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Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood, NJ: Prentice Hall. Seminal research on the effect of modeling on learners’ cognitive and social development; his work presents a strong case for the social nature on individual social and cognitive development. Bloor, D. (2000) Bartlett, culture and cognition. In Whatever happened to ‘social constructiveness? New York: Psychology Press, 194-215. Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwolhl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans & Green. Bruner, J.S. (1960). The Process of Education. Boston: Harvard University Press This is Bruner’s seminal work on cognition in education. Clancey, W.J. (1997) Situated cognition: On human knowledge and computer representations. Boston: Cambridge University Press. Cognition is viewed not just in terms of high-level “expertise”, but in terms of the ability to find one’s way around the world, to learn new ways of seeing things, and to coordinate activity. This approach is called “situated cognition.” Related Reading :

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Page 1: Annotated Bibliography

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood, NJ: Prentice Hall.

Seminal research on the effect of modeling on learners’ cognitive and social development; his work presents a strong case for the social nature on individual social and cognitive development.

Bloor, D. (2000) Bartlett, culture and cognition. In Whatever happened to ‘social constructiveness? New York: Psychology Press, 194-215.

Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwolhl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans & Green.

Bruner, J.S. (1960). The Process of Education. Boston: Harvard University Press

This is Bruner’s seminal work on cognition in education.

Clancey, W.J. (1997) Situated cognition: On human knowledge and computer representations. Boston: Cambridge University Press.

Cognition is viewed not just in terms of high-level “expertise”, but in terms of the ability to find one’s way around the world, to learn new ways of seeing things, and to coordinate activity. This approach is called “situated cognition.”

Related Reading :

Roschelle, J., and Clancey, W.J. Learning as social and neural. Educational Psychologist. 27(4), 435-454.

This study presents the relationship between social interaction and neural organization.

Bruner, J.S. (1964). Toward a theory of instruction. Boston: Harvard University Press.

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The author describes both how children learn and how they can best be helped to learn and reach their full potential. Bruner advocates using comparison in classroom activities to enhance critical thinking. He also laid out steps for scaffolding .

Brophy, J., & Good, T. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching, 3rd ed. (pp. 328-375). . New York: Macmillan.

Eisner, Eliot W.

Classic Reading :

Eisner, E.W., & Peshkin, A. (1990) Qualitative inquiry in education: The continuing debate. New York: Teachers College Press.

Eisner, E.W. (1991) The enlightened eye: qualitative inquiry and the enhancement of educational practice. New York: Macmillan.

This text explores the experiential basis for qualitative inquiry, with suggestions for improving educational practice.

Eisner, E.W. (1994a) The educational imagination: On the design and evaluation of school programs. 3rd ed. New York: Macmillan.

This is a curriculum development book from one of the most prominent figures in the field. It is designed to help readers understand the major approaches to curriculum planning and the formation of educational goals.

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Eisner, E.W. (1994b) Cognition and curriculum reconsidered. 2nd ed. New York: Teachers College Press.

Cognition and Curriculum became a seminal book which was essential reading for students of education over the last decade. Eisner has now revised his classic work. The result is Cognition and Curriculum Reconsidered, a substantially revised edition that adds two new chapters, including a critique of the reform efforts of the intervening years. © Amazon.com

Related Reading:

Eisner, E.W. Performance assessment and competition. Education digest, 65(1), 54-59.

This article focuses on the importance of performance assessment for education reform, and advocates for a new conception of schooling in the United States.

Eisner, E.W. The uses and limits of performance assessment. Phi delta kappan, 80(9), 658-661.

This article discusses educational performance assessment in the American social context.

Gergen, Kenneth

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Gergen, K., & Gergen, M. (Eds.). (2003) Social construction: A reader. London: Sage.

This is a collection of articles on social constructionism

Gergen, K.J. “Constructing constructionism: Pedagogical potentials.” Issues in education, 3(2), 195-202.

This article addresses the issues of constructivism in education, providing details on social construction as it relates to constructivism in education.

Jaworski, Barbara

Jaworski, B. Research practice into/influencing mathematics teaching and learning development: Towards a theoretical framework based on co-learning partnerships. Educational Studies in Mathematics, 54(2/3), 249-283.

This paper addresses issues linking research into the classroom teaching and learning of mathematics with the growth of knowledge in mathematics teaching, developments in the practice of teaching and the enhanced learning of mathematics by students in classrooms. © EBSCO Host Research Databases

Montessori, Maria (1870-1952)

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Classic Reading

Montessori, M. (1916). The Montessori Method. New York: Schocken Books.

Related Reading:

Cohen, D.L. Montessori methods in public schools. Education Digest, 56(1), 63-67.

Novak, Joseph. & Gowin, D. Bob

Novak,J. & Gowin, D. B. (1989). Learning how to learn. New York: Cambridge University Press.

This book contains some of research and theory about how learners may best learn subject matter through the organization of discipline knowledge focused on the ways the disciplines themselves are organized; a focus on the sciences; explores concept-mapping as a tool for understanding.

Piaget, Jean

Piaget, J. (1926). The language and thought of the child. New York: Harcourt Brace.

Seminal exploration of how people learn differently at different stages of development; promoted study of the processes of individual learning rather than behaviorist research on production of desired outcomes as the best paradigm with which to understand learning.

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Rogoff, Barbara

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.

This book builds on Vygotsky’s study of the social nature of human cognitive development.

Vygotsky, Lev

Vygotsky, L. (1926). Mind in society. Cambridge, MA: Harvard University Press.

Widmaier, W. W.

Widmaier, W.W. (2004) Theory as a factor and the theorist as an actor: The ‘pragmatist constructivist’ – lessons of John Dewey and John Kenneth Galbraith. International Studies Review, 6(3), 427-446.

This article is a comparison of the arguments of John Dewey and John Kenneth Galbraith.

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TEACHERS & TEACHING STRATEGIES

Subsection 1 – THE STUDY OF TEACHERS

Hall, G.E. and Hord, S.M. (1977). A developmental model for determining whether the treatment is actually implemented. American education research journal. 14, 3. pp263-276.

Seminal work on development of Levels of Use as a way to determine whether an innovation has in fact been implemented.

Hall, G.E. and Hord, S.M. (1987). Change in schools: Facilitating the process. Albany, NY: SUNY.

Hord,.S.M. and Hall, G.E. (1987). Three images: What principals do in curriculum implementation. Curriculum inquiry. 17:1.

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Loucks, S. F., Newlove, B.W, and Hall, G.E. (1975). Measuring levels of use of the innovation: A manual for trainers, interviewers, and raters. Austin, TX: Southwest Educational Development Laboratory

Seminal work on development of Levels of Use as a way to determine whether an innovation has in fact been implemented. Focus on needs of schools .

Vermette, P., Foote, C., Bird, C., Mesibov, D., Harris-Ewing, S., & Battaglia, C. (2001). Understanding constructivism(s): a primer for parents and school board members. Education, 122(1), 1-7. Retrieved July 20, 2005, from EBSCOhost database.

This article examines constructivism and how it relates to teaching. It provides the reader with a comprehensive guide, outlining the fifteen concepts of constructivism.

