Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Looking at Learning ... Again


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Learn more about our featured guests and their research.

Featured Guests

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Featured Guests

Eleanor Duckworth
Harvard Graduate School of Education

Professor of Education at the Harvard Graduate School of Education and a former student, colleague, and translator of Jean Piaget, Eleanor Duckworth grounds her work in Piaget's theories of the nature and development of intelligence. Her own interest, however, is in teaching and in the experience of teachers and learners of all ages, both in and out of schools. She has worked on curriculum development, teacher education, and program evaluation in the United States, Switzerland, Africa, and her native Canada. She is the author of The Having of Wonderful Ideas and Teacher to Teacher: Learning from Each Other.

Further Readings by Eleanor Duckworth

Duckworth, E. 1997. Teacher to teacher: Learning from each other. New York: Teachers College Press.

Duckworth, E. 1996. "The having of wonderful ideas" and other essays on teaching and learning. New York: Teachers College Press.

Duckworth, E., Easley, J. A., Hawkins, D., and Henriques, A. 1990. Science education: A minds-on approach for the elementary years. Mahwah, NY: Earlbaum.

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Hubert Dyasi
City College -- City University of New York

Professor of Science Education at the City College (City University of New York), Hubert Dyasi is Director of the Workshop Center, a science teacher development institution at the College. He has been a Co-Principal Investigator in the New York State Systemic Initiative on K-8 mathematics, science, and technology education, and has served as a member of the working group on teaching standards for the National Science Education Standards (National Research Council). Dyasi is one of the authors of Designing Professional Development for Teachers of Science and Mathematics.

Further Readings by Hubert Dyasi

Dyasi is an advisor to the Institute for Inquiry at the Exploratorium in San Francisco. His description of inquiry can be found here.

National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.

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Howard Gardner
Harvard Graduate School of Education

Professor of Cognition and Education at the Harvard Graduate School of Education and the author of many books and several hundred articles, Howard Gardner is best known in educational circles for his theory of multiple intelligences. During the past fifteen years, he and his colleagues at Project Zero have been working on the design of performance-based assessments and education for understanding. Gardner's book, Extraordinary Minds, case studies of exemplary creators and leaders, was published in 1997, and his latest book, The Disciplined Mind: What All Students Should Understand, will be published in the spring of 1999.

Further Readings by Howard Gardner

Gardner, H. E. in press. The disciplined mind: What all students should understand. New York: Simon and Schuster.

Gardner, H. 1993. Multiple Intelligences: The theory in practice. New York: BasicBooks.

Gardner, H. 1991. The unschooled mind: How children think and how schools should teach. New York: BasicBooks.

Gardner, H. 1983. Frames of mind: The theory of multiple intelligences. New York: BasicBooks.

Gardner, H., Kornhaber, M., and Wake, W. 1996. Intelligence: Multiple perspectives. Fort Worth, TX: Harcourt Brace.

Project Zero, an educational research group at the Harvard Graduate School of Education.

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Constance Kamii
University of Alabama at Birmingham

Professor of Early Childhood Education at the University of Alabama at Birmingham, Constance Kamii studied under Jean Piaget for a dozen years, first as a postdoctoral research fellow and later as an adjunct professor at the University of Geneva. She developed a preschool curriculum based on Piaget's theory, especially in science, mathematics, and the sociomoral realm, and is now developing an elementary math program based on his theory. Kamii is the author of Young Children Reinvent Arithmetic; Young Children Continue to Reinvent Arithmetic, 2nd Grade; and Young Children Continue to Reinvent Arithmetic, 3rd Grade.

Further Readings by Constance Kamii

Kamii, C. 1984. Young children reinvent arithmetic. New York: Teachers College Press.

Kamii, C., and DeVries, R. 1980. Group games in early education. Washington, DC: National Association for the Education of Young Children.

Kamii, C., and Dominick, A. 1997. "To teach or not to teach algorithms." Journal of Mathematical Behavior. 16(1): 51-61.

Kamii, C., and Ewing, J. K. 1996. "Basing teaching on Piaget's constructivism." Childhood Education. 72: 260-264.

Kamii, C., Lewis, B. A., and Livingston, S. J. 1993. "Primary arithmetic: Children inventing their own procedures." Arithmetic Teacher. 41(4): 200-203.

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Joseph D. Novak
Cornell University

Professor of Biological Science and Science Education recently retired from Cornell University, Joseph Novak is one of the seminal investigators in the research in children's ideas in science. He is the author of Learning How to Learn and a developer of the concept mapping formalism. His latest book, Learning, Creating, and Using Knowledge, was published in 1998. Teaching Science for Understanding, co-authored with Mintzes and Wandersee, was also published in 1998.

Further Readings By Joseph D. Novak

Mintzes, J. L., Wandersee, J. H., and Novak, J. D. 1998. Teaching science for understanding: A human constructivist view. New York: Academic Press.

Novak, J. D. 1991. "Clarify with concept maps." Science Teacher. 58(7): 44-49.

Novak, J. D., and Gowin, D.B. 1985. Learning how to learn. New York: Cambridge University Press.

CMap (Macintosh) - a concept mapping software program

Novak, J. 1998. "Metacognitive Strategies To Help Students Learning How To Learn." Research Matters - to the Science Teacher. National Association for Research in Science Teaching. No.9802.

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Mitchel Resnick
Massachusetts Institute of Technology

Professor in the Epistemology and Learning Group at the Media Laboratory at Massachusetts Institute of Technology, Mitchel Resnick studies the role of technological tools in thinking and learning and develops new computational tools that help people (especially children) learn new things in new ways. He is the author of Turtles, Termites and Traffic Jams, and is the cofounder of the Computer Clubhouse Project, a network of afterschool learning centers.

Further Readings by Mitchel Resnick

Resnick, M. 1997. Turtles, termites, and traffic jams: Explorations in massively parallel microworlds. Cambridge, MA: The MIT Press. Resnik, M. 1993. "Behavior construction kits." Communications of the ACM. 36(7): 64-71.

Resnick, M., Rusk, N., and Cooke, S. 1996. "The Computer Clubhouse: Preparing for life in a digital world." IBM Systems Journal. 35(3-4): 431-440

The Computer Clubhouse

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William H. Schmidt
Michigan State University

University Distinguished Professor of Applied Statistics in the Department of Educational Psychology at Michigan State University, William Schmidt is the national research coordinator and executive director of the center that oversees the participation of the United States in the Third International Mathematics and Science Study (TIMSS).

Further Readings by William H. Schmidt

Schmidt, W. H., et al. 1999. Facing the consequences: Using TIMSS for a closer look at United States mathematics and science education. Hingham, MA: Kluwer Academic Publishers.

Williams, W., Blythe, T., White, N., Li, J., Sternberg, R., and Gardner, H. 1996. Practical intelligence for school. New York: HarperCollins.

The National Research Center for the International Mathematics and Science Study, United States

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Online Research Tools

If you're interested in finding out more about the work of our featured guests, here are some online research resources to help you in your search.

Search ERIC - The Educational Research Information Center from Syracuse University

The Eisenhower National Clearinghouse for mathematics and science education. Sponsored by the U.S. Department of Education.

The National Library of Education

The National Research Center for the International Mathematics and Science Study, United States (TIMSS)


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