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 Bibliography

SITE TOUR

Bill's audio reflection on his work

(a note about authorship)

BIBLIOGRAPHY

Albanese, M.A. & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52-81.

American Psychological Association Division 15 Committee on Learner-Centered Teaching Education for the 21st Century. (1995). Learner-centered psychological principles: Guidelines for teaching educational psychology in teacher education programs. Washington, DC: American Psychological Association.

American Psychological Association Presidential Task Force on Psychology in Education. (1993, January). Learner-centered psychological principles: Guidelines for school redesign and reform. Washington, DC: American Psychological Association and Mid-Continent Regional Educational Laboratory.

Ammon, P. and Hutchinson, B.P.  (1989). Promoting the development of teachers' pedagogical conceptions. The Genetic Epistemologist, 17(4), 23-29.

Ball, D.L. & Lampert, M. (1998). Multiples of evidence, time and perspective: Revising the study of teaching and learning. Paper prepared for the Commission on Improving Educational Research, National Academy of Education.

Barrows, H. (1996). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson & W.H. Gijselaers, (Eds.).  Bringing problem-based learning to higher education: Theory and practice. New Directions for Teaching and Learning, Number 68. San Francisco: Jossey-Bass.

Bransford, J.D., Brown, A.L. , & Cocking, R.R.  (1999). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.

Bransford, J.D. and Schwartz, D.L. (in press). Rethinking transfer: A simple proposal with educational implications. In A. Iran-Nejad & P.D. Pearson (Eds.), Review of Research in Education, (Vol. 24). Washington, DC: American Educational Research Association.

Broudy, H. (1977). Types of knowledge and purposes of education. In R.C. Anderson, R.J. Spiro, & W.E. Montague (Eds.). Schooling and the acquisition of knowledge, (pp. 1-17). Hillsdale, NJ: Erlbaum.

Brown, A.L. & Palincsar, A.S. (1989). Guided cooperative learning and individual knowledge

acquisition. In L.B. Resnick (Ed.). Knowing, learning and instruction: Essays in honor of Robert Glaser (pp.393-451). Hillsdale, NJ: Erlbaum.

Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classrooms. The Journal of the Learning Sciences, 2(2), 141-178.

Cerbin, W. (1999). Advancing the scholarship of teaching: Pursuing the scholarship of teaching in educational psychology. Paper presented at the 1999 Annual Meeting of the American Educational Research Association, Montreal, Quebec.

Cerbin, W. (1996). Inventing a new genre: The course portfolio at the University of Wisconsin-La Crosse. In P. Hutchings (Ed.). Making teaching community property, pp. 52-56. Washington, DC: American Association for Higher Education.

Cerbin, W. (1995). Connecting assessment of learning to improvement of teaching through the course portfolio. Assessment Update, 7(1), 4-6.

Cerbin, W. (1992). A learning centered course portfolio for educational psychology. Unpublished manuscript.

Cobb, P. & Bowers, J. (1999). Cognitive and situated learning: Perspectives in theory and practice. Educational Researcher, 28(2), 4-15.

Cross, P. K. (1998). What do we know about student learning and how do we know it? Presented at the American Association for Higher Education National Conference on Higher Education, Atlanta, GA.

Dewey, J. (1933). How we think. New York: D.C. Heath.

Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. NY: Basic Books.

Gijsaelers, W.H. (1996). Connecting problem-based practices with educational theory. In L. Wilkerson & W.H. Gijselaers, (Eds.).  Bringing problem-based learning to higher education: Theory and practice. New Directions for Teaching and Learning, Number 68. San Francisco: Jossey-Bass.

Hammerness, K., Jaramilla, R., Unger, C, & Wilson, D.G. (1998). In M.S. Wiske (Ed.).  Teaching for understanding: Linking research to practice. San Francisco: Jossey-Bass.

Hetland, L. Hammerness, K., Unger, C., & Wilson, D.G. (1998). How do students demonstrate understanding. In M.S. Wiske (Ed.).  Teaching for understanding: Linking research to practice. San Francisco: Jossey-Bass.

Korthhagen, F.A. & Kessels, J.P. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17.

Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-25.