Green, S. K., & Gredler, M.E. (2002). A review and analysis of constructivism for school-based practice. School Psychology Review, 31(1), 53-71. Retrieved July 19, 2005, from EBSCOhost database.

This article suggests that educational movements emerge in American education when there is dissatisfaction with the status quo, and may take hold without a sufficient research basis of support. There are many questions to be answered regarding constructivism in the classroom, according to this article. The major constructivist views are examined as well as how this theory can be utilized by school psychologists.

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Subsection 2 – LEARNING-CENTERED TEACHING STRATEGIES

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: ASCD.

Bransford, J., Brown, A. L., Cocking, R. R. & National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Darling-Hammond, L. & Bransford, J. (Eds.). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do ( San Francisco: Jossey-Bass, 2005).

Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. © Amazon.com

Duckworth, E. (Ed.) (1997). “Tell me more”: Listening to learners explain. New York: Teachers College Press.

Flynn, P., Mesibov, D., Vermette, P.J., and Smith, R.M. (2004). Applying Standards-Based Constructivism: A Two-Step Guide to Motivating Students. Larchmont, NY: Eye on Education.

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Foote, C.J., Vermette, P.J., and Battaglia, C.F. Constructivist Strategies: Meeting Standards and Engaging Adolescent Minds ( New York: Eye on Education, 2001).

This volume is a useful handbook on curriculum planning, constructivist teaching and learning, culturally relevant teaching, and more.

Harmin, M. (1994). Inspiring active learning: A handbook for teachers. Alexandria, VA: ASCD.

Kim, B. (2001). Social constructivism. In M. Orey (Ed.) Emerging Perspectives on Learning, Teaching and Technology, Retrieved 4/7/05, from http://www.coe.uga.edy/epitt/SocialConstructivism.htm

Mayer, R. E., (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14-19. Retrieved from EBSCOhost database, July 7, 2004

This article focuses on the research conducted by psychologists on discovery of problem-solving rules and conservation strategies. Constructivism ahs become the dominant view of how students learn. Thus, educators who wish to use constructivist methods of instruction are often encouraged to focus on discovery learning, in which students are free to work in learning environment with little or no guidance. Overall, the constructivist view of learning may be best supported by methods of instruction that involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration

Vermette, P., Foote, C., et al. Understanding constructivism(s): a primer for parents and school board members. Education 122(1), 87-93.

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This article presents an overview of constructivism and its various permutations. It is intended for a non-academic audience.

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Subsection 3 – COLLABORATIVE LEARNING & TEACHING

Avery, C. W., & Avery, B. F. (1996). On the road to school reform: mapping a route into secondary reading programs. Journal of Adolescent & Adult Literacy, 40(3), 13. Retrieved July 19, 2005, from EBSCOhost database.

This paper suggests the importance of involving the community in school reform as well as setting goals that are specific and attainable. This study examined Poinciana High School and the reading reform project they took on. By promoting their vision, the participants gathered momentum. This resulted in a positive ripple effect of not only increased reading skills, but also instilled a sense of pride in the school and surrounding community.

Bernier, R. (2004). Making yourself indispensable by helping teachers create rubrics. California School Library Association Journal, 27(2), 24-26. Retrieved July 19, 2005, from EBSCOhost database.

This article discusses assessment and collaborative teaching. The author looks at the role of library teachers within the educational system. The author suggests that librarians and teachers should collaborate and create rubric assessments to increase student performance. The author provides various methods of documenting student achievement via rubrics. This article provides teachers with an alternate perspective on student assessment. It suggests that working collaboratively with other departments can increase student performance.

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Doolittle, P. (1997). Vygotsky’s Zone of Proximal Development as a theoretical foundation for Cooperative Learning. Journal on Excellence in College Teaching, 8(1), 83-103.

Draper, R. J. (2002). School mathematics reform, constructivism, and literacy: a case for literacy instruction in the reform-oriented math classroom. Journal of Adolescent & Adult Literacy, 45(6), 1-13. Retrieved July 19, 2005, from EBSCOhost database.

This article examines the importance of using constructivism in a variety of subjects. It suggests that that constructivism is one of many theories required in a math classroom. In fact, constructivism has been investigated as well as cited in mathematics text books. This study also suggests how literacy may improve learning and understanding for math students.

Dyson, B. (2002) The Implementation of Cooperative Learning in an Elementary Physical Education Program. Journal of Teaching in Physical Education, 22(1), Retrieved July 20, 2005, from EBSCOhost database.

This study explores a teacher's perspective of implementing cooperative learning in an elementary physical education program. It also reveals students' responses to the implementation into their own physical education classes. The findings reveal that teacher and students held similar perceptions of cooperative learning. This is important for teachers because it demonstrated that cooperative learning is successful in physical education.

Johnson, D. & Johnson, R. (1995). Reducing school violence through conflict resolution. Alexandria, VA: ASCD.

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Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). Cooperative Learning in the classroom . Alexandria, VA: ASCD.

Kagan, S. (1989). The structural approach to learning. Educational Leadership, Dec. 1989.

Cooperative learning increases the quality of feedback.

Mercer, C. & Jordan, L. (1994). Implications of constructivism for teaching math to students with moderate to mild disabilities. Journal of Special Education, 28(3), 290-307. Retrieved July 20, 2005, from EBSCOhost database.

This paper examines constructivist theory in terms of the learner, the content, teacher-student interactions, motivation and assessment. It reviews standards generated by the National Council of Teachers of Mathematics and instructional components derived from constructivism. It also identified obstacles to applying research-based constructivist components in the classroom.

Palincsar, A. & Herrenkohl, L. (2002). Designing collaborative learning contexts. Theory Into Practice, 41(1), 26-33. Retrieved July 20, 2005, from EBSCOhost database.

This paper examines the social aspects of learning and the role that interactions with others play in academic engagement. The study consisted of two research programs featuring peer collaboration in an effort to promote learning. This is important because it reveals the emergence of social constructivist learning theories.

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Siegel, C. (2005). Implementing a Research-Based Model of Cooperative Learning. of Educational Research, 98(6), 339-350. Retrieved July 20, 2005, from EBSCOhost database.

This study investigates cooperative learning within a grade eight classroom environment. Constructivist psychology was used as a basis for the study. The findings revealed that while the teacher implemented a research-based model of cooperative-learning instruction, he adapted the model for use in his classroom. In addition, the teacher's prior experience and teaching context as factors that influenced his implementation of cooperative-learning instruction.

Smerdon, B. A., & Burkam, D. T. (1999) Access to constructivist and didactic teaching: Who gets it? Where is it practiced? Teachers College Record, 101(1), 1-23. Retrieved July 19, 2005, from EBSCOhost database.

This article examines the importance of creating a learner centered classroom environment. It reveals how the high school science community is moving away from the traditional transmission teaching model to a student centered interactive model. It also reveals that average social and academic status students seem to be left out in the constructivist model and offers explanations for such findings.

Vermette, P. & Foote, C. (2001) Constructivist philosophy and cooperative learning

practice: Toward integration and reconciliation in secondary classrooms. American

Secondary Education,(30)1, 26-38. Retrieved July 20, 2005, from EBSCOhost

database.

