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EDU 6535: Curriculum Development: Course Bibliography

References

Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Bellon, J., Bellon, E., & Blank, M. (1992). Teaching from a research knowledge base: A development and renewal process. New York; Macmillan.

Bolman, L., & Deal, T. (1994). Becoming a teacher leader. Thousand Oaks, CA: Corwin Press.

Bransford, J. D., A. L. Brown, and R. R. Cocking (Eds.) (2000). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.

Bridges, L. (1995). Assessment: Continuous Learning. York, ME: Stonehouse.

Campbell, L., & Campbell, B. (1999). Multiple Intelligences and Student Achievement: Success Stories from Schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Carr. J. C., & Harris, D. E. (2001). Succeeding with Standards: Linking Curriculum, Assessment, and Action Planning. Alexandria, VA: Association for Supervision and Curriculum Development.

Darling-Hammond, L. (1997). The right to learn. San Francisco: Jossey-Bass.

Doran, R., Chan, F., & Tamir, P. (1998). Science Educator’s Guide to Assessment. Arlington, VA: National Science Teachers Association.

Doyle, W. (1992). Curriculum and pedagogy. In P. Jackson (Ed.), Handbook of research in curriculum (pp. 486-516). New York: Macmillan.

Farenga, S. J., and B. A. Joyce (2002). Teaching youngsters science in a culturally diverse urban classroom. In Commitment to excellence: Transforming teaching and teacher education in inner-city and urban settings, eds. A. C. Diver-Stammers and L. A. Catelli, 149-170. Cresskill, NJ: Hampton Press.

Farenga, S. J., B. A. Joyce, and D. Ness (2002). Reaching the zone of optimal learning: Aligning curriculum, instruction, and assessment. In Learning science and the science of learning, ed. R. Bybee, 51-64. Arlington, VA: NSTA Press.

Fullan, M. G. (February, 1996). Turning Systemic Thinking on its Head. Phi Delta Kappam, 420-423.

Gardner, H. (November, 1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappa. 200-209.            

Glatthorn, A. (1994). Developing a quality curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.

Glatthorn, A. (1995). Content of the curriculum  (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.  

Glatthorn, A. A., (1998). Performance Assessment and Standards-Based Curricula: The Achievement Cycle. Larchmont, NY: Eye On Education.

Glasser, W., M.D. (April, 1997). A new look at school failure and school success. Phi Delta Kappan, 597-602.

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.

Harmin, M. (1994). Inspiring Active Learning: A Handbook for Teachers. Alexandria, VA: Association for Supervision and Curriculum Development.

Harris, D. & Carr, J. (1996). How to use standards in the classroom. Alexander, VA: Association for Supervision and Curriculum Development.

Hug, B. and the Center for Highly Interactive Computing in Education. (2002). How can my good friends make me sick? Curriculum materials. Ann Arbor, MI: University of Michigan.

Jacobs, H. (1997). Mapping the big picture: Integrating curriculum and assessment K-12.  Alexandria, VA: Association for Supervision and Curriculum Development.

Jensen, E. (1998). Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Lampert, M. (2001). Teaching problems and the problems of teaching. New haven, CT: Yale University Press.

Lewis, Catherine C. (2002). Lesson Study: A handbook of Teacher-led Instructional Change. Philadelphia, PA: research for Better Schools, Inc.

Lezotte, L. (1997). Learning for all. Okemos, MI: Effective School Products.

Lieberman, A. (1995). The work of restructuring schools. New York: Teachers College Press.

Marzano, R. (2000). Transforming Classroom Grading. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing Student Outcomes. Alexandria, VA: Association for Supervision and Curriculum Development.

McClay, J. L. (1996). The multi-age classroom. Westminster, CA: Teacher Created Materials.

Mintzes, J. J., J. Wandersee, and J. Novak. (2000). Assessing science understanding. San Diego, CA: Academic Press.

Howe, H. (1993). Thinking About Our Kids. New York, NY: The Free Press.

Hyerle, D. (1996). Visual Tools for Constructing Knowledge. Alexandria, VA: Association for Supervision and Curriculum Development.

Payne, R. P. (1998). A Framework for Understanding Poverty. Highlands, TX: RFT Publishing Co.

Martin, D. J. (1997). Elementary Science Methods: A Constructivist Approach. New York, NY: Delmar.

