National Academies Press: OpenBook
« Previous: 5 Ensuring Quality and Impact: A Program to Advance Both Science and Practice
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

References

Adams, J., R. Treiman, and M. Pressley 1998 Reading, writing, and literacy. Pp. 275-355 in Handbook of Child Psychology, Fifth Edition, Vol. 4: Child Psychology in Practice, I.E. Sigel and K.A. Renninger, eds. New York: Wiley.

Aleven, V., and K. Koedinger 2002 An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science 26:147-179.

American Association for the Advancement of Science 1991 Science for All Americans, F.J. Rutherford and A. Ahlgren, eds. Cary, NC: Oxford University Press.

2001 Designs for Science Literacy. Cary, NC: Oxford University Press.

Anderson, J. 1983 The Architecture of Cognition. Cambridge, MA: Harvard University Press.

Anderson, J.R., A. Corbett, K.R. Koedinger, and R. Pelletier 1995 Cognitive tutors: Lessons learned. Journal of the Learning Sciences 4:167-207.

Anderson, J.R., L.M. Reder, and H. Simon 1998 Radical constructivism and cognitive psychology. In Brookings Papers on Education Policy 1998, D. Ravitch, ed. Washington, DC: Brookings Institute Press.

Ashby, R., P. Lee, and D. Shemilt Forth-coming Learning history: Principles into practice. Chapter in How Students Learn: History, Math, and Science in the Classroom. Committee on How People Learn, A Targeted Report for Teachers. Washington, DC: National Academies Press.

Avorn, J., and D.H. Solomon 2000 Cultural and economic factors that (mis)shape antibiotic use: The nonpharmacologic basis of therapeutics. Annals of Internal Medicine 133(2):128-135.

Avorn, J., and S.B. Soumerai 1983 Improving drug-therapy decisions through educational outreach: A randomized controlled trial of academically based “detailing.” New England Journal of Medicine 308:1457-1463.

Avorn, J., M. Chen, and R. Hartley 1982 Scientific versus commercial sources of influence on the prescribing behavior of physicians. The American Journal of Medicine 73:4-8.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Ball, D.L. 1988 The Subject Matter Preparation of Prospective Mathematics Teachers: Challenging the Myths. Research Report 88-3. East Lansing: Michigan State University, National Center for Research on Teacher Learning. Available: http://ncrtl.msu.edu/http/rreports/html/rr883.htm.

Barr, M.A., S. Ellis, H. Tester, and A. Thomas 1988 The Primary Language Record: Handbook for Teachers. Portsmouth, NH: Heinemann.

Bazerman, C. 1988 Shaping Written Knowledge: The Genre and Activity of Experimental Article in Science. Madison: University of Wisconsin Press.

Beck, I.L., and M.G. McKeown 2001 Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher 55(1):10-20.

Beck, I.L., M.G. McKeown, R.L. Hamilton, and L. Kucan 1997 Questioning the Author: An Approach for Enhancing Student Engagement with Text. Newark, DE: International Reading Association.

Bednarz, N., C. Kieran, and L. Lee 1996 Approaches to Algebra: Perspectives for Research and Teaching. Dordrecht, The Netherlands: Kluwer Academic Press.

Beichner, R.J. 1994 Multimedia editing to promote science learning. Journal of Computers in Mathematics and Science Teaching 13(2):147-162.

Bishop, D.V.M., and C. Adams 1990 A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry 31:1027-1050.

Boaler, J. 1997 Experiencing School Mathematics: Teaching Styles, Sex, and Setting. Buckingham, UK: Open University Press.

Bos, C.S., N. Mather, R.F. Narr, and N. Babur 1999 Interactive, collaborative professional development in early literacy instruction: Supporting the balancing act. Learning Disabilities Research and Practice 14(4):227-238.

Bowey, J.A. 1994 Phonological sensitivity in novice readers and nonreaders. Journal of Experimental Child Psychology 58:134-159.

Brenner, M.E., R.E. Mayer, B. Moseley, T. Brar, R. Duran, B.S. Reed, and D. Webb 1997 Learning by understanding: The role of multiple representations in learning algebra. American Educational Research Journal 34(4):663-689.

Briars, D.J., and L.B. Resnick 2000 Standards, Assessment—and What Else? The Essential Elements of Standards-Based School Improvement. Los Angeles: Center for the Study of Evaluation, University of California, Los Angeles. Available: http://www.cse.ucla.edu/CRESST/Reports/TECH528.pdf.

Brooks-Gunn, J., G.J. Duncan, and P.R. Britto 1999 Are socioeconomic gradients for children similar to those for adults? Pp. 94-124 in Developmental Health and the Wealth of the Nations: Social, Biological, and Educational Dynamics, D.P. Keating and C. Hertzman, eds. New York: Guilford Press.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Brown, A.L. 1997 Transforming schools into communities of thinking and learning about serious matters. American Psychologist 52:399-414.

Brown, A.L., J.D. Bransford, R.A. Ferrara, and J.C. Campione 1983 Learning, remembering, and understanding. Pp. 78-166 in Handbook of Child Psychology: Volume 3 Cognitive Development (4th edition), J.H. Flavell and E.M. Markman, eds. New York: Wiley.

