Educational Administration 785

Staff Personnel Systems in Education
Spring 2002

Professor Allan Odden

Professor: Dr. Allan Odden
Email: arodden@facstaff.wisc.edu
Phone: 263-4260
Office: Room 653E, Educational Sciences Building
Office Hours: Monday, 1:30-4:00 p.m.

Microsoft Word Copy of the Syllabus:

LOCATION AND TIME OF COURSE:

Room 1152, Educational Sciences Building
Mondays, 4:25-7:10 p.m.

READING MATERALS

EdAD 785 - Staff Personnel Systems in Education
Fall Semester 2001, Room 1152 Monday, 4:25-7:10 p.m.
Professor: Allan Odden, Room 653E**Telephone: 263 4260**Office Hours: Monday 1:30-4:00 p.m.
Reading Materials
Required Text:

Allan Odden and Carolyn Kelley. (2002). Paying Teachers for What They Know and Do: New and Smarter Compensation Strategies to Improve Schools. Thousand Oaks, CA: Corwin Press.
Charlotte Danielson. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
James Stronge and Pamela Tucker. (2001). Teacher Evaluation and Student Achievement. Washington, DC: National Education Association.
EdAd 785 Course Packet of readings.
Assuming you have from EdAd 702: John Bransford, Ann Brown and Rodney Cocking. (1999). How People Learn. Washington, DC: National Academy Press.

Requirements
1. A 15-20 page (double spaced, word-processed) analysis of your district's teacher evaluation system. October 22 (50%). Use APA style.
2. A 15-20 page (double spaced, word-processed) paper proposing a knowledge- and skills-based teacher compensation structure for your district, and a related professional development strategy. Due December 16 (50%). Use APA style.
Course Objectives
1. To understand how the human resource functions in education fit within a performance management frame.
2. To understand what is known about good teacher performance and how such performance can be measured, particularly in a high stakes context.
3. To understand how various human resource systems - professional development, compensation, principal leadership - can impact teacher performance.
4. To understand the design features and impacts of new forms of teacher compensation, from knowledge and skills-based pay to school-based award programs.
5. To become active professionals by staying current with ongoing education and policy issues and becoming familiar with the professional literature such as Education Week (subscribe and read every week), Phi Delta Kappan, Educational Leadership, and key research journals such as the Journal for Personnel Evaluation in Education, Educational Evaluation and Policy Analysis, Educational Policy, Educational Administration Quarterly, Harvard Educational Review, and Teachers College Record.

COURSE OUTLINE: EdAd 785 - Staff Personnel Systems in Education

1. September 10 Performance Management in Education

2. September 17 What is Good Teacher Performance: Research

TIMMS Six Lessons Video -- we will view only the US and Japan lessons.
Danielson, Appendix.
Bransford, Brown and Cocking, Chapter 7 - Effective Teaching (from a cog. science perspective).
A seminal article is: Lee Shulman. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Education Review, 57(1), 1-22.

3. September 24 What is Good Teacher Performance: Teaching Standards
The 30 minute overall CGI tape
Danielson, Chapters 1-3.
INTASC Standards: http://www.ccsso.org/intasc.html
National Board for Professional Teaching Standards: www.nbpts.org
PRAXIS III standards: http://www.etc.org/prxsets.html
Iowa's Teaching Standards
Wisconsin's Teaching Standards: http://www.dpi.state.wi.us/dpi/dlsis/tel/pdf/pi34.pdf

4. October 1 Measuring Teacher Performance: Traditional and New Directions
The CGI CDs from Children's Mathematics book
Andrew Porter, Peter Youngs and Allan Odden. Advances in Teacher Assessments and Their Uses. In Virginia Richardson, Ed. Handbook of Research on Teaching, Second Edition. New York: Macmillan, forthcoming.
Charlotte Danielson, Chapters 4-6.
Charlotte Danielson and & Thomas McGreal. (2000). Teacher Evaluation to Enhance Professional Practice. Alexandria, VA: Association for Supervision and Curriculum Development.
INTASC Performance Assessment Development Project. (2001). Science Teacher Performance Assessment Handbook. Washington, DC: Council of Chief State School Officers.
Stronge and Tucker, entire book.