This study investigates on the integration of constructivism and cooperative learning strategies in secondary classrooms. The authors, from Niagara Falls, N.Y., examined and correlated the two issues,

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identified confusion on constructivism from teachers, and provided the Impact of the strategies in designing classroom lessons.

Vermette, P. J. (1998) Making Cooperative Learning work: Student teams in K-12 classrooms. Upper Saddle River, NJ: Prentice Hall.

Vermette, P. J., Harper, L., & DiMillo, S. (2004). Cooperative & collaborative learning…with 4-8 year olds: How does research support teachers’ practice? Journal of Instructional Psychology. 31(2). 130-134.

Shows how the research on parts of cooperative learning supports the use of cooperative learning in children ages four to eight.

Vye, N. J., Goldman, S. R., Hmelo, C., Voss, J. F., Williams, S., & Cognition and Technology Group at Vanderbilt. (1998). Complex mathematical problem solving by individuals and dyads. Cognition and Instruction, 15(4). [page numbers unknown]

As students work collaboratively to discus their problems and class work, they are learning from each other and clarifying their own understanding by articulating their experiences and arguing their point of view.

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Subsection 4 – CONSTRUCTIVIST ASSESSMENT STRATEGIES

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In a constructivist classroom, formative assessment, and to some extent, summative assessment, are inextricably woven with teaching itself. Although many of the citations below refer to teaching techniques, they belong here as well. The reason for this is that since the focus of constructivist teaching is on minds-on activity, with continual checks for understanding of the material by all students, formative assessment is truly occurring all the time. Summative assessment is most likely to be a culminating performance of some kind, indicating depth and complexity of understanding of the subject under study, a technique possibly used as formative assessment as well.

Formative Assessment Strategies

McDaniel, M. A. & Donnelly, C. M. (1996). Learning with analogy and elaborative interrogation. Journal of Educational Psychology, 88(3), 508-519.

Elaboration produces large gains in learning including both factual and inferred meanings.

McDougall, D. & Granby, C. (1996). How expectation of questioning method affects undergraduates’ preparation for class. Journal of Experimental Education, 65(1), 43-54.

This study showed that undergraduates who expected to be randomly called upon in class were much more likely to prepare themselves for the class. The discussion in class is more valuable as a learning experience.

Multiple Intelligences Assessment Strategies

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Gardner, H. (1983). Frames of mind. New York: Basic Books.

Multiple intelligences are explained and their application for the classroom is given.

Prior Knowledge Assessment Strategies

Johannessen, L. R. (2004). Helping struggling students achieve success. Journal of Adolescent and Adult Literacy, 47(8), 638-647.

Connecting prior experiences to the classroom task increases student writing engagement, length, and specificity.

Ogle, D.S. (1986). K-W-L group instructional strategy. In A.S. Palincsar, D.S. Ogle, B.F. Jones, & E.G. Carr (Eds.), Teaching reading as thinking (pp. 11-17). Alexandria, VA: Association for Supervision and Curriculum Development.

Explains the concept of having students review what they know, what they want to know, and after the lesson, what they have learned.

Reciprocal Teaching Assessment Strategies

Kalkowski, P. (1995). Peer and cross age tutoring. School Improvement Research Series. Retrieved from http://www.nwrel.org/scpd/sirs/9/c018.html, July 29, 2004

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This article is a research based study that supports the use of peer tutors to further the learning of both the tutor and the student. This is a good article because of the numerous references to research and theories.

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

Quantitative research reviewed showed that reciprocal teaching enhances the learning experience. Students use summarization, clarification, and prediction when dialoguing with the teacher as they gain knowledge from texts.

Reflection, Metacognition, & Critical Thinking Assessment Strategies

Roeschl-Heils, A., Schneider, W., & Van Kraayenoord, C. E. (2003). Reading, metacognition and motivation: A follow-up study of German students in grades 7 and 8. Euorpean Journal of Psychology of Education, 18(1), 83-94.

This research study concluded that learners who use metacognition tended to be better readers.

Scanlan, J. M., Care, W. D., & Udod, S. (2002). Unvravelling the unknowns of reflection in classroom teaching. Journal of Advanced Nursing, (38)2, 136-143.

The study showed that the use of reflection in a university setting allowed for better understanding of the classroom material and learning process.

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Scaffolding Assessment Strategies

Collins, A., Brown, J. S. & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser (pp. 453-498). Hillsdale, NJ: Erlbaum.

Models where expert/teacher first models the activity for the learner, then guides (scaffolds) the learner through the assignment and gradually tapers off support and guidance until the learner can do it alone.

Student Autonomy, Ownership, and Goal Setttion Assessment Strategies

Covington , M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Holt, Rinehart & Winston.

Glasser, W. (1978). Mind in society: The development of higher psychological processes. New York: Harper & Row.

Norris, L., Harris, L., & Bogolin, L. (2003). Improving student writing through the use of goal setting. Master’s Theses.

Students who set goals by using such strategies such as rubrics and checklists, were more likely to be intrinsically motivated and take ownership of their own learning.

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Piaget, J. (1973). To understand is to invent: The future of education. New York: Grossman.

Student centered environments allow students to take ownership for their own learning. This increases memory retention, motivation, and skill development.

Authentic Assessment & Alternative Assessment Strategies

Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2). Retrieved from http://PAREonline.net/getvn.asp?v=2&n=2, July 27, 2004.

Builds case for authentic assessment based on prior research.

Valencia , S. W. & Calfee, R. (1991). The development and use of literacy portfolios for students, classes, and teachers. Applied Measurement in Education, 4(4), 333-346. Retrieved from EBSOhost database, July 28, 2004,

Classroom portfolios help with the enhancement of instruction and academic progress.

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Subsection 5 – CONSTRUCTIVIST STRATEGIES FOR SPECIFIC ACADEMIC DISCIPLINES

Azzarito, L. & Ennis, C. (2003). A sense of connection: Toward social constructivist physical education. Sport, Education & Society, 8(2), 179-198. Retrieved July 20, 2005, from EBSCOhost database.

This study examined how teachers used social constructivist strategies to encourage student construction of knowledge and meanings. Findings indicated that the teachers' strategies created a learning environment in which students actively constructed knowledge and meanings by making connections to their peers and by connecting physical education to their lives, their communities, and the real world. This study is important because it offers additional findings in support of social constructivist pedagogy in physical education that encourages individual growth and social awareness in communities of learners.

Bentley, M. L. (1995). U.S. science education: prospects for reform. Australian Science Teachers Journal, 41(3), 1-10. Retrieved July 19, 2005, from EBSCOhost database.

This article investigates the waves of reform in education that occurred in the later half of the twentiethcentury, influenced by the changing world. In this study, central factors influencing change such as government policies, school curriculum and constructivism are examined.

Driver, R. (1983). The pupil as scientist? Milton Keynes, G.B.: The Open University Press.

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Dyson, B. (2002) The Implementation of Cooperative Learning in an Elementary Physical Education Program. Journal of Teaching in Physical Education, 22(1), 69-86.

