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Bibliography

Published online by Cambridge University Press:  19 November 2009

D. Bob Gowin
Affiliation:
Cornell University, New York
Marino C. Alvarez
Affiliation:
Tennessee State University
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Publisher: Cambridge University Press
Print publication year: 2005

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References

Abrams, Max H. (1953). The Mirror and the Lamp: Romantic Theory and the Critical Tradition. New York: Oxford University PressGoogle Scholar
Adams, Gladys A. (1998). Forgotten Voices: Why We Left High School. Unpublished doctoral dissertation. Tennessee State University, Nashville, TN
Allgood, W. P., Risko, V. J., Alvarez, M. C., & Fairbanks, M. M. (2000). “Factors that influence study.” In Flippo, R. F. & Caverly, D. C. (Eds.), Handbook of College Reading and Study Strategy Research (Chapter 8, pp. 201–219). Mahwah, NJ: Lawrence Erlbaum AssociatesGoogle Scholar
Alvarez, Marino C. (2002a). Researcher's Notebook. 3rd Revision. Center of Excellence in Information Systems. Nashville, TN: Tennessee State UniversityGoogle Scholar
Alvarez, Marino C. (2002b). “Informing Professor Practice and Student Learning.” Presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA
Alvarez, Marino C. (2001a). “Developing Critical and Imaginative Thinking within Electronic Literacy.” In Rycik, J. A. & Irvin, J. L. (Eds.), What Adolescents Deserve: A Commitment to Students' Literacy Learning (pp. 191–197). Newark, DE: International Reading AssociationGoogle Scholar
Alvarez, Marino C. (2001b). “A Professor and His Students Share Their Thoughts, Questions, and Feelings.” Paper presented at the American Educational Research Association Annual Meeting, Seattle, WA
Alvarez, Marino C. (1998). “Interactive Vee Diagrams as a Metacognitive Tool for Learning.” In McNeil, S., Price, J. D., Boger-Mehall, S., Robin, B., & Willis, J. (Eds.), Technology and Teacher Education Annual, 1998, Vol 2 (pp. 1245–1248). Proceedings of SITE 98. 9th International Conference of the Society for Information Technology and Teacher Education (SITE), Charlottesville, VA: Association for the Advancement of Computing in Education (AACE)Google Scholar
Alvarez, Marino C. (1997). “Thinking and Learning with Technology: Helping Students Construct Meaning. National Association of Secondary School Principals.” NASSP Bulletin 81, (592), 66–72CrossRefGoogle Scholar
Alvarez, Marino C. (1996a). “Explorers of the Universe–Students Using the World Wide Web to Improve their Reading and Writing.” In Neate, B. (Ed.), Literacy Saves Lives (pp. 140–145). Winchester, England: United Kingdom Reading AssociationGoogle Scholar
Alvarez, M. C. (1996b). “A Community of Thinkers: Literacy Environments with Interactive Technology.” In Camperell, K. & Hayes, B. L. (Eds.), Literacy: The Information Highway to Success (pp. 17–29). Sixteenth Yearbook of the American Reading Forum. Logan, UT: Utah State UniversityGoogle Scholar
Alvarez, M. C. (1995). “Explorers of the Universe: An Action Research Scientific Literacy Project.” In Camperell, K., Hayes, B. L., & Telfer, R. (Eds.), Linking Literacy: Past, Present, and Future (pp. 55–62). American Reading Forum, Volume 15, Logan, UT: Utah State UniversityGoogle Scholar
Alvarez, Marino C. (1993). “Imaginative Uses of Self-Selected Cases.” Reading Research and Instruction 32 (2), 1–18CrossRefGoogle Scholar
Alvarez, Marino C. (1989). “Hierarchical Concept Mapping.” Invited portion included in the chapter “Thinking Visually.” In Walter, Pauk. How to Study in College, 4th ed. Boston: Houghton Mifflin Company, pp. 212–219Google Scholar
Alvarez, Marino C. (1983). “Using a Thematic Preorganizer and Guided Instruction As an Aid to Concept Learning.” Reading Horizons 24, 51–58Google Scholar
Alvarez, Marino C., & Alvarez, Christopher M. (1998). “Thinking about Learning: Progenitor and Progeny.” In Telfer, R. (Ed.), Finding Our Literacy Roots (pp. 97–113). American Reading Forum, Volume 18, Whitewater, WI: University of Wisconsin-WhitewaterGoogle Scholar
