Books
Bereiter, C. and Scardamalia, M. (1993). Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise. Chicago: Open Court.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.
Dewey, J. (1997). How We Think. New York: Houghton-Mifflin College.
Giere, R. (1991). Understanding Scientific Reasoning (3rd ed.). Fort Worth, TX: Harcourt Brace.
Lehrer, A., & Chazan, D. (1998). New Directions for Teaching and Learning Geometry. Hillsdale, NJ: Lawrence Erlbaum Associates.
Matthews, M. (1994). Science Teaching: The Role of History and Philosophy of Science. New York: Routledge & Kegan Paul.
Popper, K. (1992). Conjectures and Refutations. London: Routledge & Kegan Paul.
Pressley, M. and Woloshyn, V. (1995). Cognitive Strategy Instruction That Really Improves Children's Academic Performance. Cambridge, MA: Brookline Books.
Articles
Anderson, R. C. & Pearson, P. D. (1984). A Schema-Theoretic
View of Basic Processes in Reading. In P. D. Pearson, R. Barr, L.
Kamil, & P. Mosenthal (Eds.), Handbook of Reading
Research (pp. 255-292). New York: Longman.
Bereiter, C. and Scardamalia, M. (1989). Intentional Learning as a
Goal of Instruction. In L. B. Resnick, (Ed.), Knowing, Learning,
and Instruction: Essays in Honor of Robert Glaser. Mahwah, NJ:
Lawrence Erlbaum Associates.
Brewer, W. F. (1989). The Activation and Acquisition of Knowledge.
In S. Vosniadou, & A. Ortony (Eds.), Similarity and
Analogical Reasoning. New York: Cambridge University Press.
Brown, A. (1987). Metacognition, Executive Control,
Self-Regulation, and Other More Mysterious Mechanisms. In F. E.
Weinert, & R. H. Kluwe (Eds.), Metacognition, Motivation,
and Understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.
Brown, A., Bransford, J., Ferrara, R., & Campione, J. (1983).
Learning, Remembering, and Understanding. In J. Flavell, & E.
Markman (Eds.), Handbook of Child Psychology: Vol. 3. Cognitive
Development (4th ed.). New York: Wiley.
Brown, A., & Campione, J. (1990). Communities of Learning and
Thinking, or a Context by Any Other Name. Human Development,
21, 109-125.
Bruer, J. T. (1993). The Mind's Journey from Novice to Expert.
American Educator, 17, 6-15, 38-46.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal Teaching of
Comprehension-Fostering and Monitoring Activities. Cognition
& Instruction, 1, 117-175.
Schack, G. D. (April, 1993). Involving Students in Authentic
Research. Educational Leaderhip, 29-31.
Vosniadou, S. (1991a). Children's Naive Models and the
Comprehension of Expository Text. In M. Carretero, M. Pope, R. J.
Simons, & J. I. Pozo (Eds.), Learning and Instruction:
European Research in an International Context (Vol. 3, pp.
325-336). Oxford: Pergamon Press.
Vosniadou, S. (1991b). Designing Curricula for Conceptual
Restructuring: Lessons from the Study of Knowledge Acquisition in
Astronomy. Journal of Curriculum Studies, 23, 219-237.
White, B. Y., & Frederickson, J. R. (1988). Inquiry, Modeling,
and Metacognition: Making Science Accessible to All Students.
Cognition & Instruction, 16, 13-17.
Web Sites
http://www.aft.org
Homepage of the American Federation of Teachers
http://www.eric.ed.gov
Homepage of the Educational Resources Information Center (ERIC)
http://www.ciera.org
Homepage of the Center for the Improvement of Early Reading
Achievement
http://www.ed.gov
Homepage of the United States Department of Education
http://www.ed.gov/NLE
Homepage of the National Library of Education
http://ncee.org
Homepage of the National Center on Education and the Economy
http://www.nea.org
Homepage of the National Education Association
http://nrconline.org
Homepage of the National Reading Conference
http://www.reading.org
Homepage of the International Reading Association