Mestre, J. P., & R. R. Cocking. (2000). The Science of Learning. Special Issue of Journal of Applied Developmental Psychology, 21: 1 - 135.

Novak, J. D. (1998). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. Mawah, N. J: Lawrence Erbaum Associates

Palmer, P. (1998). The Courage To Teach. San Francisco, CA: Jossey-Bass Inc.

Pate, P. E., McGinnis, K., & Homestead, E. (1995). Creating coherence through curriculum integration. In Beane, J. A. (Ed.), 1995 Yearbook of the Association for Supervision and Curriculum Development (pp. 62-70). Alexandria, VA: Association for Supervision and Curriculum Development.

Pogrow, S. (June, 1996). Reforming the wannabe reformers: Why education reform always end up making things worse. Phi Delta Kappa. 77(10), 653.

Popham, W. J. (1995). Classroom Assessment: What Teachers Need to Know. Boston, MA: Allyn and Bacon.

Popham, W. J. (2001). The Truth About Testing: An Educator’s Call to Action. Alexandria, VA: Association for Supervision and Curriculum Development.

Post, T. R., Ellis, A. K., Humphreys, A. H., & Buggey, L. J. (1997). Interdisciplinary approaches to curriculum: Themes for teaching.  Upper Saddle River, NJ: Merrill.

Reinhartz, J., & Beach, D, (1997). Teaching and Learning in the Elementary School: Focus on Curriculum. Upper Saddle River, NJ: Merrill.            

Sanders, W. L. & J. C. Rivers. (1996). Cumulative and Residual Effects of Teachers on Future Student Academic Achievement. Knoxville: University of Tennessee Value-Added Research and Assessment Center

Schlechty, P. (1997). Inventing better schools: An action plan for education reform. San Francisco: Jossey-Bass.

Schmoker, M. (1996). Results: The Key to Continuous School ImprovementAlexandria, VA: Association for Supervision and Curriculum Development.

Sergiovanni, T. (1994). Building community in schools. San Francisco: Jossey-Bass.

Serim, F., & Koch, M. (1996). Netlearning: Why Teachers Use the Internet. Sebastopol, CA: O’Reilly.

Schmoker, M. (2001). The Results Fieldbook: Practical Strategies from Dramatically Improved Schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Sornson, R., & Scott, J. (1997). Teaching & Joy. Alexandria, VA: Association for Supervision and Curriculum Development.

Sprenger, M. (1999). Learning and Memory: the Brain in Action. Alexandria, VA: Association for Supervision and Curriculum Development.

Stearns, C. (1999). An Assessment Sample: A Resource for Elementary School Teachers, Administrators, and Staff Developers. Rahway, NJ: Merck Institute for Science education.

Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Summit Books. (Ch. 7. Provides an introduction to lesson study and makes a “something like lesson study” needs to be developed in the U.S.)

Stunard, E. A. (June, 1997). The Chicago Forum. Phi Delta Kappa, 774-776.

Tishman, S., Perkins, D. N., & Jay, E. (1995). The Thinking Classroom: Learning and Teaching in a Culture of Thinking. Boston: Allyn and Bacon.                       

Tomlinson, C. A. (1995). How To Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G. (1995). Curricular coherence and assessment: Making sure that the effect matches the intent. J. A. Beane (Ed.), 1995 Yearbook of the Association for Supervision and Curriculum Development (pp. 101-119). Alexandria, VA: Association for Supervision and Curriculum Development

Wiggins, G., & McTighe, J. (1998). Understanding By Design. Alexandria, VA: Association for Supervision and Curriculum Development.                        

Williams, R. B. (1997). Twelve Roles of Facilitators for School Change. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc.

Zorfas, J. M. (1998). Teaching Middle School Students to be Active Researchers. Alexandria, VA: Association for Supervision and Curriculum Development.

Barth, R. (1990). Improving Schools from Within. San Fransico: Jossey-Bass

Brooks, J. G. & Brooks, M. G. (1993). In Search for Understanding: The Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Caine, R. N., & Caine, G. (1991). Making Connections: Teaching and the Human Brain. Alexandria, VA: Association for Supervision and Curriculum Development.

Caine, R. N., & Caine, G. (1990). Understanding a Brain-Based Approach to Learning and Teaching. Education Leadership, 48 (2), 66-70.