Alvarez, Marino C, Burks, Geoffrey, King, Terry, Hulan, Bobby, & Graham, Adelicia. (2000). “Students Creating Their Own Thinking–Learning Contexts.” Paper presented at the American Educational Research Association Annual Meeting, New Orleans, LA
Alvarez, Marino C., Burks, Geoffrey S., & Sotoohi, Goli. (2003). “High School Students Using Electronic Environments for Informing Learning and Practice.” Paper presented at the National Reading Conference, Scottsdale, AZ
Alvarez, Marino C., & Busby, Michael R. (2002). “Two Professors Share Their Thoughts and Feelings with Their Students. “In Willis, D. A., Price, J., & Davis, N. (Eds.), The Society for Information Technology & Teacher Education International Conference (SITE 2002). Volume 4 (pp. 1961–1964). Albuquerque, NM: Association for the Advancement of Computing in Education (AACE)Google Scholar
Alvarez, Marino C., & Risko, Victoria J. (2002). “Thematic Organizers.” In Guzzetti, B. J. (Ed.), Literacy in America: An Encyclopedia of History, Theory, and Practice. Volumes I & II (pp. 653–655). Santa Barbara, CA: ABC-CLIOGoogle Scholar
Alvarez, Marino C., & Risko, Victoria J. (1989). “Using a Thematic Organizer to Facilitate Transfer Learning with College Developmental Studies Students.” Reading Research and Instruction 28 (2), 1–18CrossRefGoogle Scholar
Alvarez, Marino C., & Risko, Victoria J. (1987). “Using Vee Diagrams to Clarify Third-Grade Students' Misconceptions during a Science Experiment.” In Novak, J. D. (Ed). Proceedings of the Second International Seminar, Misconceptions, and Educational Strategies in Science and Mathematics, Volume I (pp. 6–14). Ithaca, New York: Cornell University PressGoogle Scholar
Alvarez, Marino C., & Rodriguez, William J. (1995). “Explorers of the Universe: A Pilot Study.” In Linek, W. M. & Sturtevant, E. G. (Eds.), Generations of Literacy (pp. 221–236). The Seventeenth Yearbook of the College Reading Association, Commerce, TX: Texas A&M University – CommerceGoogle Scholar
Alvarez, Marino C., Stockman, Stephanie A., Rodriguez, William J., Davidson, Bobby, & Swartz, Katie. (1999). “Informing Practice through Collaborative Partnerships.” Paper presented at the American Educational Research Association Annual Meeting, Montreal, Canada
Alvermann, Donna E. (1981). “The Compensatory Effect of Graphic Organizers on Descriptive Text.” Journal of Educational Research 75, 44–48CrossRefGoogle Scholar
Ausubel, David P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart, and WinstonGoogle Scholar
Ausubel, David P. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & StrattonGoogle Scholar
Ausubel, David P. (1960). “The Use of Advance Organizers in the Learning and Retention of Meaningful Verbal Material.” Journal of Educational Psychology 51, 267–272CrossRefGoogle Scholar
Ausubel, David P., Robbins, L. C., & Blake, E. (1957). “Retroactive Inhibition and Facilitation in the Learning of School Materials.” Journal of Educational Psychology 48, 334–343CrossRefGoogle Scholar
Baker, Linda, & Brown, Ann L. (1984). “Metacognitive Skills and Reading.” In Pearson, P. D. (Ed.), Handbook of Reading Research. New York: LongmanGoogle Scholar
Bandura, Albert. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice HallGoogle Scholar
Best, John W., & Kahn, James V. (1989). Research in Education. 6th edition. Englewood Cliffs, NJ: Prentice-HallGoogle Scholar
Bethune, Nikki. (2003). “Vee Diagrams: An Action Research Project on Its Implementation in 9th Grade Physical Science.” Unpublished master's thesis. Montana State University, Bozeman, MT. A synopsis of the master's thesis can be viewed at http://arexpeditions.montana.edu/articles/nikki/introduction.htm
Biesta, Gert J. J., & Burbules, Nicholas C. (2003). Pragmatism and Educational Research. Lanham, MD: Rowman & LittlefieldGoogle Scholar
Bode, Henry Boyd. (1971). How we learn. Westport, CT., Greenwood Press, Publishers, p. 288. Originally published by D.C. Heath & Company, 1940Google Scholar
