2009 wallace foundation distinguished lecture: Nested learning systems for the thinking curriculum

Educational Researcher

Volumn 39, Issue 3, 2010, Pages 183-197

  Resnick, Lauren B ^a  

^a UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

21st century skills; Education organization; High demand curriculum; Human capital; Instructional leadership; Learning systems; Professional develop ment; Routines; Social capital; Systems engineering

Indexed keywords

EID: 77951441268     PISSN: 0013189X     EISSN: 1935102X     Source Type: Journal    
DOI: 10.3102/0013189X10364671     Document Type: Article

References (87)

1. Adey, P., & Shayer, M. (2001). Thinking science. London: Nelson Thormes.
2. Adler, P. S., & Kwon, S. (2002). Social capital: Prospects for a new concept. Academy of Management Review, 27, 17-40.
3. Allison, G. T. (1971). Essence of decision. New York: Little, Brown.
4. Ball, D. L. & Lampert, M. (1998). Multiples of evidence, time, and perspective: Revising the study of teaching and learning. In E. C. Lagemann & L. S. Shulman (Eds.), Issues in education research: Problems and possibilities (pp. 371-398). San Francisco: Jossey Bass.
5. Beck, I. L., & McKeown, M. G. (2002). Questioning the author: Making sense of social studies. Educational Leadership, 60(3), 44-47.
6. Becker, H. (1964). Against the code of ethics. American Sociological Review, 29, 409-410.
7. Berliner, D. C. (2006). Educational psychology: Searching for essence throughout a century of influence. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 3-27). Mahwah, NJ: Lawrence Erlbaum.
8. Bickel, D. D., & Artz, N. J. (2001, August). Implementing content-focused coaching® as part of a district-wide reform effort. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction (EARLI), Fribourg, Switzerland.
9. Bill, V. L., Leer, M. N., Reams, L. E., & Resnick, L. B. (1992). From cupcakes to equations: The structure of discourse in a primary mathematics education classroom. Verbum, 15(1), 63-85.
10. Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2006). How changes in entry requirements alter the teacher workforce and affect student achievement. Education Finance and Policy, 1(2), 176-216.
11. Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2008, September). Teacher preparation and student achievement (NBER Working Paper No. W14314). Cambridge, MA: National Bureau of Economic Research. Available at http://ssrn.com/abstract=1264576.
12. Brown, J. S., & Duguid, P. (2000). The social life of information. Cambridge, MA: Harvard Business School Press.
13. Bryk, A. S., & Schneider, B. L. (2003). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.
14. Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723-733.
15. Carroll, J. B. (1989) The Carroll model: A 25-year retrospective and prospective view. Educational Researcher, 18(1), 26-31.
16. Center on Education Policy. (2008). Instructional time in elementary schools: A closer look at changes for specific subjects. Washington, DC: Author.
17. Chi, M. T. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology (pp. 161-238). Mahwah, NJ: Lawrence Erlbaum Associates.
18. Clark, R. M., Sherer, J. Z., Besterfield-Sacre, M., & Resnick, L. (2007, April). Combining expert directed graphs of the K-12 educational system. Paper presented at the American Educational Research Association Annual Meeting, Chicago, Illinois.
19. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). How and why do teacher credentials matter for student achievement? (NBER Working Paper No. 12828). Cambridge, MA: National Bureau of Economic Research.
20. Cohen, M. D., & Bacdayan, P. (1994). Organizational routines are stored as procedural memory: Evidence from a laboratory study. Organizational Science, 5, 554-568.
21. Cohen, D. K., & Hill, H. (2000). Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record, 102, 294-343.
22. Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95-S120.
23. Correnti, R., & Rowan, B. (2007). Opening up the black box: Literacy instruction in schools participating in three comprehensive school reform programs. American Educational Research Journal, 44, 298-338.
24. Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
25. David, J. L., & Greene, D. (2008). Improving mathematics instruction in Los Angeles high schools: Follow up to the evaluation of the PRISMA Pilot Program. Palo Alto, CA: Bay Area Research Group.
26. Davis, L. E. (1982). Organizational design. In G. Salvendy (Ed.), Handbook of industrial engineering (pp. 2.1.1-2.1.29). New York: John Wiley.
