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Strategic Education Research Partnership (2003)

Chapter: References

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Suggested Citation:"References." National Research Council. 2003. Strategic Education Research Partnership. Washington, DC: The National Academies Press. doi: 10.17226/10670.
Page 117
Suggested Citation:"References." National Research Council. 2003. Strategic Education Research Partnership. Washington, DC: The National Academies Press. doi: 10.17226/10670.
Page 118
Suggested Citation:"References." National Research Council. 2003. Strategic Education Research Partnership. Washington, DC: The National Academies Press. doi: 10.17226/10670.
Page 119
Suggested Citation:"References." National Research Council. 2003. Strategic Education Research Partnership. Washington, DC: The National Academies Press. doi: 10.17226/10670.
Page 120

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Rele~ennes Anderson, l. 1983 The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson, OR., A.T. Corbett, K.R. Koedinger, and R. Pelletier 1995 Cognitive tutors: Lessons learned. Journal of the Learning Sciences 4(2):167-207. Beck, I.L., M.G. McKeown, R.L. Hamilton, and L. Kucan 1997 Questioning the Author: An Approachfor Enhancing Student Engagement with Text. Newark, DE: International Reading Association. Briars, Hi., and L.B. Resnick 2000 Standards, assessment and what else? The essential elements of standards-based school improvement. Los Angeles: Center for the Study of Evaluation, UCLA ( Reports /TECH528.pdf). Carpenter, T.P., E.T. Fennema, and M.L Frank 1996 Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. The Elementary School Journal 97:3- 20. Case, R., and R. Sandieson 1987 General Development Constraints on the Acquisition of Special Procedures (and Vice VersaJ. Paper presented at the annual meeting of the Ameri- can Educational Research Association, Baltimore, April. Case, R., S. Griffin, and W.M. Kelly 1999 Socioeconomic gradients in mathematical ability and their respon- siveness to intervention during early childhood. Pp.125-149 in Devel- opmental Health and the Wealth of Nations: Social, Biolgical, and Educa- tional Dynamics. D.P. Keating and C. Hertzman, eds. New York: The Guilford Press. Chinn, C.A., and R.C. Anderson 1998 The structure of discussions that promote reasoning. Teacher's College Record 100: 51315-51368. Consortium on Chicago School Research 2003 Brief History of Chicago School Reform. Available on line at http:// Accessed Febru- ary 21, 2003. DiSessa, A. 1982 Unlearning Aristotelian physics: A study of knowledge-base learn- ing Cognitive Science 6:37-75. REFERENCES 1 1 7

Education Development Center, Inc. 2001 Curriculum Summaries. Newton, MA: K-12 Mathematics Curriculum Center. Elliott, E. 2002 Three Visions for Investment in Education Research: An insider's recollec- tions from four decades in Federal policy and practice January, 2002~. Paper prepared for the SERP Committee, National Research Council, Washington, DC. Fallon, D. 2001 The Amazing Miss A and Why We Should Care About Her. University of South Carolina, College of Education. Ferguson, R. 1991 Paying for public education: New evidence on how and why money matters. Harvard journal on Legislation 28(Summer):465-498. Ferguson, R.F., and H.F. Ladd 1996 How and Why Money Matters: An Analysis of Alabama Schools. Pp. 265-298 in Holding Schools Accountable. H. Ladd, ed. Washington, DC: Brookings Institution. Fuson, K.C, W.M. Carroll, and l.V. Drueck 2000 Achievement results for second and third graders using the stan- dards-based curriculum everyday mathematics. fournalfor Research in Mathematics Education 31~3~:277-295. Gardner, l. 1964 Report of the President's Task Force on Education. (November 14, 1964~. The report is available at the LB] Presidential Library, Austin, TX. Griffin, S., and R. Case 1997 Re-thinking the primary school math curriculum: An approach based on cognitive science. Issues in Education 3~1~:149. Mannes, S.M., and W. Kintsch 1987 Knowledge organization and text organization. Cognition and In- struction 4:91-115. National Council of Teachers of Mathematics 1989 Curriculum and Evaluation Standards for School Mathematics. Reston, VA. 2000 Principles and Standardsfor School Mathematics. Reston, VA. National Institute of Child Health and Human Development 2000 Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instructions. (NIH Publica- tion No. 00-4769~. Washington, DC: U.S. Government Printing Of- fice. National Research Council 1992 Research and Education Reform: Roles for the Office of Educational Re- search and Improvement. R.C. Atkinson and G.B. Jackson, eds. Com- mittee on the Federal Role in Education Research. Washington, DC: National Academy Press. 1998 Preventing Reading Difficulties in Young Children. C.E. Snow, M. Burns, and R. Griffin, eds. Washington, DC: National Academy Press. 1999 Improving Student Learning: A Strategic Planfor Education Research and Its Utilization. Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. 118 STRATEGIC EDUCATION RESEARCH PARTNERSHIP

