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

List of Learning Theory Resources

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Your search matched 39 entries from SEDL's Annotated Bibliography Database.

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.
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Bayer, A. S. (1990). Collaborative-apprenticeship learning: Language and thinking across the curriculum, K-12. Mountain View, CA: Mayfield.
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Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association of Supervision and Curriculum Development.
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Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
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Bruer, J. T. (1993). Schools for thought. Cambridge, MA: MIT Press.
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Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
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Caine, R. N., & Caine, G. (1997a). Education on the edge of possibility. Alexandria, VA: Association of Supervision and Curriculum Development.
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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.
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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.
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Driver, R., & Bell, B. (1986). Students' thinking and the learning of science: A constructivist view. School Science Review, 67, 443-456.
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Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23 (7), 5-12.
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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.
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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.
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Glamser, M. C. (1998, April 19). Notes from a teacher/soldier in the learning revolution. The Houston Chronicle.
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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.
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Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association of Supervision and Curriculum Development.
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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.
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Marshall, H. H. (1988). Work or learning: Implications of classroom metaphors. Educational Researcher, 17 (9). 9-16.
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Marzano, R. J. (1992). A different kind of learning: Teaching with dimensions of learning. Alexandria, VA: Association of Supervision and Curriculum Development.
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Mayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84,405-412.
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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.
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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.
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Osborne, M. D. (1997). Balancing individual and group: A dilemma for the constructivist teacher. Journal of Curriculum Studies, 29, 183-196.
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Pirie, S., & Kieren, T. (1992). Creating constructivist environments and constructing creative mathematics. Educational Studies in Mathematics, 23, 505-528.
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Pope, M. L. (1982). Personal construction of formal knowledge. Interchange, 13 (4), 3-14.
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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.
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Reilly, D. H. (1989). A knowledge base for education. Journal of Teacher Education, 40 (3), 9-13.
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Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of "well-taught" mathematics courses. Educational Psychologist, 23 (2), 145-166.
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Shapiro, B. (1994). What children bring to light: A constructivist perspective on children's learning in science. New York: Teachers College Press.
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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.
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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.
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von Glaserfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80, 121-140.
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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.
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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.
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Watson, B., & Konicek, R. (1990) Teaching for conceptual change: Confronting children's experience. Phi Delta Kappan, 71, 680-685.
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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.
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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.
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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.
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Yager, R. E. (1991). The constructivist learning model: Towards real reform in science education. Science Teacher, 58 (6), 52-57.
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