briscoe, C. (1996). The teacher as learner: Interpretations from a case study of teacher change. Journal of Curriculum Studies, 28, 315-329.

  • Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association of Supervision and Curriculum Development.

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

  • Bruer, J. T. (1993). Schools for thought. Cambridge, MA: MIT Press.

  • Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.

  • Caine, R. N., & Caine, G. (1997a). Education on the edge of possibility. Alexandria, VA: Association of Supervision and Curriculum Development.

  • Caine, 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.

  • Caldwell, S. D. (Ed.). (1997). Professional development in learning-centered schools. Oxford, OH: National Staff Development Council.

  • Carson, T. R. (1986). Closing the gap between research and practice: Conversation as a mode of doing research. Phenomenology and Pedagogy, 4 (2), 73-85.

  • Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22 (1), 5-12, 18.

  • Catelli, L. A. (1995). Action research and collaborative inquiry in a school-university partnership. Action in Teacher Education, 16 (4), 25-38.

  • Clandinin, D. J., & Connelly, F. M. (1994). Personal experience methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 413-427). London: Sage.

  • Cochran-Smith, M. (1994). The power of teacher research in teacher education. In S. Hollingsworth & H. Sockett (Eds.), Teacher research and educational reform: Ninety-third yearbook of the National Society for the Study of Education (pp. 142-165). Chicago: University of Chicago Press.

  • Cochran-Smith, M., & Lytle, S. L. (1990). Teacher research and research on teaching: The issues that divide. Educational Researcher, 19 (2), 2-11.

  • Cochran-Smith, M., & Lytle, S. L. (1992). Communities for teacher research: Fringe or forefront? American Journal of Education, 100, 298-325.

  • Cohen, D. K. (1995). What is the system in systemic reform? Educational Researcher, 24 (9), 11-17, 31.

  • Cole, A. L. (1989). Researcher and teachers: Partners in theory building. Journal of Education for Teaching, 15, 225-237.

  • Cole, A. L., & Knowles, J. G. (1993). Teacher development partnership research: A focus on methods and issues. American Educational Research Journal, 30, 473-495.

  • Confrey, 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.

  • Connell, J. (1997). First things first: A framework for successful school-site reform. Kansas City, MO: E. M. Kauffman Foundation.

  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19 (5), 2-14.

  • Connelly, F. M., & Clandinin, D. J. (1994). Telling teaching stories. Teacher Education Quarterly, 21 (1), 145-158.

  • Corcoran, T. & Goertz, M. (1995). Instructional capacity and high performance schools. Educational Researcher, 24 (9), 27-31.

  • Cortazzi, M. (1993). Narrative analysis. London: Falmer Press.

  • Covey, S. R. (1990). Principle-centered leadership. New York: Simon & Schuster.

  • Cuban, L. (1998). How schools change reforms: Redefining reform success and failure. Teachers College Record, 99, 453-477.

  • Cushman, K. (1996). Looking collaboratively at student work: An essential toolkit. Horace, 13 (2), 1-12.

  • Darling-Hammond, L. (1998). Teachers and teaching: Testing policy hypotheses from a national commission report. Educational Researcher, 27 (1), 5-15.

  • Day, C. (1991). Roles and relationships in qualitative research on teachers' thinking: A reconsideration. Teaching and Teacher Education, 7, 537-547.

  • Dempster, F. N. (1993). Exposing our students to less should help them learn more. Phi Delta Kappan, 74, 433-437.

  • Donahoe, T. (1993). Finding the way: Structure, time, and culture in school improvement. Phi Delta Kappan, 75, 298-305.

  • Driver, R., & Bell, B. (1986). Students' thinking and the learning of science: A constructivist view. School Science Review, 67, 443-456.

  • Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23 (7), 5-12.

  • Duckworth, E. (1986). Teaching as research. Harvard Educational Review, 56, 481-495.

  • Duckworth, E., & The Experienced Teachers Group. (1997). Teacher to teacher: Learning from each other. New York: Teachers College Press.

  • Education Commission of the States. (1992). Bringing coherence to state policy: Restructuring the education system. Denver, CO: Author.

  • Egan, K. (1986). Teaching as storytelling: An alternative approach to teaching and curriculum in the elementary school. Chicago: University of Chicago Press.

