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References for Further Reading
Bereiter, C., and M. Scardamalia. 1989. Intentional learning as a goal of instruction. In Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, L.B. Resnick, ed.: 361-392. Hillsdale, NJ: Lawrence Erlbaum and Associates.
Brown, A. 1994. The advancement of learning. Presidential Address, American Educational Research Association. Educational Researcher, 23: 4-12.
Brown, A.L., and J.C. Campione. 1994. Guided discovery in a community of learners. In Classroom Lessons: Integrating Cognitive Theory and Classroom Practice, K. McGilly, ed.: 229-270. Cambridge, MA: MIT Press.
Bruer, J.T. 1993. Schools for Thought: A Science of Learning in the Classroom. Cambridge, MA: MIT Press.
Carey, S. 1985. Conceptual Change in Childhood. Cambridge, MA: MIT Press.
Carey, S., and R. Gelman, eds. 1991. The Epigenesis of Mind: Essays on Biology and Cognition. Hillsdale, NJ: Lawrence Erlbaum and Associates.
Champagne, A.B. 1988. Science Teaching: Making the System Work. In This Year in School Science 1988: Papers from the Forum for School Science. Washington, DC: American Association for the Advancement of Science.
Cohen, D.K., M.W. McLaughlin, and J.E. Talbert, eds. 1993. Teaching for Understanding: Challenges for Policy and Practice. San Francisco: Jossey-Bass.
Darling-Hammond, L. 1992. Standards of Practice for Learner Centered Schools. New York: National Center for Restructuring Schools and Learning.
Harlen, W. 1992. The Teaching of Science. London: David Fulton Publishers.
Leinhardt, G. 1993. On Teaching. In Advances in Instructional Psychology, R. Glaser ed., vol.4: 1-54. Hillsdale, NJ: Lawrence Erlbaum and Associates.
Loucks-Horsley, S., J.G. Brooks, M.O. Carlson, P. Kuerbis, D.P. Marsh, M. Padilla, H. Pratt, and K.L. Smith. 1990. Developing and Supporting Teachers for Science Education in the Middle Years. Andover, MA: The National Center for Improving Science Education.
Loucks-Horsley, S., M.O. Carlson, L.H. Brink, P. Horwitz, D.P. Marsh, H. Pratt, K.R. Roy, and K. Worth. 1989. Developing and Supporting Teachers for Elementary School Science Education. Andover, MA: The National Center for Improving Science Education.
McGilly, K., ed. 1994. Classroom Lessons: Integrating Cognitive Theory and Classroom Practice. Cambridge, MA: MIT Press.
NBPTS (National Board for Professional Teaching Standards). 1991. Toward High and Rigorous Standards for the Teaching Profession: Initial Policies and Perspectives of the National Board for Professional Teaching Standards, 3rd ed. Detroit, MI: NBPTS.
NCTM (National Council of Teachers of Mathematics). 1991. Professional Standards for Teaching Mathematics. Reston, VA: NCTM.
NRC (National Research Council). 1994. Learning, Remembering, Believing: Enhancing Human Performance, D. Druckman and R.A. Bjork, eds. Washington, DC: National Academy Press.
NRC (National Research Council). 1990. Fulfilling the Promise: Biology Education in the Nation's Schools. Washington, DC: National Academy Press.
NRC (National Research Council). 1987. Education and Learning to Think, L.B. Resnick, ed. Washington, DC: National Academy Press.
Schoen, D. 1987. Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass.
Shulman, L.S. 1987. Knowledge and teaching foundations of the new reform. Harvard Education Review, 57 (1): 1-22.
Marking the culmination of a three-year, multiphase process, on April 10th, 2013, a 26-state consortium released the Next Generation Science Standards (NGSS), a detailed description of the key scientific ideas and practices that all students should learn by the time they graduate from high school.