2000 How People Learn: Brain, Mind, Experience, and School. l.D. Bransford, A.L. Brown, and R.R. Cocking, eds. Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. 2001 Knowing What Students Know: The Science and Design of Educational Assessment. J.W. Pellegrino, N. Chudowsky, and R. Glaser, eds. Wash- ington, DC: National Academy Press. 2002a Attracting PhDs to K-12 Education: A Demonstration Program for Sci- ence, Mathematics, and Technology. Division of Behavioral and Social Sciences and Education and Division of Policy and Global Affairs. Washington, DC: National Academy Press. 2002b Scientific Research in Education. R. Shavelson and L. Towne, eds. Wash- ington, DC: National Academy Press. 2003a Teaching mathematics in the primary grades: fostering the develop- ment of whole number sense. Sharon Griffin, author. In How Students Learn. Washington, DC: The National Academies Press. 2003b Learning and Instruction: A SERP Research Agenda. M.S. Donovan and l.W. Pellegrino, eds. Washington, DC: The National Academies Press. Palincsar, A.S. 1986 The role of dialogue in providing scaffolded instruction. Educational Psychologist 21~1&2~: 73-98. Palincsar, A.S., and A.L. Brown 1984 Reciprocal teaching of comprehension-fostering and comprehension- monitoring activities. Cognition and Instruction 1:117-175. Palincsar, A.S., and L.R. Herrenkohl 2002 Designing collaborative learning contexts. Theory Into Practice 41~1~: 26-32. Palincsar, A.S., D.D. Stevens, and l.R. Gavelek 1989 Collaborating with teachers in the interest of student collaboration. International Journal of Educational Research, 13:41-53. Polanyi, M. 1967 The Tacit Dimension. Garden City, Nl: Doubleday Anchor. Pressley, M., C.~. lohnson, S. Symons, l.A. McGoldrick, and l.A. Kurita 1989 Strategies that improve children's memory and comprehension of text. Elementary School fournal 90~1~:3-32. Public Papers of the President 1970 Special Message to the Congress on Education Reform, March 3, 1970. Available from the Office of the Federal Register, National Archives and Records Administration, Washington, DC. RAND 2002a Reading for Understanding: Toward an R&D Program in Reading Comprehension. RAND Reading Study Group. C. Snow, Chair. Pre- pared for the Office of Education Research and Improvement (OERI). 2002b Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education. RAND Mathemat- ics Study Panel. Deborah Loewenberg Ball, Chair. DRU-2773-OERI. Roderick, M., A.S. Bryk, B.A. lacob, l.Q. Easton, and E. Allensworth. 1998 Ending Social Promotion: Results from the First Two Years. Chicago: Consortium on Chicago School Research. Roderick, M., l. Nagaoka, l. Bacon, and l.Q. Easton 1999 Update: Ending Social Promotion. Chicago: Consortium on Chicago School Research. REFERENCES 119

Schifter, D., V. Bastable, and Sit. Russell 2000 Developing Mathematical Ideas. Newton, MA: Education Development Center Schneps, M., and P. Sadler 1987 A Private Universe. Video. Cambridge, MA; Washington, DC: Annenberg/CPB: Pyramid Film and Video. Schofield, l.W., D. Evans-Rhodes, and B.R. Huber 1990 Artificial intelligence in the classroom: The impact of a computer- based tutor on teachers and students. Social Science Computer Review 8~1~:24-41. Strauss, R.P., and E.A. Sawyer 1986 Some new evidence on teacher and student competencies. Economics of Education Review 5~1~:41-48. Tivnan, T. 2002 Final Report to the U.S. Department of Education, Planning and Evaluation Service, Assessing Literacy Models in the Boston Public Schools. Unpublished report, Harvard Graduate School of Educa- tion. The University of Chicago School Mathematics Project 1995 Everyday Mathematics: Teacher's Manual and Lesson Guide. Evanston, IL: Everyday Learning Corporation. U.S. Department of Education, National Center for Education Statistics 2001a Digest of Education Statistics. Washington, DC: U.S. Government Print- ing Office. ~ —-, 2001b Federal Supportfor Education: Fiscal Years 1980 to 2001, NCES 2002-129. Written by C M. Hoffman. Washington, DC: U.S. Government Print- ing Office. Voshiadou, S., and W.F. Brewer 1989 The Concept of the Earth's Shape: A Study of Conceptual Change in Childhood. Unpublished paper. Center for the Study of Reading, University of Illinois, Champaign. White, B.Y., and l.R. Frederiksen 1998 Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction 16~1~:3-118. Wood, T. and P. Sellers 1997 Deepening the analysis: Longitudinal assessment of a problem-cen- tered mathematics program. fournalfor Research in Mathematics Edu- cation 28~2~:163-186. 120 STRATEGIC EDUCATION RESEARCH PARTNERSHIP

Next: Appendix A: Federal Investments in Education Research: A Sobering History »
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Envision a cadre of leading scientists and practitioners working collaboratively on a highly focused program of education research that is tightly coupled with practice. Much of the research is carried out in school settings. Research influences educational practice, and the outcomes in practice inform further research efforts.

The Strategic Education Research Partnership (SERP) is designed to make this vision a reality. It proposes a large-scale, coherent program of research and development that would put the problems of educational practice at its center, and focus on all stages necessary to influence practice. These include theory testing, the development and evaluation of instructional programs, the study of practice in context, and attention to taking innovations to scale.

This book explains the features of SERP and the ways in which it would address the major challenges of linking research and practice. It is a call to mobilize the nation’s resources and political will, the power of scientific research, and the expertise of our educators, to create a more effective research and development program for improving student learning.


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