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

List of Instructional Practice Resources

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Your search matched 22 entries from SEDL's Annotated Bibliography Database.

  • Applebee, A. N. (1997). Rethinking curriculum in the English language arts. English Journal, 86 (5), 25-31.
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  • Dempster, F. N. (1993). Exposing our students to less should help them learn more. Phi Delta Kappan, 74, 433-437.
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  • Egan, K. (1986). Teaching as storytelling: An alternative approach to teaching and curriculum in the elementary school. Chicago: University of Chicago Press.
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  • Eisenhower National Clearinghouse. (1999). Teacher change: Improving K-12 mathematics. Columbus, OH: Eisenhower National Clearinghouse for Mathematics and Science Education.
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  • 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.
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  • Gardner, H. (1995). Reflections on multiple intelligences myths and messages. Phi Delta Kappan, 77, 200-203, 206-209.
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  • 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.
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  • Hatch, T., & Seidel, S. (1997). Putting student work on the table. National Forum: The Phi Kappa Phi Journal, 77 (1), 18-21.
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  • Hillocks, G., Jr. (1995). Teaching writing as reflective practice. New York: Teacher College Press.
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  • Kohn, A. (1994). Grading: The issue is not how but why. Educational Leadership, 52 (2), 38-41.
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  • 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.
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  • Levy, S. (1996). Starting from scratch: One classroom builds its own curriculum. Portsmouth, NH: Heinemann.
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  • 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.
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  • 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.
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  • Pirie, B. (1997). Reshaping high school English. Urbana, IL: National Council of Teachers of English.
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  • 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.
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  • Shafer, L. (1995). Learning from Rosa, Ahmed and Zhou. Reading Journal of Virginia, 19, 16-23.
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  • Shor, I., & Freire, P. (1987). What is the "dialogical method" of teaching? Journal of Education, 169 (3), 11-31.
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  • Stock, P. (1995). The dialogic curriculum: Teaching and learning in a multicultural society. Portsmouth, NH: Boynton/Cook.
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  • 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.
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  • 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.
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  • Wiggins, G., & McTighe, J. (1998). Understanding by design .Alexandria, VA: Association for Supervision and Curriculum Development.
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