Web Sites on teacher assessment: ETS/PRAXIS: http://www.etc.org/prxsets.html
National Board: http://www.nbpts.org
INTASC: http://www.ccsso.org/intasc.html

5. October 8 The Anoka-Hennepin (MN) and Reno (NV) Performance Assessment Systems

Guest Presenter: Dr. Steve Kimball

Steve Kimball. (2001). Innovations in Teacher Evaluation: Case Studies of School Districts that Have Implemented Evaluation Systems Based on the Framework for Teaching. Unpublished Ph.D. dissertation, University of Wisconsin-Madison. Miller and Reno chapters.

6. October 15 The Cincinnati Performance Assessment System

Guest Presenters: Drs. Anthony Milanowski and Herbert Heneman, III.

Anthony Milanowski. (2001). Final Report of the Evaluation of the 2000-2001 Implementation of the Cincinnati Federation of Teachers/Cincinnati Public School Teacher Evaluation System. Madison: University of Wisconsin, Wisconsin Center for Education Research, Consortium for Policy Research in Education.
Herbert Heneman and Anthony Milanowski. (2001). Assessment of Teacher Reactions to a Standards-Based Teacher Evaluation: A Pilot Study. Submitted to Journal for Personnel Evaluation in Education.

7. October 22 - Mid-Term Paper 1 Due

8. October 29 What Causes Teacher Performance?

Guest Presenter: Dr. Ken Zeichner, Professor, Curriuclum and Instruction

Odden and Kelley, Chapter 4
Carolyn Kelley, Heneman, Herbert III, & Milanowski, Anthony. (2000). School-Based Performance Award Programs, Teacher Motivation, and School Performance: Findings from a Study of Three Programs (CPRE Research Report Series RR-44). Philadelphia, PA: Graduate School of Education, Consortium for Policy Research in Education.
For a good overview, see Edward E. Lawler, III. (1994). Motivation in Work Organizations. San Francisco: Jossey Bass, but this is not formally assigned.
Cognitive model of performance: knowledge and skills, context, motivation.
Expectancy motivation model.

HUMAN RESOURCES STRATEGIES TO INFLUENCE TEACHER PERFORMANCE

9. and 10. November 5 and 12 Professional Development

Guest presenter Nov. 4: Dr. Steve Head, UW-Curriculum and Instruction

Bransford, Brown and Cocking, Chapter 8 - Teacher Learning

Characteristics of Effective Professional Development:

David Cohen & Heather Hill. (1998). Instructional Policy and Classroom Performance: The Mathematics Reform in California. Philadelphia: University of Pennsylvania, Graduate School of Education, Consortium for Policy Research in Education.
Richard Elmore & Deanna Burney. (1996). Professional Development and Instructional Improvement in Community School District #2, New York City. Philadelphia: University of Pennsylvania, Graduate School of Education, Consortium for Policy Research in Education.
Mary Kennedy. (1998). The Relevance of Content in Inservice Teacher Education. Madison: University of Wisconsin, Wisconsin Center for Education Research, National Institute for Science Education. Available: http://www.wcer.wisc.edu/nise/publications/ Research Monograph #13
Beatrice Birman, Laura Desimone, Andrew C. Porter and Michael S. Garet. (2000). Designing Professional Development That Works. Educational Leadership, 57(8), 28-33.
Dennis Sparks and Stephanie Hirsh. (1999, December). A National Plan for Improving Professional Development. Oxford, OH: Author.

Costs of Professional Development:

Guest presenter on November 11: Mark Fermanich, Ed.Ad. Ph.D. student

Allan Odden and Sarah Archibald. (2001). A Framework for Assessing the Costs of Effective Professional Development. Madison: University of Wisconsin, Wisconsin Center for Education Research, Consortium for Policy Research in Education.
Mark Fermanich. (2001). Elementary School Spending for Professional Development: A Cross Case Analysis. Madison: University of Wisconsin, Wisconsin Center for Education Research, Consortium for Policy Research in Education.
Sarah Archibald. (2001). A Case Study of Professional Development Expenditures at a Restructured High School. Madison: University of Wisconsin, Wisconsin Center for Education Research, Consortium for Policy Research in Education.