Budiansky, S. 2001 The trouble with textbooks. Prism (February).


Carey, S. 2001 Evolutionary and ontogenetic foundations of arithmetic. Mind and Language 37-55.

Carey, S., R. Evans, M. Honda, E. Jay, and C. Unger 1989 An experiment is when you try it and see if it works: A study of grade 7 students’ understanding of the construction of scientific knowledge. International Journal of Science Education 11:514-529.

Carpenter, T., and M. Franke 2001 Developing algebraic reasoning in the elementary school. Pp. 155-162 in Proceedings of the 12th ICMI Study Conference (Vol. 1), H. Chick, K. Stacey, J. Vincent, and J. Vincent, eds. Melbourne, Australia: The University of Melbourne.

Carpenter, T., E. Fennema, and M. Franke 1996 Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. Elementary School Journal 97(1):3-20.

Carroll, G.R., and M.T. Hannan 2000 The Demography of Corporations and Industries. Princeton, NJ: Princeton University Press.

Case, R., and R. Sandieson 1987 General Development Constraints on the Acquisition of Special Procedures (and Vice Versa). Paper presented at the annual meeting of the American Educational Research Association, Baltimore, April.

Chi, M.T.H., and M. Bassok 1989 Learning from examples via self-explanations. In Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, L.B. Resnick, ed. Hillsdale, NJ: Lawrence Erlbaum Associates.

Chi, M.T.H., P.J. Feltovich, and R. Glaser 1981 Categorization and representation of physics problems by experts and novices. Cognitive Science 5:121-152.

Clay, M.M. 1993 Reading Recovery: A Guidebook for Teachers in Training. Portsmouth, NH: Heinemann.

Clement, J. 1982 Students’ perceptions in elementary mechanics. American Journal of Physics 50:66-71.

Cobb, P., K. McClain, and K. Gravemeijer 2003 Learning about statistical covariation. Cognition and Instruction 21(1):1-78.

Cohen, D.K., and H.C. Hill 2000 Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record 102(2):294-343.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Cook-Gumperz, J. 1973 Situated instructions: Language socialization of school aged children. Pp. 103-124 in Child Discourse, S. Ervin-Tripp and C. Mitchell-Kernan, eds. New York: Academic Press.

Cummings, K., D. Halliday, R. Resnick, and J. Walker 2001 Cummings, Laws, Redish Cooney, Understanding Physics, Part 2 Preliminary Edition. Indianapolis, IN: John Wiley and Sons.


Dauite, C. 1986 Do 1 and 1 make 2? Patterns of influence by collaborative authors. Written Communication 3:382-408.

Dickinson, D.K., and K.E. Sprague 2001 The nature and impact of early childhood care environments on the language and early literacy development of children from low-income families. Pp. 263-280 in Handbook of Early Literacy Research, S.B. Neuman and D.K. Dickinson, eds. New York: Guilford Press.

Dickinson, D.K., and P.O. Tabors 2001 Beginning Literacy with Language. Baltimore: Brookes Publishing Co.

diSessa, A. 1982 Unlearning Aristotelian physics: A study of knowledge-based learning. Cognitive Science 6(1):37-75.

Driver, R., J. Leach, R. Millar, and P. Scott 1996 Young People’s Images of Science. Buckingham, UK: Open University Press.

Durkin, D. 1978–1979 What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly 14(4):481-533.


Education Development Center, Inc. 2001 Curriculum Summaries. Newton, MA: K-12 Mathematics Curriculum Center.

Education Week 2002 The new-look SAT. Education Week on the Web 21(48)28. Available: http://www.edweek.org.

Ehri, L.C. 1998 Grapheme-phoneme knowledge is essential for learning to read words in English. Pp. 3-40 in Word Recognition in Beginning Literacy, J.L. Metsala and L.C. Ehri, eds. Mahwah, NJ: Erlbaum.


Ferguson, R. 1991 Paying for public education: New evidence on how and why money matters. Harvard Journal on Legislation 28(Summer):465-498.

Ferguson, R.F., and H.F. Ladd 1996 How and why money matters: An analysis of Alabama schools. Pp. 265-298 in Holding Schools Accountable, H. Ladd, ed. Washington, DC: Brookings Institution.

Ferrini-Mundy, J., and G. Burrill 2002 Preparing for the Teaching of Algebra in Secondary Schools: Challenges and Promising Directions. Workshop report from the National Summit on the Mathematical Education of Teachers: Meeting the Demand for High Quality Mathematics Education in America. A conference sponsored by the Conference Board of the Mathematical Sciences. Falls Church, VA, November 2001. Available: http://www.cbmsweb.org/NationalSummit/WG_Speakers/ferrinimundy.htm.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Fletcher, J.M., B.R. Foorman, A. Boudousquie, M. Barnes, C. Schatschneider, and D.J. Francis 2002 Assessment of reading and learning disabilities: A research-based, treatment-oriented approach. Journal of School Psychology 40:27-63.

Foorman, B.R., and L.C. Moats in press Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education.