This study explores a teacher's perspective of implementing cooperative learning in an elementary physical education program. It also reveals students' responses to the implementation into their own physical education classes. The findings reveal that teacher and students held similar perceptions of cooperative learning. This is important for teachers because it demonstrated that cooperative learning is successful in physical education.

Ernest, P. Social Constructivism as a Philosophy of Mathematics. (Albany: State University of New York Press, 1998).

Building on the principles of radical constructivism together with the assumption of the existence of the physical and social worlds, the author proposes a social constructivist philosophy of mathematics.

Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (2003). Constructivist beliefs about the science classroom learning environment: perspectives from teachers, administrators, parents, community members, and students. School Science & Mathematics, 103(8), 1-17. Retrieved July 19, 2005, from EBSCOhost database.

This article investigates the role of constructivism in high school reform, specifically within the science-learning atmosphere. It highlights the importance of acknowledging the learners prior knowledge and learning levels. Constructivism is described as a viable framework for understanding learning and developing models of effective teaching.

Klemm, W. R. (1998). Eight ways to get students more engaged in online conferences. The Higher Education Journal, 26(1), 62-64.

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Matthews, M. R. (Ed.) (1998). The Bearing of Philosophy of Science on Science Education, and Vice Versa: The Case of Constructivism: Constructivism in Science Education: A Philosophical Examination. Dordrecht: Kluwer.

“Constructivism is undoubtedly a major theoretical influence in contemporary science and mathematics education. Some would say it is the major influence. In its post-modernist and deconstructionist form, it is a significant influence in literary, artistic, history and religious education. Constructivism seemingly fits in with, and supports, a range of multicultural, feminist and broadly reformist programmes in education. Although constructivism began as a theory of learning, it has progressively expanded its dominion, becoming a theory of teaching, a theory of education, a theory of the origin of ideas, and a theory of both personal knowledge and scientific knowledge. Indeed constructivism has become education’s version of the ‘grand unified theory’.”

Novak, J. (1978). An alternative to Piagetian psychology for science and mathematics education. Studies in Science Education. (5), 1-30. Check cite?

Vonglasersfeld, E. (1990). An exposition of constructivism: Why some like it radical. In R.B. Davis & C.A. Maher, N. Noddiings (Eds.). Constructivist views of teaching and learning of mathematics. Alexandria, VA: ASCD. Azzarito, L. & Ennis, C. (2003). A sense of connection: Toward social constructivist physical education. Sport, Education & Society, 8(2), 179-198. Retrieved July 20, 2005, from EBSCOhost database.

This study investigated how teachers used social constructivist strategies to encourage student construction of knowledge and meanings. It also examined how students constructed knowledge and meanings in two middle school physical education classrooms. The results indicated that constructivist strategies created a learning environment in which students actively constructed knowledge and meanings by making connections to their peers and by connecting physical education to their lives, their communities, and the real world. It offered additional findings in support of social

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constructivist pedagogy in physical education that encourages individual growth and social awareness in communities of learners.

Watson, A. (2000). A philosophical and social constructivist framework for the learning of mathematics? Mathematics Teaching, 165, 40-43.

Yager, R. (1991). The constructivist learning model: Towards real reform in science education. The Science Teacher 58 (6). 52-57.

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CONSTRUCTIVIST DISCIPLINE & THE SOCIAL CURRICULUM

Subsection 1 – SOCIAL CURRICULUM THEORY

Apple, M., Beane, J. (1995). Democratic schools. Alexandria, VA: ASCD.

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Brooks, J.G., Brooks, M. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: ASCD.

Butchart, R. & McEwan, B., Eds. (1998). Classroom discipline in American schools. Albany, NY: SUNY Press.

A critique of traditional models of classroom discipline that ignore the diversity that students bring with them into the classroom; how teachers and learners need to see classroom discipline as a social curriculum to be engaged in by the entire classroom community throughout the year.

Dreikurs, R., & Cassel, P. (1974). Discipline without tears. New York: Hawthorne Books.

Gathercoal, F. (1997). Judicious discipline (4 th Edition). San Francisco: Caddo Gap Press.

Psychologist, lawyer, and educator, Gathercoal brings all of these fields together as he bases his approach to classroom and school discipline on legal precedents derived from application of the 1st, 4 th, and 14 th amendments, as they have been applied to students’ rights in the school. He not only teaches “about” the rights and responsibilities that go along with them; he engages students in debates and uses real life examples of legal disputes that have changed educational policy; he encourages students to do discuss real life examples from their own experiences, and, and engages them in peer mediation, another form of learner engagement based on the reality of student life in school. He promotes a social curriculum that makes use of constuctivist principles to strengthen student understanding.

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Gergen, K.J. (1995). Social constructivism and the educational process. In L.P. Steffe & J. Gale (Eds.). Constructivism in education. 17-99. New York: Lawrence Erlbaum.

Glasser, W. (1969). Schools without failure. New York: Harper and Row.

Glasser is known for his application of Maslow’s theories to an understanding of what children bring with them to school. He also initiated “Choice Theory” in which all students are responsible for their choices, and made the classroom meeting a standard activity in most elementary classrooms.

Gordon, T. (1970). TET.: Teacher effectiveness training. New York: Wyden Books.

Gordon is best known for his promotion of discipline as self-control, and the counter productivity of authoritative power. He also initiated the use of “I” statements by teacher and students so that responsibility for feelings and behavior stays with the initiator of those feelings and actions. The purpose is to prevent the kind of interaction where students and teachers blame others rather than taking ownership of the problem themselves.

Hoover , R., Kindsvatter, R. (1997). Democratic discipline. Upper Saddle River, NJ: Prentice Hall

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Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.

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Subsection 2 – SOCIAL CURRICULUM PRACTICE

Butchart, R., & McEwan, B. (1998). Classroom discipline in American schools: Problems and possibilities for democratic education. Albany, NY: SUNY Press.

Charney, R. (2002). Teaching children to care. Greenfield, MA: Northeast Foundation for Children.

Coloroso, B.(1983). Discipline: Winning at teaching. Littleton, CO: Kids Are Worth It.

Curwin, R.L. & Mendler, A.N. (1988) Discipline with dignity. Alexandria, VA: ASCD.

Dreikurs, R., Cassel, P. (1974). Discipline without tears . New York: Hawthorne Books.

Freiberg , H. J. (1990) Consistency management and cooperative discipline: From tourists to citizens in the classroom. In H.J. Freiberg (Ed.) Beyond behaviorism: Changing the classroom management paradigm. 75-97. Boston: Allyn and Bacon.

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Inlay, L. (2003). Values: the implicit curriculum. Educational Leadership, 60(6), 1-5. Retrieved July 19, 2005, from EBSCOhost database.

This article examines the importance of teachers as role models for children in schools. It investigated inner beliefs and values of teachers that contributed to their actions and teaching styles. This paper examined the River School and their practice of responsibility, respect, resourcefulness, and responsiveness. It reveals the importance of these four factors within the larger school community.

Kohlberg,L. (1964). Development of moral character. (pp.383-431). Review of Child Development Research.

Kohn, A. (1996). Beyond discipline. Upper Saddle River, NJ: Merril Prentice Hall.