Professional Development and Union Contracts

Paul Bredeson. (2001). Negotiated Learning: Union Contracts and Teacher Professional Development. Education Policy Analysis Archives. 9(26). http://epaa.asu.edu/

11. November 19 Compensation

Odden and Kelley, Chapter 1-3, 8
Carolyn Kelley. (1997). Teacher Compensation and Organization. Educational Evaluation and Policy Analysis, 19(1), 15-28.

12. November 26 Knowledge and Skills-Based Pay

Odden and Kelley, Chapter 5
Allan Odden. (2001). Comprehensive Teacher Compensation Change. Article submitted to Educational Evaluation and Policy Analysis.
Allan Odden and Eileen Kellor. (2001). Knowledge and Skills-Based Pay in Manitowoc, WI. Download from CPRE web site: www.wcer.wisc.edu/cpre/tcomp.
Anthony Milanowski. (2001). The Varieties of Knowledge and Skill-Based Pay Design: A Comparison of Seven New Pay Systems for K-12 Teachers. Madison: University of Wisconsin, Wisconsin Center for Education Research, Consortium for Policy Research in Education.

13. December 3 School-Based Performance Award Programs

Odden and Kelley, Chapter 6

14. December 10 Teacher Recruitment, Selection and Induction

Richard Murnane. (1996). Staffing the Nation's Schools with Skilled Teachers. In Eric Hanushek and Dale Jorgenson, Eds. Improving America's Schools: The Role of Incentives (pp. 241-258). Washington D.C.: National Academy Press.
Linda Darling-Hammond, Barnett Berry, David Haselkorn & Elizabeth Fideler. (1999). Teacher Recruitment, Selection and Induction. In Linda Darling-Hammond & Gary Sykes, Eds. Teaching and the Learning Profession (pp. 183-232). San Francisco: Jossey Bass.

15. December 17 Final Examination - Final Paper Due

Additional Resources on Good Instruction

John Bruer. (1998). Brain Science, Brain Fiction. Educational Leadership, 56(3), 14-18.
NCES. (March, 1999). Do Gatekeeper Courses Expand Education Options? NCES Statistics in Brief.
John Bruer (1993). Schools for Thought. Cambridge, MA: MIT Press.
Reder & Herbert Simon. (1998). Radical Constructivism and Cognitive Psychology. In Diane Ravitch, Ed. Brookings Papers on Eduction Policy, 1998 (pp. 227-278). Washington, D.C.: The Brookings Institution.
John Bransford, Susan Goldman and Nancy Vye. (1991). Making a Difference in People's Abilities to Think: Reflections on a Decade of Work and Some Hopes for the Future. In L. Okagaki & Robert J. Sternberg, Eds. Directions of Development: Influences on Children's Thinking (pp. 147-180). Hillsdale, NJ: Erlbaum.
Lauren Resnick and Leopold E. Kolpfer, Eds. (1989). Toward the Thinking Curriculum: Current Cognitive Research. Washington, DC: ASCD. Students are encouraged to read this book.
Diane August, Kenji Hakuta & Delia Pompa. (1994). For All Students: Limited English Proficient Students and Goals 2000. Focus, 10(Fall 1994).
Michael Knapp & Associates. (1995). Teaching for Meaning in High Poverty Classrooms. New York: Teachers College Press.
David Sternberg. (1994). Comments on Multiple Intelligences: The Theory in Practice. Teachers College Record, 95(4), 561-569.

Reading:

Susan Burns, Peg Griffin & Catherine Snow, Eds. (1999). Starting Out Right: A Guide to Promoting Children's Reading Success. Washington, DC: National Academy Press.
Michael Pressley. (1998). Reading Instruction that Works: The Case for Balanced Teaching, Report of the National Research Council. Washington, DC: National Academy Press.
Michael Pressley, et al. (1998). The Nature of Effective First-Grade Literacy Instruction. Albany, NY: National Research Center on English Learning & Achievement, State University of New York.
Bruer, John. (1993). Schools for Thought. Cambridge, MA: MIT Press. Chapter 6: Reading.
Honig, Bill. (1997). Reading the Right Way. The School Administrator. 54(8), 6-15.
Honig, Bill. (1996). Teaching Our Children To Read. Thousand Oaks, CA: Corwin Press.
Pearson, P. David & Janice Dole. (1987). Explicit Comprehension Instruction: A Review of Research and a New Conceptualization of Instruction. Elementary School Journal, 88(2), 151-165.
Annemarie Sullivan Palinscar and Ann Brown. (1999). Instruction for Self Regulated Reading. In Lauren Resnick and Leopold Klopfer, Eds. Toward the Thinking Curriculum: Current Cognitive Research, Alexandria, VA: Association for Supervision and Curriculum Development.

