On teaching adaptively

Educational Psychologist

Volumn 43, Issue 3, 2008, Pages 161-173

  Corno, Lyn ^a  

^a Howard Hughes Medical Institute   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 47949083014     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520802178466     Document Type: Review

References (74)

1. Abraham, L. (2007, August 12). Can this marriage be saved? New York Times Magazine, 6, 28-55.
2. Au, K. (1980). Participation structures in a reading lesson with Hawaiian children. Anthropology and Education Quarterly, 11, 91-115.
3. Au, K. H., & Blake, K. M. (2003). Cultural identity and learning to teach in a diverse community. Journal of Teacher Education, 54, 192-205.
4. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
5. Bennett, D. E., & Davis, M. A. (2001). The development of a computer-based alternate assessment system. Assessment for Effective Intervention, 26, 15-34.
6. Brophy, J., & Good, T. (1996). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Third handbook of research on teaching (pp. 328-375). Washington, DC: American Educational Research Association.
7. Brown, A., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289-326). Mahwah, NJ: Erlbaum.
8. Butler, D. L. (1995). Promoting strategic learning by post secondary students with learning disabilities. Journal of Learning Disabilities, 28, 170-190.
9. Chang, K. E., Sung, Y. T., & Chen, S. F. (2001). Computerized concept mapping with scaffolding learning aids. Journal of Computer Assisted Learning, 17, 21-33.
10. Clay, M. M. (1998). By different paths to common outcomes. York, ME: Stenhouse.
11. Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6-11.
12. Corno, L. (1995). The principles of adaptive teaching. In A. C. Ornstein (Ed.), Teaching: Theory into practice (pp. 98-115). Boston: Allyn and Bacon.
13. Corno, L. (2001). Volitional aspects of self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 191-226). Mahwah, NJ: Erlbaum.
14. Corno, L., & Mandinach, E. (2004). What we have learned about student engagement in the past twenty years. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 299-328). Greenwich, CT: Information Age.
15. Corno, L., & Snow, R. E. (1986). Adapting teaching to individual differences in learners. In M. C. Wittrock (Ed.), Third handbook of research on teaching (pp. 605-629). Washington, DC: American Educational Research Association.
16. Cronbach, L. J., & Snow, R. E. (1977). Aptitude and instructional methods: A handbook for research on interactions. New York: Irvington/Naiburg.
17. Darling-Hammond, L. (1993). Reframing the school reform agenda. Phi Delta Kappan, 74, 753-761.
18. Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387-1388.
19. Eder, D. (1981). Ability grouping as a self-fulfilling prophecy: A microanalysis of teacher student interaction. Sociology of Education, 54, 151-161.
20. Filby, N., Barnett, B., & Bossert, S. (1982). Grouping practices and their consequences. San Francisco: Far West Laboratory for Educational Research.
21. Gamoran, A. (1993) Alternative uses of ability grouping in secondary schools: Can we bring high quality instruction to low-ability classes? American Journal of Education, 101, 1-22.
22. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
23. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
24. Glaser, R. (1977). Adaptive education: Individual diversity and learning. New York: Holt, Rinehart & Winston.
25. Gonzalez, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge. New York: Teachers College Press.
26. Greeno, J. G., Collins, A. M., & Resnick, L. (1996). Cognition and learning. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Macmillan.
27. Grigorenko, E. L., Jarvin, L., & Sternberg, R. J. (2002). School-based tests of the triarchic theory of human intelligence: Three settings, three samples, three syllabi. Contemporary Educational Psychology, 27, 167-208.
28. Heacox, D. (2001). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit.
29. Klausmeier, H. J., Rossmiller, R. A., & Saily, M. (Eds.). (1977). Individually guided elementary education. New York: Academic.
30. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.
31. Lajoie, S. P., & Derry, S. J. (Eds.). (1993). Computers as cognitive tools. Hillsdale, NJ: Erlbaum.
32. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
33. Lubinsky, D., & Benbow, C. P. (2000). States of excellence. American Psychologist, 55, 137-150.
34. Lubinsky, D., & Benbow, C. P. (2006). Study of mathematically precocious youth after 25 years. Perspectives on Psychological Science, 1, 316-345.
35. Messick, S. (1984). The nature of cognitive styles: Problems and promise in educational practice. Educational Psychologist, 19, 59-75.
36. Nuthall, G. (2004). Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap. Harvard Educational Review, 74(3), 273-306.
37. Oakes, J. (1985). Keeping track: How school structure inequality. New Haven, CT: Yale University Press.
38. Palincsar, A.,&Brown, A. (1984). Reciprocal teaching of comprehension - fostering and comprehension -monitoring activities. Cognition and Instruction, 1, 117-175.