27. Dweck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition. In A. Elliot & C. Dweck (Eds.) Handbook of competence and motivation (pp. 122-140). New York: Guilford.
28. Feldman, M. S. (2000). Organizational routines as a source of continu- ous change. Organization Science, 11, 611-629.
29. Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing organiza- tional routines as a source of flexibility and change. Administrative Science Quarterly, 48, 94-118.
30. Frank, K. A., Zhao, Y., & Borman, K. (2004). Social capital and the diffusion of innovations within organizations: The case of computer technology in schools. Sociology of Education, 77, 148-171.
31. Gamoran, A., Anderson, C. W., Quiroz, P. A., Secada, W. G., Williams, T., & Ashmann, S. (2003). Transforming teaching in math and science: How schools and districts can support change. New York: Teachers College Press.
32. Gersick, G. J., & Hackman, J. R. (1990). Habitual routines in task- performing groups. Organizational Behavior and Human Decision Process, 47, 65-97.
33. Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45, 184-205.
34. Harbison, R., & Hanushek, E. (1992). Educational performance for the poor: Lesson from rural northeast Brazil. Oxford, UK: Oxford University Press.
35. Hertzberg, H. (1988). Foundations. The 1982 Committee of Ten. Social Education, 52(2), 44-45.
36. Hill, H., Rowan, B., & Ball, D. (2005). Effects of teachers' mathematic knowledge for teaching on student achievement. American Educational Research Journal, 42, 371-406.
37. Jaeger, R. M., & Tittle, C. K. (1980). Minimum competency testing: Motives, models, measures and consequences. Berkeley, CA: McCutchan.
38. Johnson, R. T., & Johnson, D. W. (1986). Action research: Cooperative learning in the science classroom. Science and Children, 24, 31-32.
39. Koretz, D., & Hamilton, L. (2006). Testing for accountability in K-12. In R. L. Brennan (Ed.), Educational measurement (5th ed., pp. 531- 578). Westport, CT: American Council on Education/Praeger.
40. Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven, CT: Yale University Press.
41. Lampert, M., & Ball, D. (1998). Teaching, multimedia, and mathematics: Investigations of real practice. New York: Teachers College Press.
42. Leana, C., & Pil, F. (2009). Applying organizational research to public school reform: The effects of teacher human and social capital on student performance. Academy of Management Journal.
43. Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), 44-70.
44. March, J. G. (1981). Footnotes to organizational change. Administrative Science Quarterly, 26, 563-577.
45. March, J. G., & Simon, H. A. (1958). Organizations. New York: John Wiley.
46. March, J. G., & Simon, H. A. (with H. Guetzkow). (1993). Organizations (2nd ed.). Cambridge, MA: Blackwell.
47. Matsumura, L. C., Garnier, H., & Resnick, L. B. (in press). Implementing literacy coaching: The role of school social resources. Educational Evaluation and Policy Analysis.
48. Matsumura, L. C., Sartoris, M., Bickel, D., & Garnier, H. (2009). Leadership for literacy coaching: The principal's role in launching a new coaching program. Educational Administration Quarterly, 45, 655-694.
49. McConachie, S.M., & Petrosky, A.R. (2010). Content matters: A disciplinary literacy approach to improving student learning. San Francisco: Jossey-Bass.
50. McLaughlin, M. W., & Talbert, J. E. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
51. McNeill, L. (2002). Contradictions of school reform: Educational costs of educational testing. New York: Routledge.
52. Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
53. Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30, 359-377.
54. Michaels, S., O'Connor, C., & Resnick, L. B. (2007). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27, 283-297.
55. Nahapiet, J., & Ghoshal, S. (1998). Social capital, intellectual capital and the organizational advantage. Academy of Management Review, 23, 242-266.
56. National Academy of Education. (2009). Education policy white paper: Teacher quality. Washington, DC: Author.
57. National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: Author.
58. National Education Goals Panel. (1991). The National Education Goals report 1991: Building a nation of learners. Washington, DC: Author.
59. National Institute for Literacy. (2008). Developing early literacy: Report of the National Early Literacy Panel. Jessup, MD: Author.
60. Newman, F. M. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco, CA: Jossey-Boss.