Fogarty, R. (1991). The Mindful School: How to Integrate the Curricula. Palatine, IL: IRI/Skylight.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. NY: Basic Books.

Resnick, L. B., & Klopfer, L. E. (1989). Toward the thinking curriculum: Current cognitive research. In 1989 Yearbook of the Association for Supervision and Curriculum Development (pp.1-18), Alexandria, VA: Association for Supervision and Curriculum Development.

Schlechty, P. C. (1990). Schools for the Twenty-first Century: leadership Imperatives for Educational Reform. San Francisco: Josey-Bass.

Strong, M. (May 1985). The seven kinds of smart. Readers Digest, 193-202.

Abdi, S. W. (1997). Motivating students to enjoy questioning. The Science Teacher, 64(6), 10.

Aldridge, B. G. (1994). Anticipating future things: Some thoughts on science education in 2044, Science and Children, 31(7), 20-21.

Alley, L., & Jansak, K. (2001). The ten keys to quality and assessment in online learning. Journal of Interactive Instruction Development, 13(3), 3-18.

Anderson, O. R. (1997). A neurocognitive perspective on current learning theory and science instructional strategies. Science Education, 81(1), 67-89.

Andrew, M. (1990). The differences between graduates of four-year and five-year teacher preparation programs. Journal of Teacher Education, 41, 45-51.

Avery, P. (1999). Authentic assessment and instruction. Social Education, 65, 368-373.

Barman, C. (1992). An evaluation of the use of a technique designed to assist prospective elementary teachers in using the learning cycle with science textbooks. School Science and Mathematics, 92(2), 59-63.

Barman, C. N., Cox, M. L., Newhouse, K., & Goldston, M. (2000). Assessing students’ ideas about animals. Science and Children, 37(1), 44-49.


Barth, R. (1991). Restructuring schools: Some questions for teachers and principals. Phi Delta Kappan, 73(2), 123-128.


Barton, A. C. (2001). Science education in urban settings: Seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching 38 (8); 899-917.

Becker, H. L. (1994). How exemplary computer-using teachers differ from other teachers: Implications for realizing the potential of computers in schools. Journal of Research on Computing in Education, 26(3), 291-321.

Berkey, T. & DuFour, R. (1995). The principal as staff developer. Journal of Staff Development, 16(4), 2-6.

Berlin, D., & White, A. (1994). The Berlin-White Integrated Science and Mathematics Model. School Science and Mathematics, 94(1), 2-4.

Berry, B. (2001). No shortcuts to preparing good teachers. Educational Leadership, 58(8), 32-36.

Black, P., and D. Wiliam. (1998a). Assessment and classroom learning. Assessment in Education 5 (1): 7-74.

Brent, R., Wheatley, E., & Thomson, S. (1996). Videotaped microteaching: Bridging the gap from the university to the classroom. The Teacher Educator, 31, 238-247.

Bradford, D. J. (1999). Exemplary urban middle school teachers’ use of five standards of effective teaching. Teaching and Change, 7 53-78.

Bruner, J. (1961). The act of discovery. Harvard Educational Review, 31(1), 21.

Cabello, B., & Terelle, R. (1994). Making students feel like family: How teachers create warm and caring classroom climates. Journal of Classroom Interaction, 29, 17-23.

Carlson, L. E. and J. F. Sullivan (2004). Exploiting design to inspire interest in engineering across the K-16 curriculum. International Journal of Engineering Education 20: 372-378.

Carter, K. (1999). Stretching your technology resources. Technology and Learning,19(7), 22-30.

Chiappetta, E. (1997). Inquiry-based science: Strategies and techniques for encouraging inquiry in the classroom. Science Teacher, 64(7), 22-26.

Chinn, C., and B. Malhotra. (2002). Epistemologically authentic inquiry for schools: A theoretical framework for evaluating inquiry tasks. Science Education 86(2), 175-218.

Christenson, D. D. (2001, December). Building state assessment from the classroom up: Why Nebraska has forsworn high-stakes testing in favor of district-tailored measures. The School Administrator, 58(11), 27-31.

Clark, F. T. (1998). Integrating technology into the classroom: A teacher’s perspective. TechTrends for Leaders in Education and Training, 43(20), 45-46.

Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students’ preconceptions in physics. Journal of Research in Science Teaching, 30(10), 1241-1257.