39. Perry, N., & Winne, P. (2001). Individual differences and diversity. In L. Corno (Ed.), Education across a century. The one hundredth yearbook of the National Society for the Study of Education (pp. 100-139). Chicago: National Society for the Study of Education.
40. Pettig, K. L. (2000). On the road to differentiated practice. Educational Leadership, 58 (1), 14-18.
41. Pinnell, G. S., & Fountas, I. C. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
42. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In P. Pintrich, M. Boekaerts, & M. Zeidner (Eds.), Handbook of selfregulation (pp. 452-502). San Diego, CA: Academic.
43. Pressley, M., Hogan, K., Wharton-McDonald, R., Mistretta, J., & Ettenberger, S. (1996). The challenges of instructional scaffolding: The challenges of instruction that supports student thinking. Learning Disabilities Research and Practice, 11, 138-146.
44. Randi, J. (1996). From imitation to invention: The nature of innovation in teachers' classrooms. Unpublished doctoral dissertation. Teachers College, Columbia University.
45. Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106, 1825-1853.
46. Randi, J., & Corno, L. (1997). Teachers as innovators. In B. J. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching, Vol. I (pp. 1163-1122). Dordrecht, the Netherlands: Kluwer Academic.
47. Randi, J., & Corno, L. (2005). Teaching and learner variation. Pedagogy - Learning from teaching, British Journal of Educational Psychology, Monograph Series II (3), 47-69.
48. Reeve, J. (2006). Teachers as facilitators:What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.
49. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
50. Salomon, G. (1979). Interaction of media, cognition and learning. San Francisco: Jossey-Bass.
51. Salomon, G. (1993). No distribution without individuals' cognition: A dynamic interact ional view. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 111-138). Cambridge, UK: Cambridge University Press.
52. Sapon-Shevin, M. (1994). Playing favorites: Gifted education and the disruption of community. Albany: State University of New York Press.
53. Schoenfeld, A. H. (2002). Making mathematics work for all children: Issues of standards, testing, and equity. Educational Researcher, 31(1), 13-25.
54. Sharp, D. (2004). Supporting teachers' data-driven instructional conversations: An environmental scan of reading first and STEP literacy assessments, data visualizations, and assumptions about conversations that matter. Report to the information infrastructure project. Chicago: John D. and Catherine T. MacArthur Foundation.
55. Shaughnessy, M. P. (1977). Errors and expectations: A guide for the teacher of basic writing. New York: Oxford University Press.
56. Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29, 4-14.
57. Silver, H. F., Strong, R. W., & Perini, M. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA: ASCD.
58. Snow, R. E. (1980). Aptitude, learner control, and adaptive instruction. Educational Psychologist, 15, 151-158.
59. Snow, R. E. [in collaboration with E. Yalow]. (1982). Education and intelligence. In R. J. Sternberg (Ed.), Handbook of human intelligence (pp. 493-596). London: Cambridge University Press.
60. Snow, R. E. (1992). Aptitude theory: Yesterday, today, and tomorrow. Educational Psychologist, 27, 5-32.
61. Snow, R. E. (1996). Aptitude development and education. Psychology, Public Policy, and the Law, 2, 536-560.
62. Snow, R. E. (1997). Aptitudes and symbol systems in adaptive classroom teaching. Phi Delta Kappan, 78(5), 354-361.
63. Snyder, J., Bolin, F., & Zumwalt, K. (1992) Curriculum implementation. In P. Jackson (Ed.), Handbook of research on curriculum (pp. 402-435). New York: Macmillan.
64. Stanford Aptitude Seminar [Corno, L., Cronbach, L. J., Kupermintz, H., Lohman, D. F., Mandinach, E. B., Porteus, A. W., et al.] (2002). Remaking the concept of aptitude: Extending the legacy of Richard E. Snow. Mahwah, NJ: Erlbaum.
65. Sternberg, R. J. (2001). Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational Psychologist, 36, 227-246.
66. Tieso, C. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26(1), 29-37.
67. Tomlinson, C. (2003). Deciding to teach them all. Educational Leadership, 61, 6-11.
68. Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany: State University of New York Press.
69. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
70. Weinstein, R. S. (1996). High standards in a tracked system of schooling: For which students and with what educational supports? Educational Researcher, 25, 16-19.
71. Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. Cambridge, UK: Cambridge University Press.
72. Williams, L. (1994). Developmentally appropriate practice and cultural values: A case in point. In B. L. Mallory & R. S. New (Eds.), Diversity and developmentally appropriate practice (pp. 155-165). New York: Teachers College Press.
73. Winne, P. H. (1992). State-of-the-art instructional computing systems that afford instruction and bootstrap research. In M. Jones & P. H. Winne (Eds.), Foundations and frontiers of adaptive learning environments (pp. 349-380). Berlin: Springer-Verlag.
74. Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic.