Learning organizations for sustainable education reform

Daedalus

Volumn 127, Issue 4, 1998, Pages 89-118

  Resnick, Lauren B ^a   Hall, Megan Williams ^a  

^a UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002629966     PISSN: 00115266     EISSN: 15486192     Source Type: Journal    
DOI: None     Document Type: Article

References (43)

1. David K. Cohen, "Teaching Practice: Plus que ça change. . .," in Contributing to Educational Change: Perspectives on Research and Practice, ed. Phillip W. Jackson (Berkeley: McCutchan, 1988), 27-84;
2. Larry Cuban, "Reforming Again, Again, and Again," Educational Researcher 19 (1) (1990): 3-13;
3. David B. Tyack and Larry Cuban, Tinkering Toward Utopia: Reflections on a Century of Public School Reform (Cambridge, Mass.: Harvard University Press, 1995).
4. Richard F. Elmore, "Teaching, Learning, and School Organization," Educational Administration Quarterly 31 (1995): 355-374.
5. Lawrence A. Cremin, The Transformation of the School: Progressivism in American Education (New York: Vintage Books, 1961).
6. G. Lichtenstein, M. McLaughlin, and J. Knudsen, "Teacher Empowerment and Professional Knowledge," in The Changing Contexts of Teaching, ed. Ann Lieberman (1991 Yearbook of the National Society for the Study of Education) (Chicago: University of Chicago Press, 1992).
7. Lauren B. Resnick and Kate J. Nolan, "Standards for Education," in Brookings Dialogues on Public Policy, ed. Diane Ravitch (Washington, D.C.: Brookings Institution, 1995), 94-119;
8. Marshall S. Smith and Jennifer O'Day, "Systemic School Reform," in Politics of Education Association Yearbook (London: Taylor & Francis, 1990), 233-267.
9. National Council of Teachers of Mathematics, Curriculum and Evaluation Standards for School Mathematics (Reston, Va.: National Council of Teachers of Mathematics, 1989);
10. National Committee on Science Education Standards and Assessment, National Research Council, National Science Education Standards (Washington, D.C.: National Academy Press, 1996);
11. New Standards, Performance Standards for Applied Learning, 3 vols. (Washington, D.C. and Pittsburgh, Pa.: National Center on Education and the Economy, University of Pittsburgh, Learning Research and Development Center, 1997).
12. David K. Cohen, "A Revolution in One Classroom: The Case of Mrs. Oublier," Educational Evaluation and Policy Analysis 12 (3) (1990): 311-329.
13. David K. Cohen and Heather C. Hill, "Learning Policy," unpublished manuscript, 1998;
14. Michael Harwell and Lauren B. Resnick, Professional Development and Teaching Quality in a Standards Reference Education System, report to the U.S. Department of Education, Office of Educational Research and Improvement on the UCLA-CRESST project (Los Angeles: University of California at Los Angeles, Center for Research on Evaluation, Standards, and Student Testing, 1988);
15. Bokhee Yoon and Lauren B. Resnick, Instructional Validity, Opportunity to Learn, and Equity: New Standards Examinations for the California Mathematics Renaissance, final report to the U.S. Department of Education, Office of Educational Research and Improvement on the UCLA-CRESST project (Los Angeles: University of California at Los Angeles, Center for Research on Evaluation, Standards, and Student Testing, 1998).
16. David B. Tyack, The One Best System: A History of American Urban Education (Cambridge, Mass.: Harvard University Press, 1974).
17. See Raymond E. Callahan, Education and the Cult of Efficiency (Chicago: University of Chicago Press, 1964).
18. Edward L. Thorndike, The Psychology of Arithmetic (New York: Macmillan, 1922).
19. Lauren B. Resnick, "From Aptitude to Effort: A New Foundation for our Schools," Dœdalus 124 (4) (Fall 1995): 55-62.
20. Lauren B. Resnick, Education and Learning to Think (Washington, D.C.: National Academy Press, 1987).
21. See E. D. Hirsch, Jr., The Schools We Need and Why We Don't Have Them (New York: Doubleday, 1996), for a contrary view of progressive influence on the schools.
22. For example, Jerome S. Bruner, The Process of Education (Cambridge, Mass.: Harvard University Press, 1960).
23. Piaget, somewhat scornfully, called this interest in hastening cognitive development the "American question."
24. Allen Newell and Herbert A. Simon, Human Problem Solving (Englewood Cliffs, N.J.: Prentice-Hall, 1972).
25. See Resnick, Education and Learning to Think,
26. and John T. Bruer, Schools for Thought: A Science of Learning in the Classroom (Cambridge, Mass.: Harvard University Press, 1993), for interpretive summaries of cognitive research relevant to education.
27. See Catherine E. Snow, M. Susan Burns, and Peg Griffin, eds., Preventing Reading Difficulties in Young Children (Washington, D.C.: National Academy Press, 1998).
28. See Isabel L. Beck et al., Questioning the Author: An Approach for Enhancing Student Engagement with Text (Newark, Del.: International Reading Association, 1997).
29. For example, James W. Pellegrino and Robert Glaser, "Analyzing Aptitudes for Learning: Inductive Reasoning," in Advances in Instructional Psychology, vol. 2, ed. Robert Glaser (Hillsdale, N.J.: Erlbaum, 1982), 269-345;
30. Michael Shayer and Philip Adey, Towards a Science of Science Teaching: Cognitive Development and Curriculum Demand (London: Heinemann, 1981);
31. and Ann L. Brown et al., "Learning, Remembering, and Understanding," in Cognitive Development, vol. 3 of Handbook of Child Psychology, 4th ed., ed. John Flavell and Ellen M. Markman (New York: Wiley, 1983), 515-629.
32. For example, Philip Adey and Michael Shayer, Really Raising Standards: Cognitive Intervention and Academic Achievement (London: Routledge, 1994);
33. and Ann L. Brown and Annemarie S. Palincsar, "Guided, Cooperative Learning and Individual Knowledge Acquisition," in Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, ed. Lauren B. Resnick (Hillsdale, N.J.: L. Erlbaum Associates, 1989), 393-451.
34. See Lauren B. Resnick and Sharon Nelson-Le Gall, "Socializing Intelligence," in Piaget, Vygotsky and Beyond, ed. Leslie Smith, Julie Dockrell, and Peter Tomlinson (London and New York: Routledge, 1997), 145-158, for an analysis of this body of research.
35. Carol S. Dweck and Ellen L. Leggett, "A Social-Cognitive Approach to Motivation and Personality," Psychological Review 95 (1988): 256-273.
36. For example, Barbara Rogoff, Apprenticeship in Thinking: Children's Guided Participation in Culture (New York: Oxford University Press, 1990);
37. and Roland G. Tharp and Ronald G. Gallimore, Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context (Cambridge: Cambridge University Press, 1989).
38. Kale Maloy, Building a Learning Community: A Portrait of New York City Community School District #2 (OERI research contract #RC-96-137002 deliverable) (Pittsburgh, Pa.: University of Pittsburgh, Learning Research and Development Center, 1998), 4.
39. Kale Maloy, Building a Learning Community: A Portrait of New York City Community School District #2 (1998), Ibid., 5.
40. Kale Maloy, Building a Learning Community: A Portrait of New York City Community School District #2 (1998), 5. Ibid.
41. Richard F. Elmore and Deanna Burney, Investing in Teacher Learning: Staff Development and Instructional Improvement in Community School District #2, New York City (New York: National Commission on Teaching and America's Future, Consortium for Policy Research in Education, 1997).
42. Maloy, Building a Learning Community, 5.
43. Maloy, Building a Learning Community, 5. Ibid.