TABLE OF CONTENTS  I  NEXT

FOSTERING KNOWLEDGE AND UNDERSTANDING

SELECTED READINGS

Anderson, L. W. & Krathwohl, D. R. (Eds). (2001). A taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy of educational objectives (abridged edition). New York: Longman

Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington D.C.: National Academy Press.

Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (1990). Anchored instruction: why we need it and how technology can help. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 115–141). Hillsdale, NJ: Lawrence Erlbaum Associates.

Bransford, J. D., & Schwartz, D. L. (1999). Rethinking Transfer: A Simple Proposal With Multiple Implications. Review of Research in Education, 24(1), 61–100. doi:10.3102/0091732X024001061

Bransford, J., Vye, N., Kinzer, C., & Risko, V. (1990). Teaching thinking and content knowledge: Toward an integrated approach. In B. F. Jones & L. Idol (Eds.), Dimnesions of thinking and cognitive instruction (pp. 381 – 414). New Jersey: Lawrence Erlbaum Associates.

Dufficy, P. (2005). Designing learning for diverse classrooms. Newtown, NSW: Primary English Teaching Association.

Ericsson, K., & Smith, H. (1991). Toward a general theory of expertise: prospects and limits. Cambridge: Cambridge University Press.

Fisher, D., & Frey, N. (2015). Teacher Modeling Using Complex Informational Texts. The Reading Teacher. 69(1), 63-69.

Gibbons, P. (2002). Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom. Portsmouth: Heinemann.

Gibbons, P. (2009). English learners, academic literacy, and thinking: learning in the challenge zone. Portsmouth: Heinemann.

Gonzales, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. New Jersey: Lawrence Erlbaum Associates.

Guthrie, J. T. (2001). Contexts for Engagement and Motivation in Reading. Reading Online, 4(8). Retrieved from http://www.readingonline.org/articles/handbook/guthrie/

Haneda, M., & Wells, G. (2000). Writing in knowledge building communities. Research in the Teaching of English, 34(3), 430–457.

Harris, P. (2012). Trusting what you're told: how children learn from others. Cambridge, MA: Belknap Press.

Hattie, J. (2012). Visible learning for teachers: maximising impact on learning. New York: Routledge.

Hiebert, E. H. (2015) The Sixth Pillar of Reading Instruction: Knowledge Development. In The Reading Teacher (volume forthcoming). Retrieved on 8 January 2015 from https://www.academia.edu/10101904/The_Sixth_Pillar_of_Reading_Instruction_Knowledge_Development

International Literacy Association (2015). Collaborating for success: the vital role of content teachers in developing disciplinary literacy with students in grades 6–12. Newark, DE: ILA.

Lee, C. (2008). Cultural modelling as opportunity to learn: making problem solving explicit in culturally robust classrooms and implications for assessment. In P. Moss, D. Pullin, J. P. Gee, E. Haertel, & L. J. Young (Eds.), Assessment, equity, and opportunity to learn (pp. 136–169). Cambridge: Cambridge University Press.

Lesaux, N. E. & Harris, J. R. (2015). Cultivating knowledge, building language: literacy instruction for English learners in elementary school. Portsmouth, NH: Heinemann.

Newell, A. (1990). Unified theories of cognition. Cambridge, MA: Harvard University Press.

Newell, A., & Simon, H. A. (1972). Human problem solving. New York: Prentice-Hall.

Pylyshyn, Z. (1984). Computation and cognition. Cambridge, MA: MIT Press.

Reed, S. (1996). Cognition: theories and applications (4th ed.). California: Brooks/Cole Publishing.

Rogoff, B. (1990). Apprenticeship in thinking: cognitive development in social context. New York: Oxford University Press.

Semali, L. (1999a). Community as Classroom: Dilemmas of Valuing African Indigenous Literacy in Education. International Review of Education, 45(3/4), 305–319.

Semali, L. (1999b). Community as classroom:(Re) valuing indigenous literacy. In What is indigenous knowledge? (pp. 95 – 118).

Shanahan, T. (2015). A Disciplinary Literacy Bibliography. Retrieved on 27 June 2015 from http://www.shanahanonliteracy.com/2015/06/a-disciplinary-literacy-bibliography.html.

Simon, H. (1978). Information-processing theory of problem solving. In Handbook of learning and cognitive processes: human information processing (Vol. 5) (pp. 271 – 295). Hillsdale, NJ: Lawrence Erlbaum Associates.

The Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2–10.

The Cognition and Technology Group at Vanderbilt. (1992). The Jasper Series as an example of anchored instruction: theory, program description and assessment data. Educational Psychologist, 27(3), 291–315.

Tomasello, M., & Rakoczy, H. (2003). What Makes Human Cognition Unique? From Individual to Shared to Collective Intentionality. Mind and Language, 18(2), 121–147. doi:10.1111/1468-0017.00217

Vaughn, M., & Parsons, S. A. (2013). Adaptive Teachers as Innovators: Instructional Adaptions Opening Spaces for Enhanced Literacy Learning. Language Arts, 91(2), 82–93.

Wells, G. (1994). Learning and teaching “scientific concepts”: Vygotsky’s ideas revisited. In This paper was presented at the Conference,”Vygotsky and the Human Sciences”. Moscow.

Wells, G. (1999). Dialogic inquiry: toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.

Wells, G. (2002). Learning and teaching for understanding: the key role of collaborative knowledge building. Social Constructivist Teaching, 9, 1–41.

Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.

Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.