Alfie Kohn has been a radical critic of traditional approaches to classroom discipline, and even critiques some of the progressive approaches on the grounds that that are merely teacher-centered models in disguise. He promotes a child-centered classroom community in which learners’ thinking, decision-making and consideration for others are the focus. He also sees that the resolution of learner conflicts is a preeminent catalyst for learning. All of these would have precedence over academic learning.

Lickona, T. (2004). Character matters. New York: Simon and Schuster.

Page 29: Annotated Bibliography

Mussen, P, Eisenberg-berg, N. (1977). Roots of caring, sharing, and helping: The development of prosocial behavior in children. San Francisco: W. H. Freeman and Co.

Nelsen, J. (1996). Positive discipline. New York: Ballantine Books.

Noddings, N. (2002). Educating moral people: A caring alternative to character education. New York: Teachers College Press.

Noddings is adding a component to classroom discipline that hasbeen a pervasive but often unstated presence, certainly at the elementary level. She is developing an ethic of caring. She sees this as oppositional to the “character education” prominent in the culture of American schooling since its inception. The learning of “character education” and civics in the past has often been a matter of the teacher as disciplinarian, and the learners as passive recipients of knowledge handed down to them. Much of the “character education” I see today, has already integrated caring into much more democratic and constructivist models for school and classroom use. Nonetheless, Nodding’s focus on and promotion of caring as an integral part of school and classroom interactions, is an excellent and important endeavor.

Southern Poverty Law Center. (1997). Starting small: Teaching tolerance in pre-school and early grades. Montgomery, AL: Southern Poverty Law Center.

Page 30: Annotated Bibliography

Zins, J., Weissberg, R.P., Wang, M., Walberg, H. (2004). Building academic success on social and emotional learning: What does the research say?. New York: Teachers College Press.

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CONSTRUCTIVIST PROFESSIONAL DEVELOPMENT

Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational leadership. 57 (8), 28-33.

Fullan, M. (2001). The new meaning of educational change (3 rd. Ed.) New York: Teachers College Press.

Gabriel, J.G. (2005). How to thrive as a teacher leader. Alexandria, VA: ASCD.

Guskey, Thomas R. (1997). Research needs to link professional development and student learning. Journal of staff development. 18, 36-40.

Page 31: Annotated Bibliography

Hargreaves, A. (1997). ASCD Yearbook: Rethinking education change with heart and mind. Alexandria VA: ASCD.

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Kruse, S. D. (1999). Collaborate. Journal of staff development. 20 (3), 14-16.

Marshall . J., Pritchard, R., & Gunderson, B. (2001). Professional development: what works and what doesn’t. Principal Leadership (High School Ed.). 1 (6), 64-8.

McIntyre, D.J. & Byrd, D.M.(Eds.). (2000). ATE Yearbook: Research on effective models for teacher education. Thousand Oaks, CA: Corwin Press.

Moffett, C. A. (2000). Sustaining change: The answers are blowing in the wind. Educational leadership. 57 (7). 35-38.

New York Association for Supervision and Curriculum Development (1990). Impact on instructional improvement: New paradigms for schools restructuring schools. Albany, NY: NYASCD.

Page 32: Annotated Bibliography

Rainer, J. (Ed.) (2002). Reframing teacher education. Dubuque, IA: Kendall Hunt publishing Company.

Rainer, J.D., & Guyton, E.M. (Eds.). (2001). ATE Yearbook: Research on the effects of teacher education of teacher performance. Dubuque, IA: Kendall Hunt publishing Company.

Richardson , M, & Pichette, D. (2003). Owego-Appalachian mentoring:

Embedded professional development for mentors . 3 rd Cheney Conference, SUNY Cortland, Cortland, NY.

Sparks, D. (1994). A paradigm shift in staff development. Journal of staff development. 15 (4), 25-29.

Sparks, D. (1997). Reforming teaching and reforming staff development: An interview with Susan Loucks-Horsely. Journal of staff development., 18 (4).

Sparks, D. (1999). Try on strategies to fit. Journal of staff development. 20 (3). 56-60.

Page 33: Annotated Bibliography

Sparks , D., & Hirsh, S. (1997). A new vision for staff development. Alexandria, VA: ASCD.

West, P.R. (2002). 21 st century professional development: The job-embedded, continual-learning model. American secondary education., 30 (2), 72-86.

Willis, Scott (2002). Creating a knowledge base for teaching: A conversation with James Stigler. Educational leadership. 6-11.

Wood, F. H. & McQuarrie, F. Jr. (1999). On-the-job learning. Journal of staff development. 20 (3). 10-13.

Zmuda, A., Kuklis, R., Kline, E. (2004). Transforming our schools. Alexandria, VA: ASCD.

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BRAIN RESEARCH & CONSTRUCTIVISM

Page 34: Annotated Bibliography

Blair, C. (2002) School readiness. American Psychologist, 57(2), 111-126. Retrieved July 20, 2005, from EBSCOhost database.

This paper examines the construct of emotionality, developmental relations between cognition and emotion and proposes a developmental neurobiological model of children's school readiness.

Furumoto, W. (2003) Reconnecting education: Replacing the pedagogy of racism with a new pedagogy of humanity. Amerasia Journal, 29(2), 35-67. Retrieved July 20, 2005, from EBSCOhost database.

This paper encourages teachers in the U.S. to continue to resist teaching that is antagonistic to learning and to know what good teaching is by studying what brain research reveals about how learning occurs. Issues investigated include: Behaviorist learning theory, constructivist learning theory and colonial education.

National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Includes support for three principles of learning:All students (young and older) come with preconceptions that need to be addressed- built on or challenged; the process of knowledge integration requires a solid foundation, an understanding of the way in which processes and facts are interrelated within the discipline and the ability to retrieve and apply knowledge; and the ability to reflect so that they can take control of their own learning, define goals, and monitor progress. Learning organizes and reorganizes the brain

Page 35: Annotated Bibliography

Norman , J. (2002) Two visual systems and two theories of perception: An attempt to reconcile the constructivist and ecological approaches. Behavioral & Brain Sciences,25(1), 73-97. Retrieved July 20, 2005, from EBSCOhost database.

This paper examines a study which presents the constructivist and ecological theoretical approaches to visual perception. The author provides a brief review of the theoretical approaches and discusses the ventral and dorsal visual systems. Parallels between the ecological approach and the dorsal system and between the constructivist approach and the ventral system are also discussed.

Novak,J. & Gowin, D. B. (1989). Learning how to learn. New York: Cambridge University Press.

This book is written from a cognitive learning perspective; it contains research and theory about how learners may best learn subject matter through the organization of discipline knowledge focused on the ways the disciplines themselves are organized; a focus on the sciences; explores concept-mapping as a tool for understanding.

Rushton, S. P., Eitelgeorge, J. & Zickafoose, R. (2003) Connecting Brian Cambourne's conditions of learning theory to brain/mind principles: Implications for early childhood educators. Early Childhood Education Journal, 31(1), 11-22. Retrieved July 20, 2005, from EBSCOhost database.