Writing:

John Bruer. (1993). Schools for Thought. Cambridge, MA: MIT Press. Chapter 7: Writing: Transforming Knowledge.
Glynda Ann Hull. (1989). Research on Writing: Building A Cognitive and Social Understanding of Composing. In Lauren Resnick and Leopold Klopfer, Eds. Toward the Thinking Curriculum: Current Cognitive Research, Alexandria, VA: ASCD

Mathematics:

Elizabeth Fennema and Thomas Romberg, Eds. (1999). Mathematics Classrooms that Promote Understanding. Mahwah, NJ: Lawrence Erlbaum Associates.
Thomas Carpenter & Elizabeth Fennema & Megan Franke. (1996). Cognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics Instruction. Elementary School Journal, 97(1), 3-20.
John Bruer. (1993). Schools for Thought. Cambridge, MA: MIT Press. Chapter 4: Mathematics.
Magdalene Lampert. (1991). Connecting Mathematical Teaching and Learning. In Elizabeth Fennema, Thomas Carpenter and Susan Lamon, Eds., Integrating Research on Teaching and Learning Mathematics. Albany, NY: State University of New York Press.
Alan Schoenfield. (1989). Teaching Mathematical Thinking and Problem Solving. In Lauren Resnick and Leopold Klopfer, Eds. Toward the Thinking Curriculum: Current Cognitive Research, Alexandria, VA: Association for Supervision and Curriculum Development.

Science:

John Bruer. (1993). Schools for Thought. Cambridge, MA: MIT Press. Chapter 5: Science.
Carey, S. (1985). Conceptual Change in Childhood. Cambridge, MA: Bradford Books, MIT Press.
Carey, S. & R. Gelman. (1991). The Epigenesis of Mind. Hillsdale, NJ: Lawrence Erlbaum.
James Minstrell. (1989). Teaching Science for Understanding. In Lauren Resnick and Leopold Klopfer, Eds. Toward the Thinking Curriculum: Current Cognitive Research, Alexandria, VA: Association for Supervision and Curriculum Development.

History/Social Studies:

Gaea Leinhardt & Isabel Beck. (1994). Teaching and Learning in History. Hillsdale, NJ: Lawrence Erlbaum Associates.

Required Text:

Allan Odden and Carolyn Kelley. (2002). Paying Teachers for What They Know and Do: New and Smarter Compensation Strategies to Improve Schools. Thousand Oaks, CA: Corwin Press.

Charlotte Danielson. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

James Stronge and Pamela Tucker. (2001). Teacher Evaluation and Student Achievement. Washington, DC: National Education Association.

EdAd 785 Course Packet of readings.

Assuming you have from EdAd 702: John Bransford, Ann Brown and Rodney Cocking. (1999). How People Learn. Washington, DC: National Academy Press.

Requirements

1. A 15-20 page (double spaced, word-processed) analysis of your district's teacher evaluation system. Due October 22 (50%). Use APA style.
2. A 15-20 page (double spaced, word-processed) paper proposing a knowledge- and skills-based teacher compensation structure for your district, and a related professional development strategy. Due December 16 (50%). Use APA style.

Course Objectives

COURSE OUTLINE:

EdAd 785 - Staff Personnel Systems in Education

1. September 10 Performance Management in Education

2. September 17 What is Good Teacher Performance: Research

1. TIMMS Six Lessons Video -- we will view only the US and Japan lessons.
2. Danielson, Appendix.
3. Bransford, Brown and Cocking, Chapter 7 - Effective Teaching (from a cog. science perspective).
4. A seminal article is: Lee Shulman. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Education Review, 57(1), 1-22.

3. September 24 What is Good Teacher Performance: Teaching Standards

1. Danielson, Chapters 1-3.
2. INTASC Standards: http://www.ccsso.org/intasc.html
3. National Board for Professional Teaching Standards: www.nbpts.org
4. PRAXIS III standards: http://www.etc.org/prxsets.html
4. Iowa's Teaching Standards
5. Wisconsin's Teaching Standards: http://www.dpi.state.wi.us/dpi/dlsis/tel/pdf/pi34.pdf

4. October 1 Measuring Teacher Performance: Traditional and New Directions

1. Andrew Porter, Peter Youngs and Allan Odden. Advances in Teacher Assessments and Their Uses. In Virginia Richardson, Ed. Handbook of Research on Teaching, Second Edition. New York: Macmillan, forthcoming.
2. Charlotte Danielson, Chapters 4-6.
3. Charlotte Danielson and & Thomas McGreal. (2000). Teacher Evaluation to Enhance Professional Practice. Alexandria, VA: Association for Supervision and Curriculum Development.
4. INTASC Performance Assessment Development Project. (2001). Science Teacher Performance Assessment Handbook. Washington, DC: Council of Chief State School Officers.
5. Stronge and Tucker, entire book.
6. Web Sites on teacher assessment: ETS/PRAXIS: http://www.etc.org/prxsets.html
7. National Board: http://www.nbpts.org
8. INTASC: http://www.ccsso.org/intasc.html

5. October 8 The Anoka-Hennepin (MN) and Reno (NV) Performance Assessment Systems

1. Guest Presenter: Dr. Steve Kimball
Steve Kimball. (2001). Innovations in Teacher Evaluation: Case Studies of School Districts that Have Implemented Evaluation Systems Based on the Framework for Teaching. Unpublished Ph.D. dissertation, University of Wisconsin-Madison.

2. Miller and Reno chapters.

6. October 15 The Cincinnati Performance Assessment System

Guest Presenters: Drs. Anthony Milanowski and Herbert Heneman, III.
1. Anthony Milanowski. (2001). Final Report of the Evaluation of the 2000-2001 Implementation of the Cincinnati Federation of Teachers/Cincinnati Public School Teacher Evaluation System. Madison: University of Wisconsin, Wisconsin Center for Education Research, Consortium for Policy Research in Education.
Herbert Heneman and Anthony Milanowski. (2001). Assessment of Teacher Reactions to a Standards-Based Teacher Evaluation: A Pilot Study. Submitted to Journal for Personnel Evaluation in Education.

7. October 22 - Mid-Term Paper 1 Due

8. October 29 What Causes Teacher Performance?

1. Guest Presenter: Dr. Ken Zeichner, Professor, Curriuclum and Instruction
2. Odden and Kelley, Chapter 4
3. Carolyn Kelley, Heneman, Herbert III, & Milanowski, Anthony. (2000). School-Based Performance Award Programs, Teacher Motivation, and School Performance: Findings from a Study of Three Programs (CPRE Research Report Series RR-44). Philadelphia, PA: Graduate School of Education, Consortium for Policy Research in Education.
4. For a good overview, see Edward E. Lawler, III. (1994). Motivation in Work Organizations. San Francisco: Jossey Bass, but this is not formally assigned.
5. Cognitive model of performance: knowledge and skills, context, motivation.
6. Expentancy motivation model.

HUMAN RESOURCES STRATEGIES TO INFLUENCE TEACHER PERFORMANCE

9. and 10. November 4 and 11

Professional Development

1. Bransford, Brown and Cocking, Chapter 8 - Teacher Learning
2. Characteristics of Effective Professional Development: David Cohen & Heather Hill. (1998). Instructional Policy and Classroom Performance: The Mathematics Reform in California. Philadelphia: University of Pennsylvania, Graduate School of Education, Consortium for Policy Research in Education.
3. Richard Elmore & Deanna Burney. (1996). Professional Development and Instructional Improvement in Community School District #2, New York City. Philadelphia: University of Pennsylvania, Graduate School of Education, Consortium for Policy Research in Education.
4. Mary Kennedy. (1998). The Relevance of Content in Inservice Teacher Education. Madison: University of Wisconsin, Wisconsin Center for Education Research, National Institute for Science Education. Available: http://www.wcer.wisc.edu/nise/publications/ Research Monograph #13
5. Beatrice Birman, Laura Desimone, Andrew C. Porter and Michael S. Garet. (2000). Designing Professional Development That Works. Educational Leadership, 57(8), 28-33.
6. Dennis Sparks and Stephanie Hirsh. (1999, December). A National Plan for Improving Professional Development. Oxford, OH: Author.