Kuhn, D. & Lao, J. (1998). Contemplation and conceptual change: Integrating perspectives from social and cognitive psychology, Developmental Review, 18, 125-154

Lambert, N.M. & McCombs, B.L. (Eds.) (1998). How students learn: Reforming schools through learner-centered education. Washington, DC: American Psychological Association.

Levin, B.B. & Ammon, P. (1996). A longitudinal study of the development of teachers' pedagogical conceptions: The case of Ron. Teacher Education Quarterly, 23(4), 5-25.

Levin, B.B. & Ammon, P. (1992). The development of beginning teachers' pedagogical thinking: A longitudinal analysis of four case studies. Teacher Education Quarterly, 19(4), 19-37.

Mansilla, V.B. & Gardner, H. (1998). What are the qualities of understanding. In M.S. Wiske (Ed.).  Teaching for understanding: Linking research to practice. San Francisco: Jossey-Bass.

Marshall, H., (1998). Teaching educational psychology: Learner-centered constructivist perspectives. In N.M. Lambert & B.L. McCombs (Eds.) How students learn: Reforming schools through learner-centered education. Washington, DC: American Psychological Association.

Mayer, R. (1998). Cognitive theory for education: What teachers need to know. In N.M. Lambert & B.L. McCombs (Eds.) How students learn: Reforming schools through learner-centered education. Washington, DC: American Psychological Association.

Nickerson, R.S. (1985).  Understanding understanding. The American Journal of Education, 93(2), 201-239.

Norman,G.R. & Schmidt, H.G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67(9), 557-565.

Palincsar, A.S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities, Cognition and Instruction, 1(2), 117-175.

Perkins, D.N. (1998). What is understanding. In M.S. Wiske. Teaching for understanding: Linking research to practice. San Francisco: Jossey-Bass.

Perkins, D.N. & Salomon, G. (1988). Teaching for transfer. Educational Leadership, 22-26.

Perkins, D.N. (1986). Reasoning as it is and could be: An empirical perspective. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Pintrich, P. R., Marx, R.W., & Boyle, R.A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research. 63(2), 167-199. 

Pintrich, P.R. & Young, A.J.  (1993).  Analysis of two middle school students' cognitive strategies, memory, and learning. In A. Woolfolk (Ed.) Readings and cases in educational psychology. Boston: Allyn and Bacon.

Royer, J. (1979). Theories of the Transfer of Learning. Educational Psychologist, 14, 53-69.

Salomon, G. & Perkins, D.N. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24(2), 113-142.

Savery, J.R. & Duffy, T.A. (1995). Problem-based learning: An instructional model and its constructivist framework. Educational Technology, 31-38.

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

Schwartz, D.L. & Bransford, J.D. (1998). A time for telling. Cognition and Instruction, 16(4), 475-522.

Shulman, L.S. (1999). Taking learning seriously. Change, 31(4), 10-17.

Shulman, L.S. (1999). Disciplines of inquiry in education. In R. Jaeger (Ed.). Complementary methods for research in education (2nd edition), pp. 3-30. Washington, DC: American Educational Research Association.  

Shulman, L.S. (1992). Toward a pedagogy of cases. In J. Shulman (Ed.) Case methods in teacher education. NY: Teachers College Press.

Shulman, L.S. (1998). Course anatomy: The dissection and analysis of knowledge through teaching. In P. Hutchings, (Ed.), The course portfolio: How faculty can examine their teaching to advance practice and improve student learning. Washington, D.C.: American Association for Higher Education.

Vosniadou, S. & Brewer, W.F. (1987). Theories of knowledge restructuring in development. Review of Educational Research, 57(1), 51-67.

Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass.

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

Wilkerson, L. & Gijselaers, W.H. (Eds.). (1996). Bringing problem-based learning to higher education: Theory and practice. New Directions for Teaching and Learning, Number 68. San Francisco: Jossey-Bass.

Williams, S.M. & Hmelo, C.E. (1998). Learning through problem solving. Journal of the Learning Sciences, 7(3&4).

Wiske, M.S. (1998). Teaching for understanding: Linking research to practice. San Francisco: Jossey-Bass.

© 2000 Cerbin, Pointer, Hatch, Iiyoshi. These materials may be used and duplicated in keeping with accepted publication standards.  If any of these materials are reproduced, please provide proper credit by listing the authors and the address of the home page: http://kml.carnegiefoundation.org/gallery/bcerbin.

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