61. O'Connor, M. C. (2001). Can any fraction be turned into a decimal?' A case study of a mathematical group discussion. Educational Studies in Mathematics, 46, 143-185.
62. Orr, J. (1996). Talking about machines. Ithaca, NY: Cornell University Press.
63. Resnick, D. P., & Resnick, L. B. (1977). The nature of literacy: An historical exploration. Harvard Educational Review, 47, 370-385.
64. Resnick, L. B. (1987a). Learning in school and out. Educational Researcher, 16(9), 13-20.
65. Resnick, L. B. (1987b). The Thinking Curriculum. Washington, DC: National Academy Press.
66. Resnick, L. B. (1999). From aptitude to effort: A new foundation for our schools. American Educator, 23, 14-17.
67. Resnick, L. B., Besterfield-Sacre, M., Mehalik, M. M., Sherer, J. Z., & Halverson, E. R. (2007). A framework for effective management of school system performance. In P. A. Moss (Ed.). Evidence and decision making: The 106th yearbook of the National Society for the Study of Education (NSSE) (Part I, pp. 155-185). Malden, MA: Blackwell.
68. Resnick, L. B., & Klopfer, L. E. (Eds.). (1989). Toward the Thinking Curriculum: Current cognitive research (ASCD Yearbook). Alexandria, VA: Association for Supervision and Curriculum Development.
69. Resnick, L. B., Michaels, S., & O'Connor, C. (in press). How (well-structured) talk builds the mind. In R. Sternberg & D. Preiss (Eds.), From genes to context: New discoveries about learning from educational research and their applications. New York: Springer.
70. Resnick, L. B., & Nelson-Le Gall, S. (1997). Socializing intelligence. In L. Smith, J. Dockrell, & P. Tomlinson (Eds.), Piaget, Vygotsky and beyond (pp. 145-158). New York: Routledge.
71. Resnick, L. B., Saljo, R., Pontecorvo, C., & Burge, B. (Eds.). (1997). Discourse, tools, and reasoning: Essays on situated cognition. Berlin: Springer-Verlag.
72. Resnick, L. B., & Spillane, J. P. (2006). From individual learning to organizational designs for learning. In L. Verschaffel, F. Dochy, M. Boekaerts, & S. Vosniadou (Eds.), Instructional psychology: Past, present and future trends. Sixteen essays in honor of Erik De Corte (pp. 259-276). Oxford, UK: Pergamon.
73. Resnick, L. B., Spillane, J., Goldman, P., & Rangel, E. (in press). Implementing innovation: From visionary models to everyday prac tice. In D. Istance, F. Benavides, & H. Dumont (Eds.), Innovative learning environments. Paris: Organisation for Economic Co-operation and Development.
74. Resnick, L. B., Wiliam, D., Apodaca, R., & Rangel, E. (in press). The relationship between assessment and the organization and practice of teaching. In B. McGraw, P. Peterson, & E. Baker (Eds.), International encyclopedia of education (3rd ed.). London: Elsevier.
75. Rowan, B., & Correnti, R. (2009). Studying reading instruction with teacher logs: Lessons from a study of instructional improvement. Educational Researcher, 38, 120-131.
76. Sahney, V. K. (1993). Evolution of hospital industrial engineering: from scientific management to total quality management. Journal of the Society of Health Systems, 4(1), 3-17.
77. Shepard, L. (2002-2003, Winter). The hazards of high stakes testing. Issues in Science and Technology, pp. 53-58.
78. Sherer, J., & Spillane, J. (in press.) Constancy and change in work practice in schools: The role of organizational routines. Teachers College Record.
79. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
80. Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43-69.
81. Spillane, J. P., Mesler, L., Sherer, J. Z., & Croegaert, C. (2010). Organi- zational routines as recoupling mechanisms: Policy, school administration, and the technical core. Manuscript submitted for publication.
82. Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York: Free Press.
83. Suchman, L. (1996). Constituting shared workspaces. In. Y. Engeström & D. Middleton (Eds.), Cognition and communication at work (pp. 35-60). Cambridge, UK: Cambridge University Press.
84. Talbert, J. E., David, J. L., with Lin, W. (2008, September). Evaluation of the Disciplinary Literacy-Professional Learning Community (DL-PLC) Initiative in Austin Independent School District. Final Report. Palo Alto, CA: Center for Research on the Content of Teaching, Stanford University.
85. Thorndike, E. L. (1932). Fundamentals of learning. New York: Teachers College, Columbia University.
86. Turner, W. C., Mize, J. H., Case, K. E., & Nazemetz, J. W. (1992). Introduction to industrial and systems engineering (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
87. Tyack, D. B. (1974). The one best system: A history of American urban education. Cambridge, MA: Harvard University Press.