Foorman, B.R., and C. Schatschneider in press Measuring teaching practice during reading/language arts instruction and its relation to student achievement. In Reading in the Classroom: Systems for Observing Teaching and Learning, S. Vaughn and K. Briggs, eds. Baltimore: Brookes Publishing Co.

Foorman, B.R., and J.K. Torgesen 2001 Critical elements of classroom and small-group instruction promote reading success in all children. Disabilities Research and Practice 16:202-211.

Foorman, B.R., J.M. Fletcher, and D.J. Francis 2001 Early reading assessment. In Testing America’s Schoolchildren, W. Evert, ed. Stanford, CA: The Hoover Institution.

Foorman, B.R., D.J. Francis, K. Davidson, M. Harm, and J. Griffin 2002 Variability in Text Feature in Six Grade 1 Basal Reading Programs. Unpublished manuscript.

Foorman, B.R., J. Anthony, L. Seals, and A. Mouzaki in press Language development and emergent literacy in preschool. To appear in Language Development and Disorders in Childhood, I. Butler, ed. Special issue of Seminars in Pediatric Neurology.

Fuson, K., W.M. Carroll, and J.V. Drueck 2000 Achievement results for second and third graders using the standards-based curriculum “Everyday Mathematics.” Journal for Research in Mathematics Education 31(3):277-295.

Fuson, K.C. 2003 Children’s Math Worlds, Kindergarten, Grades 1, 2, 3, 4, 5. For more information, contact Karen Fuson at Fuson@northwestern.edu.


Gagne, R.M. 1968 Contributions of learning to human development. Psychological Review 75:177-191.

Gelman, R. 1967 Conservation acquisition: A problem of learning to attend to the relevant attributes. Journal of Experimental Child Psychology 7:167-187.

1990 First principles organize attention to and learning about relevant data: Number and the animate-inanimate distinction as examples. Cognitive Science 14:79-106.

Gelman, R., and C.R. Gallistel 1978 The Children’s Understanding of Number. Cambridge, MA: Harvard University Press.

Ginsburg, H.P., C. Greenes, and Robert Balfanz 2003 Big Math for Little Kids. Parsippany, NJ: Dale Seymour Publications.

Gluck, K. 1999 Eye Movements and Algebra Cognitive Tutoring. Doctoral dissertation, Psychology Department, Carnegie Melon University.

Graesser, A.C., K.K. Millis, and R.A. Zwaan 1997 Discourse comprehension. Annual Review of Psychology 48:163-189.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Graves, M.F., and W.H. Slater 1987 Development of Reading Vocabularies in Rural Disadvantaged Students, Intercity Disadvantaged Students and Middle Class Suburban Students. Paper presented at the conference of the American Educational Research Association, Washington, DC, April.

Griffin, S. Forth-coming Teaching mathematics in the primary grades: Fostering the development of whole number sense. Chapter in How Students Learn: History, Math, and Science in the Classroom. Committee on How People Learn, A Targeted Report for Teachers. Washington, DC: National Academies Press.

Griffin, S., and R. Case 1997 Re-thinking the primary school math curriculum: An approach based on cognitive science. Issues in Education 3(1):1-49.

Grosslight, L., C. Unger, E. Jay, and C. Smith 1991 Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching 28:799-822.

Guthrie, J.T., K.E. Cox, E. Anderson, K. Harris, S. Mazzoni, and L. Rach 1998a Principles of integrated instruction for engagement in reading. Educational Psychology Review 10(2):177-199.

Guthrie, J.T., P. Van Meter, G.R. Hancock, S. Alao, E. Anderson, and A. McCann 1998b Does concept oriented reading instruction increase strategy use and conceptual learning from text? Journal of Educational Psychology 90(2):261-278.


Hake, R.R. 1998 Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics 66:64-74.

Halloun, I.A., and D. Hestenes 1985 The initial knowledge state of college physics students. American Journal of Physics 53:1043-1055.

Hannon, B., and M. Daneman 2001 A new tool for measuring and understanding individual differences in the component processes of reading comprehension. Journal of Educational Psychology 93:103-128.

Hart, B., and T.R. Risley 1995 Meaningful Differences in the Everyday Experience of Young American Children. Baltimore: Paul H. Brookes Publishing Co.

Haverty, L.A. 1999 The Importance of Basic Number Knowledge to Advanced Mathematical Problem Solving. Doctoral dissertation, Psychology Department, Carnegie Melon University.

Heath, S. 1983 Way With Words. Cambridge, England: Cambridge University Press.

Heffernan, N., and K.R. Koedinger 1997 The composition effect in symbolizing: The role of symbol production vs. text comprehension. Pp. 307-312 in Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society, M.G. Shafto and P Langley, eds. Hillsdale, NJ: Erlbaum.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

1998 A developmental model for algebra symbolization: The results of a difficulty factors assessment. Pp. 484-489 in Proceedings of the Twentieth Annual Conference of the Cognitive Science Society, M.A. Gernbascher and S.J. Derry, eds. Mahwah, NJ: Erlbaum.

Heibert, E.H., and L.A. Martin 2001 The texts of beginning reading instruction. Pp. 361-376 in Handbook of Early Literacy Research, S.B. Neuman and D.K. Dickinson, eds. New York: Guilford Press.

Hestenes, D. 1987 Toward a modeling theory of physics instruction. American Journal of Physics 60:440-454.

2000 Findings of the Modeling Workshop Project (1994-00). Final report submitted to the National Science Foundation for the Teacher Enhancement grant entitled Modeling Instruction in High School Physics. Arizona State University, Tempe, AZ.

Hestenes, D., M. Wells, and G. Swackhamer 1992 Force Concept Inventory. The Physics Teacher 30:141-158.

Hiebert, J., R. Gallimore, and J.W. Stigler 2002 A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher 31(5):3-15.

Horizon Research, Inc. 2002 Unpublished special tabulations on data from the 2000 National Survey of Science and Mathematics Education. Horizon Research, Inc., Chapel Hill, NC.

Hunt, E., and J. Minstrell 1994 A cognitive approach to the teaching of physics. Pp. 51-74 in Classroom Lessons: Integrating Cognitive Theory and Classroom Practice, K. McGilly, ed. Cambridge, MA: MIT Press.

Huttenlocher, J. 1998 Language input and language growth. Preventive Medicine 27:195-199.


Kalchman, M., and K.R. Koedinger Forth-coming Teaching and learning functions. In How Students Learn: Targeted Report for Teachers. Committee on How People Learn, National Research Council. Washington, DC: The National Academies Press.

Kalchman, M., J. Moss, and R. Case 2001 Psychological models for development of mathematical understanding: Rational numbers and functions. Pp. 1-38 in Cognition and Instruction: Twenty-Five Years of Progress, S. Carver and D. Klahr, eds. Mahwah, NJ: Erlbaum.

Kintsch, W. 1998 Paradigms of Comprehension. Oxford, England: Oxford University Press.

Kintsch, W., K. Rawson, and E. Mulligan 2001 Designs for a Comprehension Test. Paper presented at the Conference of the American Educational Research Association.

Koedinger, K.R., and J.R. Anderson 1998 Illustrating principled design: The early evolution of a cognitive tutor for algebra symbolization. Interactive Learning Environments 5:161-180.

Koedinger, K.R., and M.J. Nathan in press The real story behind story problems: Effects of representations on quantitative reasoning. Journal of Learning Sciences.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Kuhn, T.S. 1989 Possible worlds in the history of science. Pp. 9-32 in Possible Worlds in Humanities, Arts, and Sciences: Proceedings of the Nobel Symposium 65, A. Sture, ed. Berlin: Walter de Gruyter.


Lanier, J., and J. Little 1986 Research on teacher education. Pp. 527-569 in Handbook of Research on Teaching (3rd edition), M.C. Wittrock, ed. New York: Macmillan.

Larkin, J.H. 1983 The role of problem representation in physics. In Mental Models, D. Genter and A.L. Stevens, eds. Hillsdale, NJ: Lawrence Erlbaum Associates.

Lederman, N.G. 2001 Understanding the Nature of Science: The Potential Contributions to Censorship by Different Views of Science. Paper presented at the International Meeting of the Association for the Education of Teachers in Science, Costa Mesa, CA.

Lehrer, R., and L. Schauble 2000 Developing model-based reasoning in mathematics and science. Journal of Applied Developmental Psychology 21(1):218-232.

2001 Investigating Real Data in the Classroom: Expanding Children’s Understanding of Math and Science. New York: Teachers College Press.

2002 Symbolic communication in mathematics and science: Co-constituting inscription and thought. Pp. 167-192 in Language, Literacy, and Cognitive Development: The Development and Consequences of Symbolic Communication, J. Byrnes, and E. Amsel, eds. Mahwah, NJ: Lawrence Erlbaum Associates.

Lemke, J.L. 1990 Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex Publishing.

Levidow, B.B., E. Hunt, and C. McKee 1991 The Diagnoser: A hypercard tool for building theoretically based tutorials. Behavior Research Methods, Instruments, and Computers 23:249-252.

Lochhead, J., and J. Mestre 1988 From words to algebra: Mending misconceptions. Pp. 127-135 in The Ideas of Algebra K-12, A. Coxford and A. Schulte, eds. Reston, VA: National Council of Teachers of Mathematics.

Lonigan, C.J., and G.J. Whitehurst 1998 Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly 13(2):263-292.

Lonigan, C.J., S.R. Burgess, J.L. Anthony, and T.A. Barker 1998 Development of phonological sensitivity in two- to five-year-old children. Journal of Educational Psychology 90:294-311.

Lonigan, C.J., S.R. Burgess, and J.L Anthony 2000 Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology 36:596-613.

Lubienski, C.A., A.D. Otto, B.S. Rich, and P.A. Jaberg 1998 An analysis of two novice K-8 teachers using a model of teaching in context. Pp. 704-709 in Proceedings of the Twentieth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2), S. Berenson, K. Dawkins, M. Blanton,

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

W. Coulombe, J. Kolb, K. Norwood, and L. Stiff, eds. ERIC Document Reproduction Service No. ED 430 776. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.


Ma, Liping 1999 Knowing and Teaching Elementary Mathematics. Mahway, NJ: Lawrence Erlbaum Associates.