This article connects Brian Cambourne's Conditions of Learning to a constructivist philosophy of education as well as to established brain-based principles. Various classroom conversations between primary-aged children illustrate specific classroom activities that help link the brain principle to each of Cambourne's conditions

Page 36: Annotated Bibliography

Sylwester, R. (1995). A celebration of neurons: An educator’s guide to the human brain. Alexandria, VA: ASCD.

Is exactly what it says- is an excellent resource to learn about how the brain operates (1995), with examples of teaching/learning strategies integrated. Sylwester accepts the challenge Gardner lays down, and begins the connection between brain research and Gardner’s multiple intelligences.

Wiggins, G. & McTighe, J.(2006). Understanding by Design (2 nd Ed.). Upper Saddle River, NJ: Merrill Education/ ASCD College Textbook Series.

Carrying on where Wiske, et. al leave off, these authors present an in depth examination of how to prepare for and teach for understanding – starting by planning “backwards;” i.e. identifying the most important understandings first, and working backward through essential questions, goals and eventually to lesson design, all tied to the most important ideas. The authors identify the “twin sins” that direct teacher attention away from the teaching for understanding: activity-based learning (the old discovery model), and coverage- need to cover a lot so can’t teach for understanding. Students need to be taught how to transfer, and assessments, as in Wiske, should be on-going, non-threatening real questions about current understanding.

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

Rationale and practical advice for how to teach for understanding (for all learners). Focused on four principles: educators need to be passionate about the subject matter and must design instruction that aims to teach that which is worth learning- use “generative” topics that are central to the subject matter, accessible and interesting to students; clarify what students need to learn- “learning goals;” understanding by students will be demonstrated through “performances of understanding;” and use formative assessment all the time. This structure requires teacher and eventually student reflection. The model is contrasted to one in which “understanding” can be offered as a mind map, which by itself may or may not indicate students’ “flexible understanding.”

Page 37: Annotated Bibliography

Wolfe, P. (2001). Brain Matters: Translating research into Classroom Practice. Alexandria, VA: ASCD.

Similar to Sylwester, Brain Matters updates information on brain functioning; Wolfe goes over brain physiology, to how sensory input is routed to long-term memory, to brain function. She is quite steeped in the informational processing model; all modes of learning are placed in a supportive role to the goal of best cognitive result. They are acknowledged, but it is clear that in relation to the committed constructivists, she is not quite sure how to justify particular strategies with an overall approach to teaching/learning.

Zins, J.E., Weissberg, R.P., Wang. M. C. & Wahlberg, H.J. (2004). Building academic success on social and emotional learnin:; What does the research say? NY, NY: Teachers College Press.

Editor’s Note : The following two sections of the annotated bibliography were not discussed in the lead article. They are included for use by researchers and students interested in these topics. As with the above sections, annotations (in italics) were completed by graduate students at Niagara University in 2004 and organized by the team at the 2005 Constructivist Design Conference facilitated by the author.

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Page 38: Annotated Bibliography

DISABILITY & INCLUSION IN CONSTRUCTIVISM

Carrington, S., & Elkins, J. (2002). Comparison of a traditional and an inclusive secondary school culture. International Journal of Inclusive Education, 6(1), 1-16. Retrieved July 19, 2005, from EBSCOhost database.

This article examines the impact of inclusive learning environments on secondary school students. The author compares the cultures between traditional and inclusive secondary schools. This article shows how organizational culture influences teaching styles. It provides teachers with the benefits of creating an inclusive learning environment.

Eisenman, L. T., & Tascione, L. (2002). “How come nobody told me?”. Fostering self-realization through a high school English curriculum. Learning Disabilities Research & Practice, 17(1), 35-46 . Retrieved July 19, 2005, from EBSCOhost database.

The author, from the University of Delaware, examined the issue of self realization among learners with disabilities. The participants of the study were high school students who took part in interviews, surveys and journals. This article would be useful for teachers because it shows how to turn a disability into ability.

Kroesbergen, E. & Van Luit, J. (2005). Constructivist mathematics education for students with mild mental retardation. European Journal of Special Needs Education, (20)1, 107-117. Retrieved July 20, 2005, from EBSCOhost database.

Page 39: Annotated Bibliography

This study investigated the effects of a constructivist mathematics intervention for students with mild mental retardation. The findings reveal that students improved significantly during the training period. However, students who received directed instruction showed greater improvement than students who had received guided instruction. These results show that students with MMR can profit from constructivist instruction, although direct instruction seems more effective.

Mercer, C. & Jordan, L. (1994). Implications of constructivism for teaching math to students with moderate to mild disabilities. Journal of Special Education, 28(3), 290-307. Retrieved July 20, 2005, from EBSCOhost database.

This paper examines constructivist theory in terms of the learner, the content, teacher-student interactions, motivation and assessment. It reviews standards generated by the National Council of Teachers of Mathematics and instructional components derived from constructivism. It also identified obstacles to applying research-based constructivist components in the classroom.

Montague, M. (2003). Teaching division to students with learning disabilities: A constructivist approach. Exceptionality, 11(3), 165-176. Retrieved July 20, 2005, from EBSCOhost database.

This paper investigates the issue of understanding the teaching and learning of Division from a constructivist perspective. It provides an overview of constructivism and provides the rationale for moving towards the use of a constructivist approach for teaching mathematics. This is important for teachers because the principles discussed can be applied generally across topics within the domain of mathematics.

Scruggs, T. & Margo A. (1994). The construction of scientific knowledge by students with mild disabilities. Journal of Special Education, (28)3, 307-322. Retrieved July 20, 2005, from EBSCOhost database.

Page 40: Annotated Bibliography

This article investigates constructivist views of science learning for students with mild disabilities. Issues discussed include: The importance of carefully structured and sequenced, teacher-led presentations and inclusion of students with disabilities in inquiry-oriented mainstream science classrooms.

Zollers, N. J., Ramanathan, A. K., & Yu, M. (1999). The relationship between school culture and inclusion: How an inclusive culture supports inclusive education. International Journal of Qualitative Studies in Education, 12(2), 157 -174. Retrieved July 19, 2005, from EBSCOhost database.

This article discusses how to create an inclusive classroom environment for students with disabilities. The authors examine current educational curriculum for students with persistent disabilities. An elementary school was studied that had incorporated a model program. The results show how inclusive programs can influence the performance of students with disabilities.

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MULTICULTURAL PERSPECTIVES & CONSTRUCTIVISM

Hermes, M. (2000). The scientific method, Nintendo, and eagle feathers: Rethinking the meaning of ‘‘culture-based’’ curriculum at an Ojibwe tribal school. International Journal of Qualitative Studies in Education, 13(4), 387-400. Retrieved July 19, 2005, from EBSCOhost database.

Page 41: Annotated Bibliography

This article provides a unique perspective on culture and diversity. The author focuses on Native American culture in the school system. She provides assumptions on curriculum and culture in Native American schools. She examines the difference between academic knowledge and cultural knowledge within the Native American culture. This article provides a different perspective on cultural influences and student behavior.

Franquiz, M. E., & del Carmen Slazar, M. (2004). The transformative potential of humanizing pedagogy: addressing the diverse needs of Chicano/Mexicano students. High School Journal, 87(4), 36-54. Retrieved July 19, 2005, from EBSCOhost database.