Chaille, C., & Britain, L. (1991). The Young Child As Scientist: A Constructivist Approach to Early Childhood Science Education. New York: Harper Collins PublishersGoogle Scholar
Cortes, C. E. (1986). “The Education of Language Minority Students: A Contextual Interaction Model.” In Beyond Language, Social and Cultural Factors in Schooling Language Minority Students. California State Department of Education
Cortes, C. E. (1981). “The Societal Curriculum: Implications for Multiethnic Education.” In Banks, J. A. (Ed.), Education in the 80s: Multiethnic Education (pp. 24–32). Washington, DC: National Education AssociationGoogle Scholar
Cuban, Larry. (2001). Oversold and Underused: Computers in the Classroom. Cambridge, MA: Harvard University PressGoogle Scholar
Cuban, Larry, Kirkpatrick, H., & Peck, C. (2001). “High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox.” American Educational Research Journal 38 (4), 813–834CrossRefGoogle Scholar
Dewey, John. (1958). Art As Experience. New York: G. P. Putnam's SonsGoogle Scholar
Dewey, John. (1938). Experience & Education. New York: Macmillan Publishing CompanyGoogle Scholar
Dewey, John. (1933). How We Think. Boston: Houghton Mifflin CompanyGoogle Scholar
Dewey, John. (1902). The Child and the Curriculum. Chicago: University of ChicagoGoogle Scholar
Donham, W. B. (1949). “Why experiment? The Case System in College Teaching of Social Science.” Journal of General Education 3 (January), 145–156Google Scholar
Earle, Richard A., & Barron, Richard F. (1973). “An Approach for Teaching Vocabulary in Content Subjects.” In Herber, H. L. & Barron, R. F. (Eds.), Research in Reading in the Content Areas: Second Year Report (pp. 84–100). Syracuse, NY: Syracuse University, Reading and Language Arts CenterGoogle Scholar
Erickson, F. (1984). “School Literacy, Reasoning, and Civility: An Anthropologist's Perspective.” Review of Educational Research 54, 525–546CrossRefGoogle Scholar
Fry, Edward. Fry's readability graph: Clarifications, validity, and extension to level 17. Journal of Reading 21, 242–252, 1977Google Scholar
Goodman, Yetta M., & Haussler, M. M. (1986). “Literacy Development in the Home and Community.” In Tovey, D. R. & Kerber, J. E. (Eds.), Roles in Literacy Learning (pp. 26–32). Newark, DE: International Reading AssociationGoogle Scholar
Gowin, D. Bob. (1981). Educating. Ithaca, NY: Cornell University PressGoogle Scholar
Gowin, D. Bob. (1970). “The Structure of Knowledge.” Educational Theory 20 (4), 319–328, 1970CrossRefGoogle Scholar
Gowin, D. Bob., and Green, Thomas. (1980). The Evaluation Document: Philosophic Structure. Portland, OR: Northwest Regional Educational Laboratory, Publication No. 30Google Scholar
Gowin, D. Bob., & Millman, Jason. (1969). “Research Methodology–A Point of View.” Review of Educational Research 39 (5), 553–560Google Scholar
Gragg, Charles I. (1940). “Because Wisdom Can't Be Told.” Harvard Alumni Bulletin 43, 78–84Google Scholar
Graves, M. F., Cook, C. L., & Laberge, M. J. (1983). “Effects of Previewing Difficult Short Stories On Low Ability Junior High School Students' Comprehension, Recall, and Attitudes.” Reading Research Quarterly 18, 262–276CrossRefGoogle Scholar
Hall, Nigel. (1987). The Emergence of Literacy. Portsmouth, NH: HeinemannGoogle Scholar
Hopkins, Charles D., & Antes, Richard L. (1990). Educational Research: A Structure for Inquiry. 3rd ed. Itasca, IL: F. E. Peacock PublishersGoogle Scholar
Huck, Schuyler W., & Cormier, William H. (1996). Reading Statistics and Research. New York: HarperCollinsGoogle Scholar
James, William. (1911). Some Problems of Philosophy: A Beginning of a Introduction to Philosophy. New York: Longmans, Green and Co.Google Scholar
Kelly, George A. (1955). The Psychology of Personal Constructs. New York: W. W. Norton & CompanyGoogle Scholar
Langer, Ellen J. (1997). The Power of Mindful Learning. Reading, MA: Addison-WesleyGoogle Scholar
Leahy, Robert. (1986). “Educating for Authenticity.” Counseling and Values 30, 175–182CrossRefGoogle Scholar
Leedy, Paul D., & Ormrod, Jeanne E.. (2001). Practical Research: Planning and Design. 7th ed. Upper Saddle River, NJ: Prentice-HallGoogle Scholar