Maloney, D.P. 1993 Research on problem solving: Physics. In Handbook of Research on Science Teaching and Learning, D. Gabel, ed. New York: Macmillan.

Maloney, D.P., T.L. Okuma, C.J. Hieggelke, and A. Van Heuvelen 2001 Surveying student’s conceptual knowledge of electricity and magnetism. Physics Education Research, American Journal of Physics Supplement 69(7):S12-S23.

Mannes, S.M., and W. Kintsch 1987 Knowledge organization and text organization. Cognition and Instruction 4:91-115.

Markman, E.M. 1977 Realizing you don’t understand: A preliminary investigation. Child Development 46:986-992.

1981 Comprehension monitoring. Pp. 61-84 in Children’s Oral Communication Skills, W.P. Dickson, ed. New York: Academic Press.

Mazur, E. 1997 Peer Instruction: A User’s Manual. Edgewood Cliffs, NJ: Prentice-Hall.

McCutchen, D., R.D. Abbott, L.B. Green, N. Beretvas, S. Cox, N.S. Potter, T. Quiroga, and A.L. Gray 2002 Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities 35(1):69-86.

McDermott, L.C. 1984 Research on conceptual understanding in mechanics. Physics Today 37:24-32.

McDermott, L.C., and E.F. Redish 1999 RL-PER1: Resource letter on physics education research. American Journal of Physics 67(9):755-767.

McGlynn, E.A., S.M. Asch, J. Adams, J. Keesey, J. Hicks, A. De Cristofaro, and E.A. Kerr 2003 The quality of health care delivered to adults in the United States. The New England Journal of Medicine 348(26):2635-2645.

Meisels, S.J. 1996–1997 Using work sampling in authentic assessments. Educational Leader ship (Winter):60-65.

Metz, K.E. 2000 Young children’s inquiry in biology: Building the knowledge bases to empower independent inquiry. Pp. 371-404 in Inquiry Into Inquiry Learning and Teaching in Science , J. Minstrell and E.H. vanZee, eds. Washington, DC: American Association for the Advancement of Science.

Minstrell, J. 1989 Teaching science for understanding. Pp. 129-149 in Toward the Thinking Curriculum: Current Cognitive Research. 1989 Yearbook of the Association for Supervision and Curriculum Development, L. Resnick and L. Klopfer, eds. Washington, DC: Association for Supervision and Curriculum Development.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

1992 Facets of students’ knowledge and relevant instruction. Pp. 110-128 in Proceedings of the International Workshop on Research in Physics Education: Theoretical Issues and Empirical Studies, R. Duit, F. Goldberg, and H. Niedderer, eds. Kiel, Germany: Institut fur die Padagogik der Naturwissenshaften.

Minstrell, J., and E.B. Hunt 1990 The Development of a Classroom Based Teaching System Representing Students’ Knowledge Structures and Their Processing of Instruction. Phase 1 Report to the James S. McDonnell Foundation.

Minstrell, J., and V. Simpson 1996 A classroom environment for learning: Guiding student’s reconstruction of understanding and reasoning. Pp. 175-202 in Innovations in Learning: New Environments for Education, L. Schauble and R. Glaser, eds. Mahwah, NJ: Lawrence Erlbaum Associates.

Moats, L.C. 1994 The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia 44:81-101.

Moats, L.C., and G.R. Lyon 1996 Wanted: Teachers with knowledge of language. Topics in Language Disorders 16(2):73-86.

Moses, R., and C. Cobb 2001 Radical Equations: Math Literacy and Civil Rights. Boston: Beacon Press.


Nathan, M.J., A.C. Stephens, D.K. Masarik, M.W. Alibali, and K.R. Koedinger 2002 Representational fluency in middle school: A classroom based study. In Proceedings of PME-NA XXXIII, The North American Chapter of the International Group for the Psychology of Mathematics Education.

National Center for Education Statistics 1999 Highlights from TIMSS, C. Calsyn, P. Gonzales, and M. Frase, eds. Rep. No. 1999081. Washington, DC: U.S. Department of Education.

2000 Science Highlights: The Nation’s Report Card. Washington, DC: U.S. Department of Education.

2001 Fourth Grade Reading Highlights 2000: The Nation’s Report Card. Washington, DC: U.S. Department of Education.

2003 The Nation’s Report Card: Science 2000, C.Y. O’Sullivan, M.A. Lauko, W.S. Grigg, J. Qian, and J. Zhang, eds. NCES 2003-453. Washington, DC: U.S. Department of Education.

National Council of Teachers of Mathematics 2000 Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.

National Institute of Child Health and Human Development 2000 Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instructions. Report of the National Reading Panel. NIH Publication No. 00-4769. Washington, DC: U.S. Department of Education.

National Research Council 1998 Preventing Reading Difficulties in Young Children. Committee on the Prevention of Reading Difficulties in Young Children. C.E. Snow, M. Burns, and M. Griffin, eds. Washington, DC: National Academy Press.