This article examines the effect that structure and teacher expectations have on the ability of students to graduate from high school. This five-year study, conducted in a Colorado high school, asked students what they believed were the factors that made them successful. The results show that a positive teacher mind-set and mutually respectful atmosphere creates a healthy cycle allowing them to be successful in school.

Vaughn, W. (2002). Effects of cooperative learning on achievement and attitudes among students of color. The Journal of Educational Research, 95(6), 359-364. Retrieved July 19, 2005, from EBSCOhost database.

This article explores cooperative learning and its impact on students of color. The author defines cooperative learning and describes its elements. The author observed the effect of cooperative learning among a group of culturally diverse elementary students. This article is important for teachers interested in using cooperative learning strategies in multicultural schools.

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Selected Bibliography: Styles and Strategies-Based Language Instruction

Page 42: Annotated Bibliography

Compiled by Andrew D. Cohen

NOTE: Click the word "Annotation" for a pop-open annotation.

Abbot, M. L. (2006). ESL reading strategies: Differences in Arabic and Mandarin speaker test performance. Language Learning, 56(4), 633-670. doi:10.1111/j.1467-9922.2006.00391.x Annotation

Abraham, R. G., & Vann, R. J. (1996). Using task products to assess second language learning processes. Applied Language Learning, 7(1-2), 61-89.

Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language classrooms. Cambridge, UK: Cambridge University Press. Annotation

Akbari, R., & Hosseini, K. (2008). Multiple intelligences and language learning strategies: Investigating possible relations. System, 36(2), 141-155. Annotation

Akyel, A., & Ercetin, G. (2009). Hypermedia reading strategies employed by advanced learners of English. System, 37, 136-152. Annotation

Page 43: Annotated Bibliography

Alhaqbani, A., & Riazi, M. (2012). Metacognitive awareness of reading strategy use in Arabic as a second language. Reading in a Foreign Language, 24(2), 231-255. Retrieved from http://nflrc.hawaii.edu/rfl/October2012/articles/alhaqbani.pdf Annotation

Allen, S. (2003). An analytic comparison of three models of reading strategy instruction. International Review of Applied Linguistics in Language Teaching, 41(4), 319-338. Annotation

Alnufaire, M., & Grenfell, M. (2012). EFL students’ writing strategies in Saudi Arabian ESP writing classes: Perspectives on learning strategies in self-access language learning. Studies in Self-access Learning Journal, 3, 407-422. Retrieved from http://sisaljournal.files.wordpress.com/2009/12/alnufaie_grenfell.pdf Annotation

Anderson, N.J. (1989). Reading comprehension tests versus academic reading: What are second language readers doing? (Unpublished doctoral dissertation). The University of Texas at Austin, Austin, TX.

Anderson, N.J. (1999). Exploring second language reading: Issues and strategies. Boston: Heinle & Heinle.

Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75(4), 460-472.

Anderson, N.J. (2005). L2 learning strategies. In Hinkel, E. (Ed.). Handbook of research in second language teaching and learning, 1 (pp.757-776).Mahwah, N.J. L. Erlbaum Associates. Annotation

Page 44: Annotated Bibliography

Anderson, N.J. (2008). Metacognition and good language learners. In. C. Griffiths (ed.) Lessons from good language learners (pp. 99-109). Cambridge: Cambridge University Press. Annotation

Anderson, N. J. (2008). Practical English language teaching: Reading. New York: McGraw-Hill. Annotation

Anderson, N. J., & Vandergrift, L. (1996). Increasing metacognitive awareness in the L2 classroom by using think-aloud protocols and other verbal report formats. In R.L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 3-18). (Technical Report #13). Honolulu: Second language Teaching and Curriculum Center, University of Hawaii Press.

Auerbach, E. R., & Paxton, D. (1997). "It’s not the English thing": Bringing reading research into the ESL classroom. TESOL Quarterly, 31(2), 237-261.

Bailey, K. M. (1991). Diary studies of classroom language learning: The doubting game and the believing game. In E. Sadtono (ed.), Language acquisition and the second/foreign language classroom (pp. 60-102). Singapore: SEAMEO Regional Language Center.

Page 45: Annotated Bibliography

Bailey, K. M., & Ochsner, R. (1983). A methodological review of the diary studies: Windmill tilting or social science? In K. M. Bailey, M. H. Long, and S. Peck (Eds.), Second language acquisition studies (pp. 188-198). Rowley, MA: Newbury House.

Barcroft, J. (2009). Strategies and performance in intentional L2 vocabulary learning. Language awareness, 18(1), 74-89. doi:10.1080/09658410802557535 Annotation

Bedell, D. A., & Oxford, R. (1996). Cross-cultural comparisons of language learning strategies in the People's Republic of China and other countries. In Oxford, R. (Ed), Language learning strategies around the world: Cross-cultural perspectives, 13. Honolulu: SLTCC, University of Hawai'i.

Bedell, D. A., & Oxford, R. L. (1996). Cross-cultural comparisons of language learning strategies in the People's Republic of China and other countries. In R.L. Oxford (Ed.), Language learner strategies around the world: Cross cultural perspectives (pp. 47-60). Honolulu: University of Hawai'i Press, Second Language Teaching & Curriculum Center.

Blanco, M., & Guisado, J. J. (2012). Exploring the listening process to inform the development of strategy awareness-raising materials. The Language Learning Journal, 40(2), 223-236. Annotation

Blanco, M., Pino, M., & Rodriguez, B. (2010). Implementing a strategy awareness raising programme: strategy changes and feedback. The Language Learning Journal, 38, 51-65. Annotation

Block, D. (1997). Learning by listening to language learners. System, 25(3), 347-360. Annotation

Page 46: Annotated Bibliography

Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463-494.

Breen, M. P. (2001). Learner contributions to language learning: New directions in research. Harlow, England: Longman.

Brown, H. D. (1989). A practical guide to language learning: A fifteen-week program of strategies for success. New York: McGraw-Hill. Annotation

Brown, H. D. (1991). Breaking the language barrier: Creating your own pathway to success. Yarmouth, ME: Intercultural Press, Inc. Annotation

Brown, H. D. (2002). Strategies for success. White Plains, NY: Longman/Pearson Education. Annotation

Bruen, J. (2001). Strategies for success: Profiling the effective learner of German. Foreign Language Annals, 34(3), 216-225. doi:10.1111/j.1944-9720.2001.tb02403.x Annotation

Bull, S. (1997). Promoting effective learning strategy use in CALL. Computer Assisted Language Learning, 10(1), 3-39. doi:10.1080/0958822970100102 Annotation

Page 47: Annotated Bibliography

Carrier, K. A. (2010). Improving high school English language learners’ second language listening through strategy instruction. Bilingual Research Journal, 27(3), 383–408. doi:10.1080/15235882.2003.10162600 Annotation

Carson, J.G., & Longhini, A. (2002). Focusing on learning styles and strategies: A diary study in an immersion setting. Language Learning, 52(2), 401-438. doi:10.1111/0023-8333.00188 Annotation

Catalan, R.M.J. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13(1), 54-77. doi:10.1111/1473-4192.00037 Annotation

Chamot, A. U. (1987). The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 71-83). Englewood Cliffs, NJ: Prentice/Hall International.

