Handbook of psychology volume 7 educational psychology

REFERENCES

APA Task Force on Psychology in Education. (1993, January).

Learner-centered psychological principles: Guidelines for

school redesign and reform. Washington, DC: American Psycho-

logical Association and Mid-Continent Regional Educational

Laboratory.

APA Work Group of the Board of Educational Affairs. (1997,

November). Learner-centered psychological principles: A frame-

work for school reform and redesign. Washington, DC: American

Psychological Association.

Banks, J. A. (2000). The social construction of difference and the

quest for educational equality. In R. S. Bandt (Ed.), Education in

604

Research to Policy for Guiding Educational Reform

a new era (pp. 21–45). Alexandria, VA: Association for Supervi-

sion and Curriculum Development.

Battistich, V., Soloman, D., Watson, M., & Schaps, E. (1997).

Caring school communities, Educational Psychologist, 32(3),

137–151.

Berreth, D., & Berman, S. (1997). The moral dimensions of schools.

Educational Leadership, 54(8), 24–27.

Berryman, S. E. (1993). Learning for the workplace. Review of

Research in Education, 19, 343–401.

Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway,

E. (2000). Creating usable innovations in systemic reform: Scal-

ing up technology-embedded project-based science in urban

schools. Educational Psychologist, 35(3), 149–164.

Bollier, D. (2000). Ecologies of innovation: The role of information

and communications technologies. Washington, DC: Aspen

Institute.

Borko, H., Peressini, D., Romagnano, L., Knuth, E., Willis-Yorker,

C., Wooley, C., Hovermill, J., & Masarik, K. (2000). Teacher

education does matter: A situative view of learning to teach

secondary mathematics. Educational Psychologist, 35(3), 193–

206.

Boyer, E. L. (1995). The basic school: A community for learning.

Princeton, NJ: Carnegie Foundation for the Advancement of

Teaching.

Bransford, J. (2001). Toward the development of a stronger commu-

nity of educators: New opportunities made possible by integrat-

ing the learning sciences and technology. Paper prepared for

the PT3 Vision Quest on Assessment in e-Learning Cultures.

Retrieved from www.pt3.org. Retrieved October 3, 2001.

Bransford, J., Brown, A. L., Cocking, R. R. (Eds.). (1999). How

people learn: Brain, mind, experience, and school. Washington,

DC: National Academy Press.

Bransford, J. D., & Schwartz, D. (1999). Rethinking transfer: A sim-

ple proposal with multiple implications. Review of Research in

Education, 24, 61–100.

Braun, H. (2001). PT3: Assessment and evaluation. Paper prepared

for the PT3 Vision Quest on Assessment in e-Learning Cultures.

Retrieved from www.pt3.org. Retrieved October 2, 2001.

Broadfoot, T. (2001, April 22). Assessment for an uncertain age.

Paper presented at the Cultures of Learning Conference,

Session 3.32, University of Bristol, Bristol, UK.

Carroll, T. G. (2000, March). Thinking outside the box about

technology evaluation. Paper presented at the North Central

Regional Educational Laboratory’s Regional Conference on

Evaluating Technology in Education, Chicago.

Carroll, T. G. (2001). Do today’s evaluations meet the needs of

tomorrow’s networked learning communities? Paper prepared

for the PT3 Vision Quest on Assessment in e-Learning Cultures.

Retrieved September 2001, from www.pt3.org 

Center for Children and Technology. (2000, August). The transfor-

mation of Union City: 1989 to present (CCT Report). New York:

EDC/Center for Children and Technology.

Chang, H., Henriquez, A., Honey, M., Light, D., Moeller, B., &

Ross, N. (1998, April). The Union City story: Education reform

and technology. Students’ performance on standardized tests

(CCT Report). New York: EDC/Center for Children and

Technology.

Church, M. A., Elliott, A. J., & Gable, S. L. (2001). Perceptions of

classroom environment, achievement goals, and achievement

outcomes. Journal of Educational Psychology, 93, 43–54.

Cohen, D. K., & Ball, D. L. (2001). Making change: Instruction and

its improvement. Phi Delta Kappan, 83(1), 73–77.

Cohen, D., & Barnes, C. (1999). Research and the purposes of edu-

cation. In E. Lagemann & L. Shulman (Eds.), Issues in education

research (pp. 17–41). San Francisco: Jossey-Bass.