Clough, M. P. (2000). The nature of science: Understanding how the “game” of science is played. The Clearing House, 74,13-17.

Cochran-Smith, M., (1991). Learning to teach against the grain. Harvard Educational Review, 61, 279-310.

Cochran-Smith, M., & Lytle, S. L. (1992). Integrating cultural diversity: Inquiry and action. Journal of Teacher Education, 43(2), 104-115.

Cohen, E. (1994). Restructuring the classroom: Conditions for constructive small groups. Review of Educational Research, 64(1), 1-35.

Conyers, J. G., Kappel, T., & Rooney, J. (1999). How technology can transform a school. Educational Leadership, 56(5), 82-85.

Corno, L. (2000). Looking at homework differently. Elementary School Journal, 100, 529-548.

Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research and Evaluation 7 (25). Available on-line: http://ericae.net/pare/getvn.asp?v=7&n=25

Crawley, F. E., Barufaldi, J. P. & Salyer, B. A. (1994). Coordinated thematic science in the classroom: A view from pilot teachers. School Science and Mathematics., 94(5), 240-247.

Dagler, Z. A. (1994). Does the use of analogies contribute to conceptual change? Science Education, 78(6), 601-604.

Daisey, P., & Shroyer, M. G. (1995). Parents speak up: Examining parent and teacher roles in elementary science instruction. Science and Children, 33(3), 24-29.

Darling-Hammond, L. (1992). Teaching and knowledge: Policy issues posed by alternate certification for teachers. Peabody Journal of Education, 67(3), 123-154.

Darling-Hammond, L. (1994). Who will speak for the children? How teachers for America hurts urban schools and students. Phi Delta Kappan, 76(1), 21-34.

Darling-Hammond, L. (1996). What matters most: A competent teacher for every child. Phi Delta Kappan, 78(3), 193-200.

Darling-Hammond, L. (2000c). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives. Retrieved from http://epaa.asu.edu/epaa/v8n1

Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational Leadership, 60(8), 8-13.

Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286-302.

DeFour, R. (1998). Why look elsewhere: Improving schools from within. The School Administrator, 2 (55), 24-28. DeFour, R. (2001). In the right context. Journal of Staff Development, Winter, 14-17.

deGarcia, J. L. J. F. Sullinam, L. E. Carlson, and D. W. Carlson (2001). A K-12/university partnership: Creating tomorrow’s engineers. Journal of Engineering Education 90: 557-563.

Delgado-Gaitan, C. (1991). Involving parents in the schools: a process of empowerment. American Journal of Education, 100: 20-46.

Dexter, S. L., Anderson, R. E., & Becker, H. J. (1999). Teachers’ view of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Teacher Education, 31(3), 221-239.

Donahoe, T. (1993). Finding the way: Structure, time, and culture in school improvement. Phi Delta Kappan, 75(4), 298-305.

Dorsey-Davis, J. D., Ross, S. M., & Morrison, G. R. (1991). The role of rewording and context personalization in the solving of mathematical word problems. Journal of Educational Psychology, 83, 61-68.

Dryfus, A., & Jungwirth, E. & Eliovitch, R. (1990). Applying the cognitive conflict strategy for conceptual change-some implications, difficulties, and problems. Science Education, 74(5), 555-569.

DuFour, R. (1995). Restructuring is not enough. Educational Leadership, 52(7), 33-36. DuFour, R. (1997a). Make the words of mission statements come to life. Journal of Staff Development, 18(3), 54-55.

DuFour, R. (1997b). Moving toward the school as a learning community. Journal of Staff Development, 18(1), 52-53.

DuFour, R. (1997c). Seeing with new eyes. Journal of Staff Development, 18(4), 38-39.

Dukewits, P., & Gowin, L. (1996). Creating successful collaborative teams. Journal of Staff Development, 17(4), 12-16.

Dyrli, O., & Kinnaman, D. (1995). Teaching effectively with technology. Technology and Learning, 15(6), 52-57.

Eastwood, K. & Louis, K. (1992). Restructuring that lasts: Managing the performance dip. Journal of School Leadership, 2(2), 213-224.

Edwards, C. (1997). Promoting student inquiry. The Science Teacher, 64(5), 18-22.

Edwards, C. H. (2001). Student violence and the moral dimensions of education. Psychology in the Schools, 38, 249-257.