  • Eisenhower National Clearinghouse. (1999). Teacher change: Improving K-12 mathematics. Columbus, OH: Eisenhower National Clearinghouse for Mathematics and Science Education.

  • Elmore, R. F. (1995). Teaching, learning, and school organization: Principles of practice and the regularities of schooling. Educational Administration Quarterly, 31, 355-374.

  • Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66 (1), 1-26.

  • Ely, M., Anzul, M., Friedman, T., Garner, D., & Steinmetz, A. M. (1991). Doing qualitative research: Circles within circles. London: Falmer Press.

  • Farrell, E. (1991). Instructional models for English language arts, K-12. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 63-84). New York: MacMillan.

  • Fosnot, 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.

  • Fuhrman, S. H. (1994). Challenges in systemic education reform (CPRE Policy Brief, RB-14-9/94). New Brunswick, NJ: Consortium for Policy Research in Education.

  • Fullan, M. G. (1991a). The meaning of educational change. In M. G. Fullan, The new meaning of educational change (pp. 30-46). New York: Teachers College Press.

  • Fullan, M. G. (1991b). Professional development of educators. In M. G. Fullan, The new meaning of educational change (pp. 315-344). New York: Teachers College Press.

  • Fullan, M. G. (1991c). The teacher. In M. G. Fullan, The new meaning of educational change (pp. 117-143). New York: Teachers College Press.

  • Fullan, M. G. (1996). Turning systemic thinking on its head. Phi Delta Kappan, 77, 420-423.

  • Fullan, M. G., & Miles, M. B. (1992). Getting reform right: What works and what doesn't. Phi Delta Kappan, 73, 745-752.

  • Gallas, K. (1994). The languages of learning: How children talk, write, dance, draw, and sing their understanding of the world. New York: Teachers College Press.

  • Gardner, H. (1995). Reflections on multiple intelligences myths and messages. Phi Delta Kappan, 77, 200-203, 206-209.

  • Garmston, R. J, & Wellman, B. M. (1999). The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA: Christopher-Gordon Publishers, Inc.

  • Glamser, M. C. (1998, April 19). Notes from a teacher/soldier in the learning revolution. The Houston Chronicle.

  • Glasson, 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.

  • Glesne, C., & Peshkin. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman.

  • Goertz, M. E., Floden, R. E., & O'Day, J. (1995). Studies of educational reform: Systemic reform. New Brunswick, NJ: Consortium for Policy Research in Education.

  • Grant, S. G., Peterson, P. L., & Shojgreen-Downer, A. (1996). Learning to teach mathematics in the context of systemic reform. American Educational Research Journal, 33, 509-541.

  • Greenleaf, C., Hull, G., & Reilly, B. (1994). Learning from our diverse students: Helping teachers rethink problematic teaching and learning situations. Teaching and Teacher Education, 10, 521-541.

  • Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). London: Sage.

  • Guskey, T. (1996). Reporting on student learning. Lessons from the past—prescriptions for the future. In T. Guskey. (Ed.), Communicating student learning: The 1996 ASCD yearbook (pp. 13-24). Alexandria, VA: Association of Supervision and Curriculum Development.

  • Hatch, T., & Seidel, S. (1997). Putting student work on the table. National Forum: The Phi Kappa Phi Journal, 77 (1), 18-21.

  • Hillocks, G., Jr. (1995). Teaching writing as reflective practice. New York: Teacher College Press.

  • Hole, S. (1998). Teacher as rain dancer. Harvard Educational Review, 68, 413-421.

  • Hord, S. M. (1992). Facilitative leadership: The imperative for change. Austin, TX: Southwest Educational Development Laboratory.

  • Hord, S. M. (1994). Staff development and change process: Cut from the same cloth. Issues . . . about Change, 4 (2). Austin, TX: Southwest Educational Development Laboratory.

  • Hord, S. M., Rutherford, W. L., Luling-Austin, L., & Hall, G. E. (1987). Taking charge of change. Alexandria, VA: Association for Supervision and Curriculum Development.

  • Hord, S. M., Rutherford, W. L., Luling-Austin, L., & Hall, G. E. (1987). Taking charge of change. Alexandria, VA: Association for Supervision and Curriculum Development.

  • Jalongo, M. R., & Isenberg, J. P. (1995). Teachers' stories: From personal narrative to professional insight. San Francisco: Jossey-Bass.

  • Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association of Supervision and Curriculum Development.

  • Johnson, M. J., & Button, K. (1998). Action research paves the way for continuous improvement. Journal of Staff Development, 19 (1), 48-51.

  • Johnston, M., & The Educators for Collaborative Change. (1997). Contradictions in collaboration: New thinking on school/university partnerships. New York: Teachers College Press.

  • Kaufman, M. (1997). A professional development stance for equity. SSI Perspectives, 2 (3), 4-5.

  • Kendall, J. S., & R. J. Marzano (1996). Content knowledge: A compendium of standards and benchmarks. for K-12 education. Aurora, CO: Mid-Continent Regional Educational Laboratory.

  • Kennedy, M. M. (1998). Education reform and subject matter knowledge. Journal of Research in Science Teaching, 35, 249-263.

  • Knapp, M. S. (1997). Between systemic reforms and the mathematics and science classroom: The dynamics of innovation, implementation, and professional learning. Review of Educational Research, 67, 227-266.

  • Kohn, A. (1994). Grading: The issue is not how but why. Educational Leadership, 52 (2), 38-41.

  • Kosunen, T. (1994). Making sense of the curriculum: Experienced teachers as curriculum makers and implementers. In I. Carlgren, G. Handal, & S. Vaage (Eds.), Teachers' minds and actions: Research on teachers' thinking and practice (pp. 247-259). London: Falmer Press.

  • LaBonte, K., Lieghty, C., Mills, S. J., & True, M. L. (1995). Whole-faculty study groups: Building the capacity for change through interagency collaboration. Journal of Staff Development, 16 (3), 45-47.

  • Lambert, L. (1998). How to build leadership capacity. Education Week, 55 (7), 17-19.

  • Lambert, 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.

  • Levine, D. U., & Lezotte, L. W. (1990). Unusually effective schools: A review and analysis of research and practice. Madison, WI: The National Center for Effective Schools Research and Development.

  • Levy, S. (1996). Starting from scratch: One classroom builds its own curriculum. Portsmouth, NH: Heinemann.

  • Lewis, A. C. (1998). Teachers in the driver's seat. The Harvard Educational Letter, 14 (2), 1-4.

  • Lewison, M. (1997). Writing became a chore like laundry: The problems and potential of using journals to encourage a reflective approach to teaching. The Professional Educator, 19 (2), 13-31.

  • Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76, 591-596.

  • Lieberman, A., & McLaughlin, M. W. (1992). Networks for educational change: Powerful and problematic. Phi Delta Kappan, 74, 673-677.

  • Lieberman, A., & Miller, L. (1990). Restructuring schools: What matters and what works. Phi Delta Kappan, 71, 759-764.

  • Little, J. W. (1997, March). Excellence in professional development and professional community (Working paper, Benchmarks for schools). Washington, DC: Office of Educational Research and Improvement.

  • Louis, K. S., Kruse, S., & Raywid, M. A. (1996). Putting teachers at the center of reform: Learning schools and professional communities. National Association of Secondary School Principals Bulletin, 80 (580), 9-21.

  • Lusi, S. F. (1997). The role of state departments of education in complex school reform. New York: Teachers College Press.

  • Lytle, S. L., & Cochran-Smith, M. (1992). Teacher research as a way of knowing. Harvard Educational Review, 62, 447-474.

  • Lytle, S. L., & Cochran-Smith, M. (1994). Inquiry, knowledge, and practice. In S. Hollingsworth & H. Sockett (Eds.), Teacher research and educational reform: Ninety-third yearbook of the National Society for the Study of Education (pp. 22-51). Chicago: University of Chicago Press.

  • MacIver, D. J., & Reuman, D. A. (1993/94). Giving their best—grading and recognition practices that motivate students to work hard. American Educator, 17, 24-31.

  • Marble, S. (1997). Narrative visions of schooling. Teaching and Teacher Education, 13, 55-64.

  • Marshall, H. H. (1988). Work or learning: Implications of classroom metaphors. Educational Researcher, 17 (9). 9-16.

  • Marzano, R. J. (1992). A different kind of learning: Teaching with dimensions of learning. Alexandria, VA: Association of Supervision and Curriculum Development.

  • Mayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84,405-412.

  • McCutcheon, G. (1997). Curriculum and the work of teachers. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (pp. 188-197). New York: Routledge.