Confrey, J., & Sabelli, N. (2001). Research and evaluation in and on

“Preparing Tomorrow’s Teachers for Technology.” Paper pre-

pared for the PT3 Vision Quest on Assessment in e-Learning

Cultures. Retrieved September 2001, from www.pt3.org

Corcoran, T., Fuhrman, S. H., & Belcher, C. L. (2001). The district

role in instructional improvement. Phi Delta Kappan, 83(1),

78–84.

Darling-Hammond, L. (1996). The quiet revolution: Rethinking

teacher development. Educational Leadership, 53(6), 4–10.

Dede, C. (2000, October 13). Expert panel on technology and

educational reform. Panel presentation at the North Central

Regional Educational Laboratory First Annual Conference,

Chicago.

Dewey, J. (1990). The school and society and the child and the cur-

riculum. Chicago: University of Chicago Press.

Diamond, M., & Hopson, J. (1998). Magic trees of the mind. New

York: Dutton.

Elias, M. J., Bruene-Butler, L., Blum, L., & Schuyler, T. (1997).

How to launch a social and emotional learning program. Educa-

tional Leadership, 54(8), 15–19.

Elias, M. J., Zims, J. E., Weissberg, R. P., Frey, K. D. S., Greenberg,

M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., &

Shriver, T. P. (1997). Promoting social and emotional learning:

Guidelines for educators. Alexandria, VA: Association for

Supervision and Curriculum Development.

Elmore, R. F., & Fuhrman, S. H. (2001). Holding schools account-

able: Is it working? Phi Delta Kappan, 83(1), 67–72.

English-Lueck, J. A. (1998, June 19). Technology and social

change: The effects on family and community (COSSA Con-

gressional Seminar Report). Retrieved September 2001, from

http://www.sjsu.edu/depts/anthropology/svcp/SVCPcosa.html

Feuerstein, R., & Feuerstein, S. (1991). Mediated learning experi-

ence: A theoretical review. In R. Feuerstein, P. S. Klein, & A. J.

Tannenbaum (Eds.), Mediated learning experience: Theoretical,

psychosocial and learning implications (pp. 3–51). London:

Freund Publishing.

Flowerday, T., & Schraw, G. (2000). Teacher beliefs about in-

structional choice: A phenomenological study. Journal of Educa-

tional Psychology, 92(4), 634– 645.

References

605

Freiberg, H. J. (1998). Measuring school climate: Let me count the

ways. Educational Leadership, 56(1), 22–26.

Fuhrman, S. H., & Odden, A. (2001). Introduction to a Kappan

special section on school reform. Phi Delta Kappan, 83(1),

59–61.

Fullan, M. (1995). The limits and the potential of professional

development. In T. R. Guskey & M. Huberman (Eds.), Profes-

sional development in education: New paradigms and practices

(pp. 253–267). New York: Teachers College Press.

Fullan, M. (1997). Emotion and hope: Constructive concepts for

complex times. In A. Hargreaves (Ed.), Rethinking educational

change with heart and mind (pp. 216–223). Alexandria, VA:

1997 ASCD Yearbook.

Gipps, C. (2001, April 22). Sociocultural perspectives on assess-

ment. Paper presented at the Cultures of Learning Conference,

Session 3.32, University of Bristol, Bristol, UK.

Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective

teacher efficacy: Its meaning, measure, and impact on student

achievement. American Educational Research Journal, 37(2),

479–507.

Goertz, M. E. (2001). Redefining government roles in an era of

standards-based reform. Phi Delta Kappan, 83(1), 62–66.

Goldschmidt, P., & Wang, J. (1999). When can schools affect

dropout behavior? A longitudinal multilevel analysis. American

Educational Research Journal, 36(4), 715–738.

Goleman, D. (1995). Emotional intelligence. New York: Bantam

Books.

Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continu-

ity of academic intrinsic motivation from childhood through late

adolescence: A longitudinal study. Journal of Educational

Psychology, 93(1), 3–13.

Groff, W. (2001). Career development paradigms for digital divi-

dends. Paper prepared for the PT3 Vision Quest on Assess-

ment in e-Learning Cultures. Retrieved September 2001, from

www.pt3.org

Hannafin, M. (1999). Learning in open-ended environments: Tools

and technologies for the next millennium (ITFORUM Paper 34)

http://itech1.eoe.uga.edu/itforum/paper34/paper34.html

Hawkins, J., Spielvogel, R., & Panush, E. (1997). National study

tour of district technology integration summary report (CCT

Report). New York: EDC/Center for Children and Technology.