English, R. E., & Reigelruth, C. M. (1996). Formative evaluation research on sequencing instruction with elaboration theory.

Educational Technology and Research Journal, 44, 23-41.

Enochs, L. G., Scharmann, L.C., & Riggs, I. M. (1995). The relationship of pupil control to preservice elementary science teacher self-efficacy and outcome expectancy. Science Education, 70(1), 63- 75.

Essex, N. L. (2000). Zero tolerance approach to school violence: Is it going to far? American Secondary Education, 29(2), 37-40.

Fieman-Nemser, S. (2001). Helping novices learn to teach: lessons from an exemplary support teacher, Journal of Teacher Education, 52(1), 17-30.

Fetterman, D. (2002). Web surveys to digital movies: Technology tools of trade. Educational Researcher, 31(6), 29-37.

Ferguson, R. F., & Womack, S. T. (1993). The impact of subject matter and educational coursework on teaching performance. Journal of Teacher Education, 44(1), 55-63.

Forester, K. (2000). Homework: A bridge too far? Issues in Educational Research, 10, 21-37.

Flick, L., and M. Tomlinson. (2001). The role of reading in teaching science inquiry. The Oregon Science Teacher 42: 9-12.

Flowers, N., Mertens, S. B., & Mulhall, P. F. (1999). The impact of teaming: Five research-based outcomes of teaming. Middle School Journal, 31(2), 57-60.

Flowers, N., Mertens, S. B., & Mulhall, P. F. (2000a). How teaming influences classroom practices. Middle School Journal, 32(2), 52-59.

Flowers, N., Mertens, S. B., & Mulhall, P. F. (2000b). What makes interdisciplinary teams effective? Middle School Journal, 31(4), 53-56.

Foster, G. W., & Heiting, F. (1994). Embedded assessment. Science and Children, 32(2), 30-33.

Foster, G. W., & Penick, J. E. (1985). Creativity in a cooperating group setting. Journal of Research in Science Teaching, 22(1), 89-98.

Frank, C., Uy, F. L., & Adenika-Morrow, J. (2000). Observing science and mathematics instruction with “insider eyes.” National Forum of Teacher Education Journal, 11(1), 31-42.

Fuchs, L. D., K. karns, C. hanlett, and M. Katzaroff (1999). Mathematics performance assessment in the classroom: Effects on teacher planning and student problem solving. American Educational Research Journal 36: 609-646.

Futrell, M., Gomez, J., & Bedden, D. (2003). Teaching the children of a new America. Phi Delta Kappan, 85(5), 381-385.

Gardner, D. H. (1996). Bringing families and science together. Science and Children, 34(2), 14-16.

Garet, M. S., Porter, A. C., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-954.

Garthwait, A. & Verrill, J. (2003). E-Portfolios: documenting student progress (Digitally capturing students’ growth throughout the year provides opportunities to assess learning and a whole lot more.) Science and Children, 40(8), 22-27.

Gaskill, P. E. (2002). Progress in the certification of middle-level personnel. Middle School Journal, 35(5), 33-40.

Geringer, J. (2003). Reflections on professional development: Toward high-quality teaching and learning, Phi Delta Kappan, January, 373

Goldhaber, D. D., & Brewer, D. J. (2000, summer). Does teacher certification matter? High school teacher certification status and student achievement. Education Evaluation and Policy Analysis, 129-145.

Gopalakrishnan Jayasinghe, M., Morrison, G. R., & Ross, S. M. (1997). The effect of distance learning classroom design on student perceptions. Educational Technology, research, and Development, 45, 5-19.

Greenwald, R., Hedges, L. V. & Laine, R. D. (1996). The effects of school resources on student achievement. Review of Educational Research, 57, 415-435.

Grolnick, W., Benjet, C.,Kurowski, C., & Apostoleris, N. (1997). Predicators of parent involvement in children’s schooling. Journal of Educational Psychology, 89, 538-540.

Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, June, 748

Guskey, T. R. (2003). Scooping up meaningful evidence. Journal of Staff Development, 24(4), 27-30.

Haladyna, T. M., Nolan, S. B., & Haas, N. S. (1991). Raising standardized test scores and the analysis of test score pollution. Educational Researcher, 20, 2-7.