  • McDonald, J. P. (1992). Teaching: Making sense of an uncertain craft. New York: Teachers College Press.

  • McEwan, H. (1995). Narrative understanding in the study of teaching. In H. McEwan & K. Egan (Eds.), Narrative in teaching, learning, and research (pp. 166-183). New York: Teachers College Press.

  • Meyer, 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.

  • Meyer, T., & Achinstein, B. (1998, April). Collaborative inquiry among novice teachers as professional development: Sustaining habits of heart and mind. Paper presented at the Annual Conference of the American Educational Research Association, San Diego, CA.

  • Murphy, C. (1995). Whole-faculty study groups: Doing the seemingly undoable. Journal of Staff Development, 16 (3), 37-44.

  • Murphy, C. (1997). Finding time for faculties to study together. Journal of Staff Development, 18 (3), 29-32.

  • Newman, J. M. (1988). Sharing journals: Conversational mirrors for seeing ourselves as learners, writers, and teachers. English Education, 20 (3), 134-155.

  • Newman, J. M. (n.d./1998, August). Building a supportive classroom. [WWW document]. http://users.andara.com/~jnewman/judith.html

  • Newman, J. M. (n.d./1998, June). Action research: Exploring the tensions of teaching. [WWW document]. http://users.andara.com/~jnewman/ar.html

  • Newmann, F. M. (1993). Beyond common sense in educational restructuring: The issues of content and linkage. Educational Researcher, 22 (2), 4-13.

  • Newmann, F., & Wehlage, G. (1997). Successful school restructuring: A report to the public and educators by the Center on Organization and Restructuring of Schools. Madison, WI: Document Service, Wisconsin Center for Education Research.

  • O'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.

  • O'Neil, J. (1995). Our schools as learning organizations: A conversation with Peter Senge. Educational Leadership, 52 (7), 20-23.

  • Odden, E. R., & Wohlstetter, P. (1995). Making school-based management work. Educational Leadership, 52 (5), 32-36.

  • Osborne, M. D. (1997). Balancing individual and group: A dilemma for the constructivist teacher. Journal of Curriculum Studies, 29, 183-196.

  • Peterson, P. L., McCarthey, S. J., & Elmore, R. F. (1996). Learning from school restructuring. American Educational Research Journal, 33, 119-153.

  • Pirie, B. (1997). Reshaping high school English. Urbana, IL: National Council of Teachers of English.

  • Pirie, S., & Kieren, T. (1992). Creating constructivist environments and constructing creative mathematics. Educational Studies in Mathematics, 23, 505-528.

  • Pope, M. L. (1982). Personal construction of formal knowledge. Interchange, 13 (4), 3-14.

  • 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, 211-227.

  • Ravitch, D. (1995). National standards in American education: A citizen's guide. Washington, DC: The Brookings Institution.

  • Reilly, D. H. (1989). A knowledge base for education. Journal of Teacher Education, 40 (3), 9-13.

  • Richardson, V. (1994). Conducting research on practice. Educational Researcher, 23 (5), 5-10.

  • Richardson, V., & Anders, P. L. (1994). A theory of change. In V. Richardson (Ed.), Teacher change and the staff development process (pp. 199-216). New York: Teachers College Press.

  • Rosenblatt, L. M. (1991). Literary theory. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 57-62). New York: MacMillan.

  • Sagor, R. (1992). How to conduct collaborative actions research. Alexandria, VA: Association for Supervision and Curriculum Development.

  • Sashkin, M., & Egermeier, J. (1993). School change models and processes: A review and synthesis of research and practice. Washington, DC: Office of Educational Research and Improvement.

  • Schlechty, P. C. (1990). Schools for the 21st century: Leadership imperatives for educational reform. San Francisco: Jossey-Bass.

  • Schmoker, M. J. (1996). Results: The key to continuous school improvement. Alexandria, VA: Association of Supervision and Curriculum Development.

  • Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of "well-taught" mathematics courses. Educational Psychologist, 23 (2), 145-166.

  • Shafer, L. (1995). Learning from Rosa, Ahmed and Zhou. Reading Journal of Virginia, 19, 16-23.

  • Shapiro, B. (1994). What children bring to light: A constructivist perspective on children's learning in science. New York: Teachers College Press.