Heflich, D. (2001). Breaching the walls of a cell: Changes brought

about by electronic networking. Paper prepared for the PT3

Vision Quest on Assessment in e-Learning Cultures. Retrieved

September 2001, from www.pt3.org

Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academi-

cally unmotivated: A critical issue for the 21st century. Review of

Educational Research, 70(2), 151–179.

Honey, M. (2001). Issues in using technology to support local

school-change. Paper prepared for the PT3 Vision Quest on

Assessment in e-Learning Cultures. Retrieved September 2001,

from www.pt3.org

Honey, M., Hawkins, J., & Carrigg, F. (1998). Union City Online:

An architecture for networking and reform. In C. Dede (Ed.),

The 1998 ASCD Yearbook: Learning with technology (pp. 179–

191). Alexandria, VA: Association for Supervision and Curricu-

lum Development. 

Hoy, A. W. (2000). Educational psychology in teacher education.

Educational Psychologist, 35(4), 257–270.

Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA:

Association for Supervision and Curriculum Development.

Jones, S. (2001). Community and culture in education. Paper pre-

pared for the PT3 Vision Quest on Assessment in e-Learning

Cultures. Retrieved September 2001, from www.pt3.org

Judy, R. W., & D’Amico, C. (1998). Workforce 2020: Work and

workers in the 21st century. Indianapolis, IN: Hudson Institute.

Kirst, M., & Venezia, A. (2001). Bridging the great divide between

secondary schools and postsecondary education. Phi Delta

Kappan, 83(1), 92–97.

Kogan, M. (2000). Teaching truth, beauty, and goodness: An inter-

view with Howard Gardner. Monitor on Psychology, 31(11),

66–67.

Kraut, R., Patterson, M., Lundmark, V., Keisler, S., Mukopadhyay,

T., & Scherlis, W. (1998). Internet paradox: A social technology

that reduces social involvement and psychological well-being?

American Pscyhologist, 53, 1017–1031.

Lazarus, R. S. (2000). Toward better research on stress and coping.

American Psychologist, 55(6), 665–673.

Lee, V. E., & Smith, J. B. (1999). Social support and achievement

for young adolescents in Chicago: The role of school academic

press. American Educational Research Journal, 36(4), 907–945.

Ley, K., & Young, D. B. (2001). Instructional principles for self-

regulation. Educational Technology Research and Development,

49(2) 93–103.

Lin, X. (2001). Designing metacognitive activities. Educational

Technology Research and Development, 49(1), 23–40.

Loughran, J. (1996). Developing reflective practice: Learning

about teaching and learning through modeling. London: Falmer

Press.

Marx, R. W. (2000). School reform and research in educational psy-

chology. Educational Psychologist, 35(3), 147–148.

McCombs, B. L. (2000a, August). Addressing the personal domain:

The need for a learner-centered framework. Paper presented at

the symposium, “Learner-Centered Principles in practice: -

Addressing the personal domain,” American Psychological

Association, Washington, DC.

McCombs, B. L. (2000b, September 11–12). Addressing the role of

educational technology in the teaching and learning process: A

learner-centered perspective. Paper presented at the Secretary’s

Conference on Educational Technology, Alexandria, VA.

McCombs, B. L. (2001a). The learner-centered perspective on

teaching and learning in electronically networked cultures. Paper

prepared for the PT3 Vision Quest on Assessment in e-Learning

Cultures. Retrieved September 2001, from www.pt3.org

606

Research to Policy for Guiding Educational Reform

McCombs, B. L. (2001b). Self-regulated learning and academic

achievement: A phenomenological view. In B. J. Zimmerman &

D. H. Schunk (Eds.), Self-regulated learning and academic

achievement: Theory, research, and practice (2nd ed., pp. 67–

123). Mahwah, NJ: Erlbaum.

McCombs, B. L. (in press). The Learner-Centered Psychological

Principles: A framework for balancing a focus on academic

achievement with a focus on social and emotional learning

needs. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J.

Walberg (Eds.), Building school success on social and emotional

learning. New York: Teachers College Press.

McCombs, B. L., & Lauer, P. A. (1997). Development and valida-

tion of the Learner-Centered Battery: Self-assessment tools for

teacher reflection and professional development. The Profes-

sional Educator, 20(1), 1–21.

McCombs, B. L., Lauer, P. A., & Pierce, J. (1998, July). The

learner-centered model of seamless professional development:

Implications for practice and policy changes in higher educa-

tion. Paper presented at the 23rd International Conference on

Improving University Teaching, Dublin, Ireland.