Costs of Professional Development

Guest presenter on November 11: Mark Fermanich, Ed.Ad. Ph.D. student

1. Allan Odden and Sarah Archibald. (2001). A Framework for Assessing the Costs of Effective Professional Development. Madison: University of Wisconsin, Wisconsin Center for Education Research, Consortium for Policy Research in Education.
2. Mark Fermanich. (2001). Elementary School Spending for Professional Development: A Cross Case Analysis. Madison: University of Wisconsin, Wisconsin Center for Education Research, Consortium for Policy Research in Education.
3. Sarah Archibald. (2001). A Case Study of Professional Development Expenditures at a Restructured High School. Madison: University of Wisconsin, Wisconsin Center for Education Research, Consortium for Policy Research in Education.

Professional Development and Union Contracts

1. Paul Bredeson. (2001). Negotiated Learning: Union Contracts and Teacher Professional Development. Education Policy Analysis Archives. 9(26). http://epaa.asu.edu/

11. November 18 Compensation

1. Odden and Kelley, Chapter 1-3, 8
2. Carolyn Kelley. (1997). Teacher Compensation and Organization. Educational Evaluation and Policy Analysis, 19(1), 15-28.

12. November 25 Knowledge and Skills-Based Pay

1. Odden and Kelley, Chapter 5
2. Allan Odden. (2001). Comprehensive Teacher Compensation Change. Article submitted to Educational Evaluation and Policy Analysis.
4. Allan Odden and Eileen Kellor. (2001). Knowledge and Skills-Based Pay in Manitowoc, WI. Download from CPRE web site: www.wcer.wisc.edu/cpre/tcomp.
5. Anthony Milanowski. (2001). The Varieties of Knowledge and Skill-Based Pay Design: A Comparison of Seven New Pay Systems for K-12 Teachers. Madison: University of Wisconsin, Wisconsin Center for Education Research, Consortium for Policy Research in Education.

13. December 2 School-Based Performance Award Programs

1. Odden and Kelley, Chapter 6

14. December 9 Teacher Recruitment, Selection and Induction

Richard Murnane. (1996). Staffing the Nation's Schools with Skilled Teachers. In Eric Hanushek and Dale Jorgenson, Eds. Improving America's Schools: The Role of Incentives (pp. 241-258). Washington D.C.: National Academy Press.
Linda Darling-Hammond, Barnett Berry, David Haselkorn & Elizabeth Fideler. (1999). Teacher Recruitment, Selection and Induction. In Linda Darling-Hammond & Gary Sykes, Eds. Teaching and the Learning Profession (pp. 183-232). San Francisco: Jossey Bass.

15. December 16 Final Examination - Final Paper Due

Additional Resources on Good Instruction

John Bruer. (1998). Brain Science, Brain Fiction. Educational Leadership, 56(3), 14-18.

NCES. (March, 1999). Do Gatekeeper Courses Expand Education Options? NCES Statistics in Brief.
John Bruer (1993). Schools for Thought. Cambridge, MA: MIT Press.

Reder & Herbert Simon. (1998). Radical Constructivism and Cognitive Psychology. In Diane Ravitch, Ed. Brookings Papers on Eduction Policy, 1998 (pp. 227-278). Washington, D.C.: The Brookings Institution.

John Bransford, Susan Goldman and Nancy Vye. (1991). Making a Difference in People's Abilities to Think: Reflections on a Decade of Work and Some Hopes for the Future. In L. Okagaki & Robert J. Sternberg, Eds. Directions of Development: Influences on Children's Thinking (pp. 147-180). Hillsdale, NJ: Erlbaum.

