10/4     Roots of educational psychology.
           Thorndike, E. L.  (1910).  The contribution of psychology to education. Journal of Educational Psychology, 1, 5-12.
           Skinner, B. F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24, 86-97.
           Mayer, R. E.  (1992).  Cognition and instruction: Their historic meeting within educational psychology.  Journal of Educational Psychology, 84, 405-412.

10/11   The cognitive revolution and information processing.
           Bruner, J.  (1976)  The Process of Education.  Cambridge : Harvard University Press.  pp. vii - 68.
           Mayer, R. E.  (1992).  Thinking, problem solving, cognition, (2nd Ed.)  San Francisco: Freeman.  Chapters 8 and 15.

10/18   Metacognition. Cognitive development, I-P style.  Methods of inquiry in educational psychology.
           Palincsar, A. M. (1986).  The role of dialogue in providing scaffolded instruction.  Educational Psychologist, 21, 73-98.
           Siegler, R. S.  (1998).  Information-processing views of development.  In Children's Thinking (3rd Ed.).  Upper Saddle River, NJ: Prentice Hall.
           Brown, A. L.  (1992).  Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2, 141-178.
         Project Prospectus due.

10/25   Constructivist theories of learning I: Piaget.  Film reprise:  Purdue Math Project.
          Elkind, D.  (1973).  Measuring young minds: An introduction to the ideas of Jean Piaget.  Forward to R. I. Evans' Jean Piaget: The man and his ideas.  New York: Dutton.
           Ginsburg, H. & Opper, S.  (1988).  Piaget's theory of intellectual development, 3rd Ed.  Englewood Cliffs, NJ: Prentice Hall.  Chapter 1: begin on p. 13: Basic Ideas.
           Duckworth, E.  (1987).  Teaching as research.  In The having of wonderful ideas.  New York: Teachers College Press.
           Paley, V. G. (1981) Wally's Stories. (excerpts) Cambridge, MA: Harvard University Press.
           STP 1 Due.

11/1    Constructivist theories of learning II: Vygotsky
           Vygotsky, L. S. (1978).  Mind in society: The development of higher psychological processes (pp. 79-91).  Cambridge, MA: Harvard University Press.
           Wertsch, J. V.  (1988).  L. S. Vygotsky's "New" theory of mind. American Scholar, 57, 81-90.
           Moll, L. C., & Greenberg, J. B. (1990). Creating zones of possibilities: Combining social contexts for instruction.  In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology.  Cambridge: Cambridge University Press.
           Tudge, J., & Rogoff, B.  (1989).  Peer influences on cognitive development: Piagetian and Vygotskian perspectives.  In M. H. Bornstein & J. S. Bruner (Eds.), Interaction in human development.  Hillsdale, NJ: Erlbaum.

11/8    Teaching for conceptual change: Cognition and instruction in math and science.  Film: A Private Universe.
           Herrenkohl, L. R., & Guerra, M. (1998).  Participant structures, scientific discourse, and student engagement in fourth grade.  Cognition and Instruction, 16, 431-473.
           Schoenfeld, A. H. (1988).  When good teaching leads to bad results: the disasters of "well-taught" mathematics courses.  Educational Psychologist, 23, 145-166.
           Watson, B. & Konicek, R.  (1990).  Teaching for conceptual change: Confronting children's experience.  Phi Delta Kappan, 71, 680-685.
           Bruer, J. T. (1993)  The mind's journey from novice to expert. (Excerpt:  pp 41-45)  American Educator, 17, 6-46.

11/15   Culture, context, and learning.
           Dyson, A. H.  (1995).  The courage to write: Child meaning-making in a contested world.  Language Arts, 72, 324-333.
           Phillips, S. U.  (1972).  Participant structures on communicative competence: Warm Springs children in community and classroom (pp. 370-394).  In C. Cazden, V. John, & D. Hymes Eds.), Functions of language in the classroom.  New York: Teachers College Press.
           Goodenow, J. J.  (1996)  Acceptable ignorance, negotiable disagreement: Alternative views of learning. In D. Olson & N. Torrance (Eds.), The handbook of education and human development (pp. 345-367). Cambridge, MA: Blackwell.
           STP 2 due.

11/22   Writing, feedback, and learning
           Scardamalia, M., & Bereiter, C., & Steinback, R.  (1984) The teachability of reflective processes in written communication. Cognitive Science, 8, 173-190.
           Sommers, N.  (1982).  Responding to students' writing. College Composition and Communication, 33, 48-56.
           Valian, V. (1977).  Learning to work.  In S. Ruddick and P. Daniels (Eds.), Working it out: 23 women writers, artists, scientists, and scholars talk about their lives.  New York: Pantheon.
          Rough drafts due.

11/29   Students as educational theorists
           Nicholls, J. G.  (1992).  Students as educational theorists.  In D. Schunk and J. Meece (Eds.), Student perceptions in the classroom.  Hillsdale, NJ: Erlbaum.
           Cain, B. N., & Hilty, E. B.  (1993).  Matika: "I picture myself as being this woman."  In S. Hudson-Ross, L. M. Cleary, & M. Casey (Eds.), Children's voices: Children talk about literacy.  Portsmouth, NH: Heinemann.
           Nolen, S. B.  (1995).  Teaching for autonomous learning.  In C. Desforges (Ed.) An introduction to teaching: Psychological perspectives.  Oxford, UK: Blackwell.
           Last day to hand in revised STP 1 and/or 2.

12/6    Theories revisited.
          STP 3 due.

12/10  FRIDAY: Last day to hand in rewrites of STP 3.

12/13  Informal project sharing and wrap-up.
          Projects due.