McCombs, B. L., & Whisler, J. S. (1997). The learner-centered

classroom and school: Strategies for increasing student motiva-

tion and achievement. San Francisco: Jossey-Bass.

McLaughlin, C. (2001, April 22). Learning-to-learn, live, and

choose. Paper presented at the Cultures of Learning Conference,

Session 3.32, University of Bristol, Bristol, UK.

McNabb, M. L. (2001). In search of strategic designs for mediating

e-learning. Paper prepared for the PT3 Vision Quest on Assess-

ment in e-Learning Cultures. Retrieved September 2001, from

www.pt3.org

McNabb, M., Hawkes, M., & Rouk, U. (1999). Critical issues in

evaluating the effectiveness of technology. Washington, DC:

U.S. Department of Education Retrieved from http://www.ed

.gov/Technology/TechConf/1999/

McNabb, M. L., & McCombs, B. K. (2001). Designs for e-learning:

A vision and emerging framework. Paper prepared for the PT3

Vision Quest on Assessment in e-Learning Cultures. Retrieved

September 2001, from www.pt3.org

Meece, J. L., & Kurtz-Costes, B. (2001). Introduction: The school-

ing of ethnic minority children and youth. Educational Psychol-

ogist, 36(1), 1–7.

Meier, D. (1999). Needed: Thoughtful research for thoughtful

schools. In E. Lagemann & L. Shulman (Eds.), Issues in educa-

tion research (pp. 63–82). San Francisco: Jossey-Bass.

Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance

approach goals: Good for whom, under what circumstances,

and at what cost? Journal of Educational Psychology, 93(1),

77–86.

Moreno, R., & Mayer, R. E. (2000). Engaging students in active

learning: The case for personalized multimedia messages. Jour-

nal of Educational Psychology, 92(4), 724–733.

Nie, N. H., & Erbing, L. (2000). Internet and society: A preliminary

report. Stanford, CA: Stanford Institute for the Quantitative

Study of Society.

Nissen, L. B. (1999, June). The power of the strength approach.

Paper presented at the 8th Annual Rocky Mountain Regional

Conference in Violence Prevention in Schools and Communi-

ties, Denver, CO.

Norris, T. (1999, June). Healthy communities for healthy youth.

Paper presented at the 8th Annual Rocky Mountain Regional

Conference in Violence Prevention in Schools and Communi-

ties, Denver, CO.

Ochsner, K. N., & Lieberman, M. D. (2001). The mergence of social

cognitive neuroscience. American Psychologist, 56(9), 717–734.

Odden, A. (2001). The new school finance. Phi Delta Kappan,

83(1), 85–91.

Okagaki, L. (2001). Triarchic model of minority children’s school

achievement. Educational Psychologist, 36(1), 9–20.

Orrill, C. H. (2001). Building technology-based, learner-centered

classrooms: The evolution of a professional development

framework. Educational Technology Research and Development,

49(1), 15–34.

Palmer, P. J. (1999). Evoking the spirit in public education. Educa-

tional Leadership, 56(4), 6–11.

Paris, S. C., & Paris, A. H. (2001). Classroom applications of re-

search on self-regulated learning. Educational Psychologist,

36(2), 89–101.

Peck, K. (2001). Electronically networked learning cultures as and

within living systems. Paper prepared for the PT3 Vision Quest

on Assessment in e-Learning Cultures. Retrieved September

2001, from www.pt3.org

Popham, W. J. (2001, April 10–14). Standards-based assessment:

Solution or charade? Paper presented as part of the symposium

“Creating classroom and large-scale assessment that enhance

instructional decision-making,” American Educational Research

Association, Seattle, WA.

Ravitz, J. (2001). Will technology pass the test? Paper prepared for

the PT3 Vision Quest on Assessment in e-Learning Cultures.

Retrieved September 2001, from www.pt3.org

Reigeluth, C. (2001, June 8). High-performance high-technology

learning communities: What works? Panel presentation at the

NCREL National Conference on Technology, Naperville, IL.

Repa, T. (2001). The Internet and social and emotional learning. Paper

prepared for the PT3 Vision Quest on Assessment in e-Learning

Cultures. Retrieved September 2001, from www. pt3.org

Robinson, N. M., Zigler, E., & Gallagher, J. J. (2000). Two tails

of the normal curve: Similarities and differences in the study

of mental retardation and giftedness. American Psychologist,

55(12), 1413–1424.