1999 How People Learn: Bridging Research and Practice. Committee on Learning Research and Educational Practice. M.S. Donovan, J.D. Bransford, and J.W. Pellegrino, eds. Washington, DC: National Academy Press.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

2000 How People Learn: Brain, Mind, Experience, and School. Committee on Developments in the Science of Learning. J.D. Bransford, A.L. Brown, and R.R. Cocking, eds. Washington, DC: National Academy Press.

2001a Adding It Up: Helping Children Learn Mathematics. Mathematics Learning Study Committee. J. Kilpatrick, J. Swafford, and B. Findell, eds. Washington, DC: National Academy Press.

2001b Eager to Learn: Educating Our Preschoolers. Committee on Early Childhood Pedagogy, Commission on Behavioral and Social Sciences and Education. B.T. Bowman, M.S. Donovan, and M.S. Burns, eds. Washington, DC: National Academy Press.

2001c Knowing What Students Know: The Science and Design of Educational Assessment. Committee on the Foundations of Assessment. J.W. Pellegrino, N. Chudowsky, and R. Glaser, eds. Washington, DC: National Academy Press.

2001d New Horizons in Health: An Integrative Approach. Committee on Future Directions for Behavioral and Social Sciences Research. B.H. Singer and C.D. Ryff, eds. Washington, DC: National Academy Press.

2002a Minority Students in Special and Gifted Education. Committee on Minority Representation in Special Education. M.S. Donovan and C.T Cross, eds. Washington, DC: The National Academies Press.

2002b Scientific Research in Education. Committee on Scientific Principles for Education Research. R.J. Shavelson and L. Towne, eds. Washington, DC: The National Academies Press.

2003 Strategic Education Research Partnership. Committee on Strategic Education Research Partnership. M.S. Donovan, A.K. Wigdor, and C.E. Snow, editors. Washington, DC: The National Academies Press.

Forth-coming How Students Learn: History, Math, and Science in the Classroom. Committee on How People Learn, A Targeted Report for Teachers. J.D. Bransford and M.S. Donovan, eds. Washington, DC: The National Academies Press.

Nelson, J., and L. Bader 2001 Physics teaching resource agent program. The Physics Teacher 39.


O’Connor, R.E. 1999 Teachers learning ladders to literacy. Learning Disabilities Research and Practice 14(4):203-214.

O’Connor, R.E., and J.R. Jenkins 1999 The prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading 3:159-197.

Olson, D.R. 1977 From utterance to text: The bias of language in speech and writing. Harvard Educational Review 47:257-281.


Palincsar, A.S. 1986 The role of dialogue in providing scaffolded instruction. Educational Psychologist 21(1 and 2):73-98.

Palincsar, A.S., and A.L. Brown 1984 Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction 1:117-175.

Palincsar, A.S., D.D. Stevens, and J.R. Gavelek 1989 Collaborating with teachers in the interest of student collaboration. International Journal of Educational Research 13:41-53.

Pasero, S. 2003 The State of Physics-First Programs. A report for Project ARISE (American Renaissance in Science Education). Batavia, IL: Fermilab Education Department.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Pearson, P.D., and D.N. Hamm 2002 The Assessment of Reading Comprehension: A Review of Practice—Past, Present, and Future. Santa Monica, CA: RAND Corporation.

Pelavin, S.H., and M. Kane 1990 Changing the Odds: Factors Increasing Access to College. New York: College Board Publications.

Perfetti, C.A. 1992 The representation problem in reading acquisition. Pp. 145-174 in Reading Acquisition, P.B. Gough, L.C. Ehri, and R. Treiman, eds. Hillsdale, NJ: Lawrence Erlbaum.

Petrosino, A., R. Lehrer, and L. Schauble 2003 Structuring error and experimental variation as distribution in the fourth grade. Mathematical Thinking and Learning 5(2 and 3):131-156.

Pfundt, H., and R. Duit 1991 Student’s Alternative Frameworks and Science Education (3rd edition). Keil, Germany: Institute for Science Education.

Porter, A.C. 1998 The effects of upgrading policies on high school mathematics and science. Pp. 123-172 in Brookings Papers on Education Policy, D. Ravitch, ed. Washington, DC: Brookings Institution.

Pressley, M., C.J. Johnson, S. Symons, J.A. McGoldrick, and J.A. Kurita 1989 Strategies that improve children’s memory and comprehension of text. Elementary School Journal 90(1):3-32.


Raghavan, K., R. Glaser, and M.L. Sartoris 1995 MARS, a computer-supported middle-school science curriculum to foster model-based analytical reasoning. Pp. 17-56 in Proceedings from the Working Conference on Applications of Technology in the Science Classroom. Columbus, OH: The National Center for Science Teaching and Learning.

RAND 2002a Toward an R and D Program in Reading Comprehension. RAND Reading Study Group, C. Snow, Chair. Santa Monica, CA: RAND.

2002b Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education. RAND Mathematics Study Panel, D. Loewenberg Ball, Chair. DRU-2773-OERI. Santa Monica, CA: RAND.

Reeve, J., E. Bolt, and Y. Cai 1999 Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology 91(3):537-548.

Reiser, B.J., I. Tabak, W.A. Sandoval, B. Smith, F. Steinmuller, and T.J. Leone 2001 Bguile: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In Cognition and Instruction: Twenty Five Years in Progress, S.M. Carver and D. Klahr, eds. Mahwah, NJ: Erlbaum.