Chamot, A. U. (2001). The role of learning strategies in second language acquisition. In M. P. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 25-43). London: Longman.

Chamot, A.U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1, 14-26. Retrieved from http://e-flt.nus.edu.sg/v1n12004/chamot.pdf Annotation

Page 48: Annotated Bibliography

Chamot, A. U. (2008). Strategy instruction and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 266-281). Cambridge, England: Cambridge University Press. Annotation

Chamot, A. U. (2009). The CALLA handbook: Implementing the cognitive academic language learning approach. Second Edition. New York: Pearson Longman. Annotation

Chamot, A. U. (2011). Preparing language teachers to teach learning strategies. In W. M. Chan, K. N. Chin, & T. Suthiwan (Eds.), Foreign language teaching in Asia and beyond: Current perspectives and future directions (pp. 29-44). Boston: De Gruyter Mouton.

Chamot, A. U., Anstrom, K., Bartoshesky, A., Belanger, A., Delett, J., Karwan, V., Meloni, C., & Keatley, C. (2003). The elementary immersion learning strategies resource guide. Washington, D.C.: National Capital Language Resource Center. Retrieved from the National Capital Language Resource Center website: http://www.nclrc.org/eils/ Annotation

Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison-Wesley Longman.

Page 49: Annotated Bibliography

Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley. Annotation

Chang, A. C.-S. (2007). The impact of vocabulary preparation on L2 listening comprehension, confidence and strategy use. System, 35(4), 534-550. Annotation

Chang, M.-M. (2005). Applying self-regulated learning strategies in a web-based instruction: An investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217-230. doi:10.1080/09588220500178939 Annotation

Chen, Y. (2007). Learning to learn: The impact of strategy training. ELT Journal, 61(1), 20-29. doi:10.1093/elt/ccl041 Annotation

Chern, C.-L. (1993). Chinese students' word-solving strategies in reading in English. In Huckin, T., Haynes, M., & Coady, J. (Eds.), Second language reading and vocabulary learning (pp. 67-85). Norwood, NJ: Ablex.

Clément, R., Dörnyei, Z., & Noels, K. (1994). Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448.

Cohen, A. D. (2003). The learner’s side of foreign language learning: Where do styles, strategies, and tasks meet? International Review of Applied Linguistics in Language Teaching 41(4), 279-291. doi:10.1515/iral.2003.013 Annotation

Page 50: Annotated Bibliography

Cohen, A. D. (1990). Language learning: Insights for learners, teachers, and researchers. New York: Newbury House/Harper and Row. Annotation

Cohen, A. D. (1996). Second language use and strategies: Clarifying the issues. (CARLA Working Paper Series #3). Minneapolis: University of Minnesota, Center for Advanced Research on Language Acquisition. Retrieved from http://www.carla.umn.edu/profiles/Cohenpapers/SBIimpact.pdf Annotation

Cohen, A. D. (1997). Developing pragmatic ability: Insights from the accelerated study of Japanese. In H. M. Cook, K. Hijirida, & M. Tahara (Eds.), New trends and issues in teaching Japanese language and culture (pp. 137-163). (Technical Report #15). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center.

Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow, England: Longman. Annotation

Cohen, A. D. (2002). Assessing and enhancing language learners’ strategies. Hebrew Higher Education, 10, 1-11.

Cohen, A. D. (2002). Mental and written translation strategies in ESL. MinneTESOL/WITESOL Journal, 19, 1-14.

Page 51: Annotated Bibliography

Cohen, A. D. (2006). The coming of age of research on test-taking strategies. Language Assessment Quarterly, 3(4), 307-331. doi:10.1080/15434300701333129 Annotation

Cohen, A. D. (2007). Coming to terms with language learner strategies: Surveying the experts. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: 30 years of research and practice (pp. 29-45). Oxford, UK: Oxford University Press.

Cohen, A. D. (2008). Prologue. In C. Griffiths (Ed.), Lessons from good language learners (pp. 7-9). Cambridge, England: Cambridge University Press.

Cohen, A. D. (2008). Speaking strategies for independent learning: A focus on pragmatic performance. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 119-140). Clevedon, England: Multilingual Matters.

Cohen, A. D. (2008). Strategy instruction for learners of Japanese: How do you do it and what's in it for them? In Y. A. Hatasa (Ed.), Gaikokugo to shite no nhongo kyooiku: Takakutei shiya ni motozuku kokoromi ‘Japanese as a foreign language education: Multiple perspectives’ (pp. 45-60). Tokyo: Kurosio Shuppan.

Cohen, A. D. (2010). Focus on the language learner: Styles, strategies and motivation. In N. Schmitt (Ed.), An introduction to applied linguistics (2nd ed., pp. 161-178). London: Hodder Education.

Cohen, A. D. (2011). L2 learner strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, Vol. II - Part V. Methods and instruction in second language teaching (pp. 681-698). Abingdon, England: Routledge.

Cohen, A. D. (2011). Strategies in learning and using a second language. Harlow, England: Longman Applied Linguistics/Pearson Education. Annotation

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Cohen, A. D. (2012). Comprehensible pragmatics: Where input and output come together. In M. Pawlak (Ed.), New perspectives on individual differences in language learning and teaching (pp.249-261). NY, NY: Springer.

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Web Resources:

Center for Applied Linguistics (CAL)

CAL is a private, nonprofit organization working to improve communication through better understanding of language and culture. Established in 1959, CAL has earned a national and international reputation for its contributions to the fields of bilingual, English as a second language, literacy, and foreign language education; dialect studies; language policy; refugee orientation; and the education of linguistically and culturally diverse adults and children. CAL's experienced staff of researchers and educators conduct research, design and develop instructional materials and language tests, provide technical assistance and professional development, conduct needs assessments and program evaluations, and disseminate information and resources related to language and culture.

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The Cognitive Academic Language Learning Approach (CALLA)

The Cognitive Academic Language Learning Approach (CALLA) is an instructional model for second and foreign language learners based on cognitive theory and research. CALLA integrates instruction in priority topics from the content curriculum, development of the language skills needed for learning in school, and explicit instruction in using learning strategies for academic tasks. The goals of CALLA are for students to learn essential academic content and language and to become independent and self-regulated learners through their increasing command over a variety of strategies for learning in school.

National Foreign Language Resource Center (NFLRC)

In 1990, the Department of Education established the first Language Resource Centers (LRCs) at US universities in response to the growing national need for expertise and competence in foreign languages. Twenty years later, there are fifteen LRCs, supported by grants under Title VI of the Higher Education Act, creating a national network of resources to promote the teaching and learning of foreign languages. Led by nationally and internationally recognized language professionals, LRCs create language learning and teaching materials, offer professional development opportunities for teachers and instructors, and conduct research on foreign language learning.

While some centers concentrate on specific language areas and others on foreign languages in general, all share the common goal to develop resources that can be used broadly to improve foreign language education in the United States.