Rose, R. (2001). e-learning communities and cultures. Paper pre-

pared for the PT3 Vision Quest on Assessment in e-Learning

Cultures. Retrieved September 2001, from www.pt3.org

References

607

Ryan, A. M., & Patrick, H. (2001). The classroom social environ-

ment and changes in adolescents’ motivation and engagement

during middle school. American Educational Research Journal,

38(2), 437–460.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and

the facilitation of intrinsic motivation, social development, and

well-being. American Psychologist, 55(1), 68–78.

Sabelli, N., & Dede, C. (in press). Integrating educational research

and practice: Reonceptualizing the goals and process of research

to improve educational practice.

Sadker, M. P., & Sadker, D. M. (1994). Teachers, schools, and soci-

ety (3rd ed.). Yew York: McGraw-Hill.

Schaps, E., & Lewis, C. (1999). Perils on an essential journey:

Building school community. Phi Delta Kappan, 81(3), 215–218.

Scherer, M. (1998). A conversation with Herb Kohl. Educational

Leadership, 56(1), 8–13.

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psy-

chology: An introduction. American Psychologist, 55(1), 5–14.

Shepard, L. A. (2000). The role of assessment in a learning culture.

Educational Researcher, 29(7), 4–14.

Shields, M. K., & Behrman, R. E. (2000). Children and computer

technology: Analysis and recommendations. The Future of Chil-

dren, 10(2), 4–30. Retrieved from www.futureofchildren.org

Stiggins, R. J. (2001, April 10–14). Making classroom assessment

instructionally relevant. Paper presented as part of the sympo-

sium “Creating classroom and large-scale assessment that en-

hance instructional decision-making,” American Educational

Research Association, Seattle, WA.

Sylwester, R. (1995). A celebration of neurons: An educator’s guide

to the brain. Alexandria, VA: Association for Supervision and

Curriculum Development.

Tyack, D., & Cuban, L. (1995). Tinkering toward utopia.

Cambridge, MA: Harvard University Press.

Van den Berg, R., & Ros, A. (1999). The permanent importance of

the subjective reality of teachers during educational innovation:

A concerns-based approach. American Educational Research

Journal, 36(4), 879–906.

Vygotsky, L. S. (1978). Mind in society: The development of higher

psychological processes. Cambridge, MA: Harvard University

Press.

Wassermann, S. (2001). Quantum theory, the uncertainty and

alchemy of standardized testing. Phi Delta Kappan, 83(1),

28–40.

Weinberger, E., & McCombs, B. L. (2001, April). The impact of

learner-centered practices on the academic and non-academic

outcomes of upper elementary and middle school students. Paper

presented at the symposium, “Integrating what we know about

learners and learning: A foundation for transforming preK-20

practices,” American Educational Research Association, Seattle,

WA.

Wheatley, M. J. (1999). Leadership and the new science: Discover-

ing order in a chaotic world (2nd ed.). San Francisco: Berrett-

Koehler.

Wheatley, M. J., & Kellner-Rogers, M. (1998). Bringing life to

organizational change. Journal of Strategic Performance

Measurement, April–May, 5–13.

Wilhelm, T. (2001). First principles in e-learning: The “e” stands

for equity. Paper prepared for the PT3 Vision Quest on Assess-

ment in e-Learning Cultures. Retrieved September 2001, from

www.pt3.org

Wilson, B. (2001). Sense of community as a valued outcome for

electronic courses, cohorts, and programs. Paper prepared for

the PT3 Vision Quest on Assessment in e-Learning Cultures.

Retrieved September 2001, from www.pt3.org

Witherspoon, J. P. (2001). e-learning: Ethics and governance con-

siderations. Paper prepared for the PT3 Vision Quest on Assess-

ment in e-Learning Cultures. Retrieved September 2001, from

www.pt3.org 

Wong, C. A., & Rowley, S. J. (2001). The schooling of ethnic

minority children [Commentary]. Educational Psychologist,

36(1), 57–66.

Zech, L. K., Gause-Vega, C. L., Bray, M. H., Secules, T., &

Goldman, S. R. (2000). Content-based collaborative inquiry:

A professional development model for sustaining educational

reform. Educational Psychologist, 35(3), 207–217.

Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated

learning and academic achievement: Theory, research, and

practice (2nd ed.). Mahwah, NJ: Erlbaum.

CHAPTER 24