Roseman, J.E., S. Kesidou, L. Stern, and A. Caldwell 1999 Heavy books light on learning: AAAS project 2061 evaluates middle grades science textbooks. Science Books and Films 35(6).

Rosenshine, B., and C. Meister 1994 Reciprocal teaching: A review of the research. Review of Educational Research 64(4):479-530.

Rosenshine, B., C. Meister, and S. Chapman 1996 Teaching students to generate questions: A review of the intervention studies. Review of Educational Research 66(2):181-122.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Ruiz-Primo, M.A., and R.J. Shavelson 1996 Rhetoric and reality in science performance assessments: An update. Journal of Research in Science Teaching 33(10):1045-1063.

Ruiz-Primo, M.A., S.E. Schultz, M. Li, and R.J. Shavelson 2001 Comparison of the reliability and validity of scores from two concept-mapping techniques. Journal of Research in Science Teaching 38(2):260-278.


Salinger, T., and E. Chittenden 1994 Analysis of an early literacy portfolio: Consequences for instruction. Language Arts 71:446-452.

Scarborough, H.S. 1989 Prediction of reading disability from familial and individual differences. Journal of Educational Psychology 81(1):101-108.

1998 Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. Pp. 77-121 in Specific Reading Disability: A View of the Spectrum, B.K. Shapiro, P.J. Accardo, and A.J. Capute, eds. Timonium, MD: York Press.

Schmidt, W.H. 2001 Defining teacher quality through content: Professional development implications from TIMSS. Pp. 141-164 in Professional Development Planning and Design: Issues in Science Education, J. Rhonton and P. Bowers, eds. Arlington, VA: National Science Teachers Association.

Schofield, J.W., D. Evans-Rhodes, and B.R. Huber 1990 Artificial intelligence in the classroom: The impact of a computer-based tutor on teachers and students. Social Science Computer Review 8(1):24-41.

Share, D.L., A.F. Jorm, R. Maclean, and R. Matthews 1984 Sources of individual differences in reading acquisition. Journal of Educational Psychology 76(6):1309-1324.

Smith, C.L., D. Maclin, C. Houghton, and M.G. Hennessey 2000 Sixth-grade students’ epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction 18(3):285-316.

Solano-Flores, G., and R.J. Shavelson 1997 Development of performance assessments in science: Conceptual, practical, and logistical issues. Educational Measurement: Issues and Practice 16(3):16-24.

Solomon, D.H., L. Van Houten, R.J. Glynn, L. Baden, K. Curtis, H. Schrager, and J. Avorn 2001 Academic detailing to improve use of broad-spectrum antibiotics at an academic medical center. Archives of Internal Medicine 161(August 13/27):1897-1902.

Spillane, J.P. 2000 Cognition and policy implementation: District policymakers and the reform of mathematics education. Cognition and Instruction 18(2):141-179.

Stecher, B.M., S.P. Klein, G. Solano-Flores, D. McCaffrey, A. Robyn, R.J. Shavelson, and E. Haertel 2000 The effects of content, format, and inquiry level on performance on science performance assessment scores. Applied Measurement in Education 13(2):139-160.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Stigler, J.W., P. Gonzales, T. Kawanaka, S. Knoll, and A. Serrano 1999 The TIMSS videotape classroom study: Methods and findings from an exploratory research project on eighth-grade mathematics instruction in Germany, Japan, and the United States. Education Statistics Quarterly 1(2):109-112.

Stokes, D.E. 1997 Pasteur’s Quadrant: Basic Science and Technological Innovation. Washington, DC: Brookings Institute Press.

Strauss, R.P., and E.A. Sawyer 1986 Some new evidence on teacher and student competencies. Economics of Education Review 5(1):41-48.


Thernstrom, A., and S. Thernstrom in press Getting the Answers Right: The Racial Gap in Academic Achievement and How to Close It . New York: Simon & Schuster.

Thomas, G., S. Wineburg, P. Grossman, O. Myhre, and S. Woolworth 1998 In the company of colleagues: An interim report on development of a community of teacher learners. Teaching and Teacher Education 14(1):21-32.

Thornton, R.K., and D.R. Sokoloff 1998 Assessing student learning of Newton’s laws, the force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula. American Journal of Physics 66:338-352.

Torgesen, J.K. 2002 The prevention of reading difficulties. Journal of School Psychology 40(1):7-26.

Turner, J.C. 1995 The influence of classroom contexts on young children’s motivation for literacy. Reading Research Quarterly 30(3):410–441.


Valdez-Menchaca, M.C., and G.J. Whitehurst 1992 Accelerating language development through picture book reading: A systematic extension to Mexican day-care. Developmental Psychology 28:1106-1114.

Valverde, G.A., and W.H. Schmidt 1997 Refocusing U.S. math and science education. Issues in Science and Technology 14(2):60-67.

Vellutino, F.R., D.M. Scanlon, and G.R. Lyon 2000 Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability. Journal of Learning Disabilities 33:223-238.