Hamman, D., Berthelot, J., Saia, J., & Crowley, E. (2000). Teachers’ coaching of learning and its relation to students’ strategic learning. Journal of Educational Psychology, 92, 342-348.

Havens, J. (2003).Student web pages-a performance assessment they’ll love. Phi Delta Kappan, May, 710

Hawkey, K. (1998). Mentor pedagogy and student teacher professional development: A study of two mentoring relationships. Teacher and Teacher Education, 14(4). 657-670.

Haycock, K. (1998, Summer). Good teaching matters…a lot. Thinking K-16, 3-14.

Hazler, R. J., & Carney, J. V. (2000). When victims turn aggressors: Factors in the development of deadly school violence. Professional School Counseling, 4, 105-112.

Herman, J. L., & Winters, L. (1994). Portfolio research: A slim collection. Educational Leadership, 52, 91-98.

Hiebert, J., Carpenter, T., Fennema, E., Fuson, K., Human, P., Murray, H., et al. (1996). Problem-solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 23, 12-21.

Hills, J. R. (1991). Apathy concerning grading and testing. Phi Delta Kappan, 72, 2: 540-545.

Hodson, D. (1994). In search of a rationale for multicultural science education. Science Education, 77(6), 685-711.

Hogan, M. P. (2000). Chickscope realized: A situated evaluation of a sixth-grade classroom. International Journal of Educational Technology, 2(1). Available at http://www.outreach.uiuc.edu/ijet/v2n1/hogan/index.html

Horton, P. B., A. A. Conney, M. Gallo, A. L. Woods, G. J. Senn, and D. Hamelin. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education 77(1): 95-111.

Howe, A. C., & Bell, J. (1998). Factors associated with successful implementation of interdisciplinary curriculum units. Research in Middle Level Education Quarterly, 21 (2), 39-52.

Hunter, L., Elias, M. J., & Norris, J. (2001). School-based violence prevention: Challenges and lessons learned from action research project. Journal of School Psychology, 39, 161-175.

Huntley, M. A. (1999). Theoretical and empirical investigations of integrated mathematics and science education in the middle grades with implications for teacher education. Journal of Teacher Education, 50(1), 57-67.

Ingersoll, R. M. (1999). The problem of underqualified teachers in American secondary schools. Educational Researcher, 28(2), 26-37.

Ingersoll, R. M. (2003, January 7). To close the gap, quality counts. Education Week, 7-18.

Ingersoll, R. M., & Smith, T. M. (2003, May). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.

Iwasyk, M. (1997). Kids questioning kids: “Experts” sharing. Science and Children, 35(1), 42-46.

Jacobs, D. & Reyhner, J. (2002, January). Preparing teachers to support American Indian and Alaska Native student success and cultural heritage. (ERIC Document Reproduction Service N. ED 459 990)

James, R., Lamb. C., Householder, D., & Bailey, M. (2000). Integrating science, mathematics and technology in middle school technology rich environments: A study of implementation and change. School Science and Mathematics, 100(1), 27-35.

Jegede, O. J. (1995). An investigation of student’s disposition to the use of objectives in distance learning materials. Educational Research, 37, 293-304.

Jelmberg, J. R. (1996). College based teacher education versus state sponsored alternative programs. Journal of Teacher education, 47, 60-66.

Jonassen, D. (1995). Supporting communities of learners with technologies: A vision for integrating technology with learning in schools. Educational Technology, 35(4), 60-63.

Johnson, S. M., & Kardos, S. M. (2002, March). Keep new teachers in mind. Educational Leadership, 59(6), 12-16.

Jones, M. G. (1994). Assessment potpourri. Science and Children, 32(2), 14-17.

Jones, R. (2000). Textbook troubles. American School Board Journal, 187 (12), 18-21.

Kain, J. F., & Singleton, K. (1996, May/June). Equality of educational opportunity revisited. New England Economic Review, 87-111.

Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into design of multimedia experience. Journal of Educational Psychology, 92, 126-136.

Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5-23.

Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579-588.

Kame, M. (1996). A teacher’s implementation of authentic assessment in an elementary science classroom. Journal of Research in Science Teaching 33: 859-877.

Kaplan, L. S., & Owings, W. A. (2003). No child left behind: The politics of teacher quality. Phi Delta Kappan, 84(9), 687-692.

Kelleher, J. (2003). A model for assessment-driven professional development. Phi Delta Kappan, June, 751.

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