  • Shaw, K. L., & Etchberger, M. L. (1993). Transitioning into constructivism: A vignette of a fifth grade teacher. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 259-266). Washington, DC: AAAS Press.

  • Shields, P. M., & Knapp, M. S. (1997). The promise and limits of school-based reform. Phi Delta Kappan, 79, 288-294.

  • Shor, I., & Freire, P. (1987). What is the "dialogical method" of teaching? Journal of Education, 169 (3), 11-31.

  • Shulman, J., Lotan, R. A., & Whitcomb, J. A. (Eds.). (1998). Groupwork in diverse classrooms: A casebook for educators. New York: Teachers College Press.

  • Shymansky, J. A. (1992). Using constructivist ideas to teach science teachers about constructivist ideas, or teachers are students too! Journal of Science Teacher Education, 3 (2), 53-57.

  • Slavin, R. E., & Fashola, O. S. (1998). Show me the evidence: Proven and promising programs for America's schools. Thousand Oaks, CA: Corwin Press.

  • Smith, M. S., & O'Day, J. (1991). Putting the pieces together: Systemic school reform (CPRE Policy Brief, RB-06-4/91). New Brunswick, NJ: Consortium for Policy Research in Education.

  • Sparks, D., & Hirsh, S. (1997). A new vision for staff development. Alexandria, VA: Association for Supervision and Curriculum Development.

  • Stock, P. (1995). The dialogic curriculum: Teaching and learning in a multicultural society. Portsmouth, NH: Boynton/Cook.

  • Throne, J. (1994) Teaching and practice. Harvard Educational Review, 64, 195-208.

  • Tippins, 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.

  • Tirozzi, G. N., & Uro, G. (1997). Education reform in the United States: National policy in support of local efforts for school improvement. American Psychologist, 52 (3), 241-249.

  • Tobin, 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.

  • Tonack, D., & Dean, C. (Eds.). (1997). Change in action: Navigating and investigating the classroom using action research. Aurora, CO: Midcontinental Regional Educational Laboratory.

  • Tovey, R. (Ed.). (1998). HEL focus series no. 4: Professional development. Cambridge, MA: The Harvard Education Letter.

  • von Glaserfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80, 121-140.

  • von 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.

  • Wagner, J. (1997). The unavoidable intervention of educational research: A framework for reconsidering researcher-practitioner cooperation. Educational Researcher, 26 (7), 13-22.

  • Walker, 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.

  • Wallace, D. K. (Ed.). (1996). Journey to school reform: Moving from reflection to action through storytelling. Washington, DC: National Education Agency Professional Library.

  • Wasley, P. A., Donmoyer, R., & Maxwell, L. (1995). Navigating change in high school science and mathematics: Lessons teachers taught us. Theory into Practice, 34 (1), 51-59.

  • Watson, B., & Konicek, R. (1990) Teaching for conceptual change: Confronting children's experience. Phi Delta Kappan, 71, 680-685.

  • Watts, K. H. (1996). Bridges freeze before roads. In T. Guskey. (Ed.), Communicating student learning: The 1996 ASCD yearbook (pp. 6-12). Alexandria, VA: Association of Supervision and Curriculum Development.

  • Wertsch, 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.

  • Wheatley, 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.

  • Wiggins, G. (1996). Honesty and fairness: Toward better grading and reporting. In T. Guskey. (Ed.), Communicating student learning: The 1996 ASCD yearbook (pp.141-177). Alexandria, VA: Association of Supervision and Curriculum Development.

  • Wiggins, G., & McTighe, J. (1998). Understanding by design .Alexandria, VA: Association for Supervision and Curriculum Development.

  • Wilson, 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.

  • Wilson, S. M., Peterson, P. L., Ball, D. T., & Cohen, D. K. (1996). Learning by all. Phi Delta Kappan, 77, 468-476.

  • Wyshynski, R., & Paulsen, D. (1995). Maybe I will do something: Lessons from coyote. Language Arts, 72, 258-264.

  • Yager, R. E. (1991). The constructivist learning model: Towards real reform in science education. Science Teacher, 58 (6), 52-57.

  • Zeichner, K. M., & Tabachnick, B. R. (1991). Reflections on reflective teaching. In B. R. Tabachnick & K. M. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education (pp. 1-18). New York: Falmer Press.

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