Vosniadou, S., and W.F. Brewer 1989 The Concept of the Earth’s Shape: A Study of Conceptual Change in Childhood. Unpublished paper, Center for the Study of Reading, University of Illinois, Champaign.

1994 Mental models of the day/night cycle. Cognitive Science 18:123-183.


Wagner, R.K., J.K. Torgesen, N.P. Laughon, K. Simmons, and C.A. Rashotte 1993 Development of young readers’ phonological processing abilities. Journal of Educational Psychology 85:83-103.

Wagner, R.K., J.K. Torgesen, C.A. Rashotte, S.A. Hecht, T.A. Barker, S.R. Burgess, J. Donahue, and T. Garon 1997 Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology 33:468-479.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Warren, B., and A. Rosebery 1996 This question is just too, too easy: Perspectives from the classroom on accountability in science. Pp. 97-125 in the Contributions of Instructional Innovation of Understanding Learning, L. Schauble and R. Glaser, eds. Mahwah, NJ: Erlbaum.

Weiss, I.R., E.R. Banilower, K.C. McMahon, and P.S. Smith 2001 Report of the 2000 National Survey of Science and Mathematics Education. Chapel Hill, NC: Horizon Research.

Weiss, I.R., E.R. Banilower, C.M. Overstreet, and E.H. Soar 2002 Local Systemic Change Through Teacher Enhancement: Year Seven Cross-Site Report. Chapel Hill, NC: Horizon Research, Inc.

West, J., K. Denton, and L.M. Reaney 2001 The Kindergarten Year: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, Fall 1998. Washington, DC: National Center for Education Statistics.

White, B.Y. 1993 ThinkerTools: Causal models, conceptual change, and science education. Cognition and Instruction 10(1):1-100.

White, B.Y., and J.R. Frederiksen 1998 Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction 16(1):3-118.

2000 Metacognitive facilitation: An approach to making scientific inquiry accessible to all. Pp. 331-370 in Inquiring in Inquiry Learning and Teaching in Science, J. Minstrell and E. van Zee, eds., Washington, DC: American Association for the Advancement of Science.

Whitehead, A.N. 1929 The Aims of Education. New York: Macmillan.

Whitehurst, G.J., and C.J. Lonigan 2001 Emergent literacy: Development from prereaders to readers. Pp. 11-29 in Handbook of Early Literacy Research, S.B. Neuman and D.K. Dickinson, eds. New York: Guilford Press.

Whitehurst, G.J., D.H. Arnold, J.N. Epstein, A.L. Angell, M. Smith, and J.E. Fischel 1994 A picture book reading intervention in daycare and home for children from low-income families. Developmental Psychology 30:679-689.

Wiggins, G., and J. McTighe 1998 Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

Wiser, M. 1995 Use of history of science to understand and remedy students’ misconceptions about heat and temperature. Pp. 23-38 in Software Goes to School: Teaching for Understanding with New Technologies, D.N. Perkins, J.L. Schwartz, M.M. West, and M.S. Stone, eds. New York: Oxford University Press.

Wood, F., D. Hill, and M. Meyer 2001 Predictive Assessment of Reading. Winston-Salem, NC: Wake Forest University School of Medicine.

Wood, T., and P. Sellers 1997 Deepening the analysis: Longitudinal assessment of a problem-centered mathematics program. Journal for Research in Mathematics Education 28:163-186.

Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 152
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 153
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 154
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 155
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 156
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 157
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 158
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 159
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 160
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 161
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 162
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 163
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 164
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 165
Suggested Citation:"References." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
Page 166
Next: Appendix A: Assessment »
Learning and Instruction: A SERP Research Agenda Get This Book
×
Buy Paperback | $54.00 Buy Ebook | $43.99
MyNAP members save 10% online.
Login or Register to save!
Download Free PDF

The Strategic Education Research Partnership (SERP) is a bold, ambitious plan that proposes a revolutionary program of education research and development. Its purpose is to construct a powerful knowledge base, derived from both research and practice, that will support the efforts of teachers, school administrators, colleges of education, and policy officials—with the ultimate goal of significantly improving student learning. The proposals in this book have the potential to substantially improve the knowledge base that supports teaching and learning by pursuing answers to questions at the core of teaching practices. It calls for the linking of research and development, including instructional programs, assessment tools, teacher education programs, and materials. Best of all, the book provides a solid framework for a program of research and development that will be genuinely useful to classroom teachers.

  1. ×

    Welcome to OpenBook!

    You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

    Do you want to take a quick tour of the OpenBook's features?

    No Thanks Take a Tour »
  2. ×

    Show this book's table of contents, where you can jump to any chapter by name.

    « Back Next »
  3. ×

    ...or use these buttons to go back to the previous chapter or skip to the next one.

    « Back Next »
  4. ×

    Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

    « Back Next »
  5. ×

    Switch between the Original Pages, where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text.

    « Back Next »
  6. ×

    To search the entire text of this book, type in your search term here and press Enter.

    « Back Next »
  7. ×

    Share a link to this book page on your preferred social network or via email.

    « Back Next »
  8. ×

    View our suggested citation for this chapter.

    « Back Next »
  9. ×

    Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

    « Back Next »
Stay Connected!