Knowledge alive

Educational Leadership

Volumn 62, Issue 1, 2004, Pages 14-18

  Perkins, David ^a,b  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

^b Harvard Project Zero   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4644293783     PISSN: 00131784     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (17)

1. Blythe, T., & Associates. (1998). The teaching for understanding guide. San Francisco: Jossey-Bass.
2. Bransford, J. D., Franks, J. J., Vye, N. J., & Sherwood, R. D. (1989). New approaches to instruction: Because wisdom can't be told. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 470-497). New York: Cambridge University Press.
3. Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with interesting implications. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education (Vol. 24, pp. 61-101). Washington, DC: American Educational Research Association.
4. Detterman, D., & Sternberg, R. (Eds.). (1992). Transfer on trial. Norwood, NJ: Ablex.
5. Gardner, H. (1999). The disciplined mind. New York: Simon and Schuster.
6. Grotzer, T. A. (2000, April). How conceptual leaps in understanding the nature of causality can limit learning: An example from electrical circuits. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA.
7. Grotzer, T. A. (2003). Learning to understand the forms of causality implicit in scientific explanations. Studies in Science Education, 39, 1-74.
8. Housen, A., Yenawine, P., & Arenas, A. (1991). Visual thinking curriculum. (Unpublished but used for research purposes). New York: Museum of Modern Art.
9. Linn, M. (2002). The role of customization of innovative science curricula: Implications for design, practice, and professional development. Symposium at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
10. Perkins, D. N. (1992). Smart schools: From training memories to educating minds. New York: Free Press.
11. Perkins, D. N., & Blythe, T. (1994). Putting understanding up front. Educational Leadership, 51(5), 4-7.
12. Perkins, D. N., & Grotzer, T. A. (2000, April). Models and moves: Focusing on dimensions of causal complexity to achieve deeper scientific understanding. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA.
13. Perkins, D. N., & Salomon, G. (1988). Teaching for transfer. Educational Leadership, 46(1), 22-32.
14. Ritchhart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San Francisco: Jossey-Bass.
15. Tishman, S. (2002). Artful reasoning. In T. Grotzer, L. Howick, S. Tishman, & D. Wise, Art works for schools. Lincoln, MA: DeCordova Museum and Sculpture Park.
16. Tishman, S., Perkins, D. N., & Jay, E. (1995). The thinking classroom. Boston: Allyn and Bacon.
17. Wiske, M. S. (Ed.). (1998). Teaching for understanding: Linking research with practice. San Francisco: Jossey-Bass.