Lauren Resnick and Leopold E. Kolpfer, Eds. (1989). Toward the Thinking Curriculum: Current Cognitive Research. Washington, DC: ASCD. Students are encouraged to read this book.

Diane August, Kenji Hakuta & Delia Pompa. (1994). For All Students: Limited English Proficient Students and Goals 2000. Focus, 10(Fall 1994).

Michael Knapp & Associates. (1995). Teaching for Meaning in High Poverty Classrooms. New York: Teachers College Press.

David Sternberg. (1994). Comments on Multiple Intelligences: The Theory in Practice. Teachers College Record, 95(4), 561-569.

Reading:

Susan Burns, Peg Griffin & Catherine Snow, Eds. (1999). Starting Out Right: A Guide to Promoting Children's Reading Success. Washington, DC: National Academy Press.

Michael Pressley. (1998). Reading Instruction that Works: The Case for Balanced Teaching, Report of the National Research Council. Washington, DC: National Academy Press.

Michael Pressley, et al. (1998). The Nature of Effective First-Grade Literacy Instruction. Albany, NY: National Research Center on English Learning & Achievement, State University of New York.

Bruer, John. (1993). Schools for Thought. Cambridge, MA: MIT Press. Chapter 6: Reading.

Honig, Bill. (1997). Reading the Right Way. The School Administrator. 54(8), 6-15.

Honig, Bill. (1996). Teaching Our Children To Read. Thousand Oaks, CA: Corwin Press.

Pearson, P. David & Janice Dole. (1987). Explicit Comprehension Instruction: A Review of Research and a New Conceptualization of Instruction. Elementary School Journal, 88(2), 151-165.

Annemarie Sullivan Palinscar and Ann Brown. (1999). Instruction for Self Regulated Reading. In Lauren Resnick and Leopold Klopfer, Eds. Toward the Thinking Curriculum: Current Cognitive Research, Alexandria, VA: Association for Supervision and Curriculum Development.

Writing:

John Bruer. (1993). Schools for Thought. Cambridge, MA: MIT Press. Chapter 7: Writing: Transforming Knowledge.

Glynda Ann Hull. (1989). Research on Writing: Building A Cognitive and Social Understanding of Composing. In Lauren Resnick and Leopold Klopfer, Eds. Toward the Thinking Curriculum: Current Cognitive Research, Alexandria, VA: ASCD

Mathematics:

Elizabeth Fennema and Thomas Romberg, Eds. (1999). Mathematics Classrooms that Promote Understanding. Mahwah, NJ: Lawrence Erlbaum Associates.

Thomas Carpenter & Elizabeth Fennema & Megan Franke. (1996). Cognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics Instruction. Elementary School Journal, 97(1), 3-20.

John Bruer. (1993). Schools for Thought. Cambridge, MA: MIT Press. Chapter 4: Mathematics.

Magdalene Lampert. (1991). Connecting Mathematical Teaching and Learning. In Elizabeth Fennema, Thomas Carpenter and Susan Lamon, Eds., Integrating Research on Teaching and Learning Mathematics. Albany, NY: State University of New York Press.

Alan Schoenfield. (1989). Teaching Mathematical Thinking and Problem Solving. In Lauren Resnick and Leopold Klopfer, Eds. Toward the Thinking Curriculum: Current Cognitive Research, Alexandria, VA: Association for Supervision and Curriculum Development.

Science:

John Bruer. (1993). Schools for Thought. Cambridge, MA: MIT Press. Chapter 5: Science.
Carey, S. (1985). Conceptual Change in Childhood. Cambridge, MA: Bradford Books, MIT Press.
Carey, S. & R. Gelman. (1991). The Epigenesis of Mind. Hillsdale, NJ: Lawrence Erlbaum.
James Minstrell. (1989). Teaching Science for Understanding. In Lauren Resnick and Leopold Klopfer, Eds. Toward the Thinking Curriculum: Current Cognitive Research, Alexandria, VA: Association for Supervision and Curriculum Development.

History/Social Studies:

Gaea Leinhardt & Isabel Beck. (1994). Teaching and Learning in History. Hillsdale, NJ: Lawrence Erlbaum Associates.

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