Lipman, Matthew. (2003). Thinking in Education. 2nd ed. Cambridge, UK: Cambridge University PressCrossRefGoogle Scholar
Mayer, Richard E. (2003). “Theories of Learning and Their Application to Technology.” In O'Neil, H. F. Jr., & Perez, R. S. (Eds.), Technology Applications in Education: A Learning View (pp. 127–157). Mahwah, NJ: Lawrence Erlbaum Associates, Chapter 6Google Scholar
Millman, Jason., & Gowin, D. Bob. (1974). Appraising Educational Research. Englewood Cliffs, NJ: Prentice-HallGoogle Scholar
Mintzes, Joel J., Wandersee, James W., & Novak, Joseph D. (1998). Teaching Science for Understanding A Human Constructivist View. San Diego: Academic PressGoogle Scholar
Neumann, Anna, & Peterson, Penelope L. (1997). Learning from Our Lives: Women, Research, and Autobiography in Education. New York: Teachers College PressGoogle Scholar
Novak, Joseph D. (1998). Learning, Creating, and Using Knowledge: Concept Maps As Facilitative Tools in Schools and Corporations. Mahwah, NJ: Lawrence Erlbaum AssociatesGoogle Scholar
Novak, Joseph D. (1990). “Concept Maps and Vee Diagrams: Two Metacognitive Tools to Facilitate Meaningful Learning.” Instructional Science 19, 29–52CrossRefGoogle Scholar
Novak, Joseph D., & Gowin, D. Bob. (1984). Learning How to Learn. New York: Cambridge University PressCrossRefGoogle Scholar
Reinking, David. (1998). “Introduction: Synthesizing Technological Transformations of Literacy in a Post-Typographic World.” In Reinking, D., McKenna, M. C., Labbo, L. D., & Kieffer, R. D. (Eds.), Handbook of Literacy and Technology: Transformations in a Post-Typographic World. Mahwah, NJ: Lawrence Erlbaum AssociatesGoogle Scholar
Risko, Victoria J., & Alvarez, Marino C. (1986). “An Investigation of Poor Readers' Use of a Thematic Strategy to Comprehend Text.” Reading Research Quarterly 21 (3), 298–316CrossRefGoogle Scholar
Russell, D. H. (1956). Children's Thinking. Waltham, MA: Blaisdell Publishing CompanyGoogle Scholar
Sarason, Seymour B. (1990). The Predictable Failure of Educational Reform. San Francisco: Josey-Bass PublishersGoogle Scholar
Scriven, Michael.Reasoning, New York: McGraw-Hill, 1976Google Scholar
Stockman, Stephanie A., Alvarez, Marino C., & Albert, Jr., T. J. (1998). “Bringing Mars exploration into the K–12 classroom: The Mars Orbiter Laser Altimeter Education Program.” Proceedings of the 29th Lunar and Planetary Science Conference. Houston, TX
Tizard, B., & Hughes, M. (1984). Young Children Learning: Talking and Thinking at Home and School. London: FontanaGoogle Scholar
Wertheimer, M. (1959). Productive thinking. New York: Harper & RowGoogle Scholar
Whitehead, Alfred North. (1966). In Auden, W. H. and Kronenberger, L., The Viking Book of Aphorisms. New York: Penguin BooksGoogle Scholar
Whitehead, Alfred North. (1938). Modes of Thought. New York: Macmillan CompanyGoogle Scholar
Whitehead, Alfred North. (1929). The Aims of Education & Other Essays. New York: The Macmillan CompanyGoogle Scholar
Abrams, Max H. (1953). The Mirror and the Lamp: Romantic Theory and the Critical Tradition. New York: Oxford University PressGoogle Scholar
Adams, Gladys A. (1998). Forgotten Voices: Why We Left High School. Unpublished doctoral dissertation. Tennessee State University, Nashville, TN
Allgood, W. P., Risko, V. J., Alvarez, M. C., & Fairbanks, M. M. (2000). “Factors that influence study.” In Flippo, R. F. & Caverly, D. C. (Eds.), Handbook of College Reading and Study Strategy Research (Chapter 8, pp. 201–219). Mahwah, NJ: Lawrence Erlbaum AssociatesGoogle Scholar
Alvarez, Marino C. (2002a). Researcher's Notebook. 3rd Revision. Center of Excellence in Information Systems. Nashville, TN: Tennessee State UniversityGoogle Scholar
Alvarez, Marino C. (2002b). “Informing Professor Practice and Student Learning.” Presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA
Alvarez, Marino C. (2001a). “Developing Critical and Imaginative Thinking within Electronic Literacy.” In Rycik, J. A. & Irvin, J. L. (Eds.), What Adolescents Deserve: A Commitment to Students' Literacy Learning (pp. 191–197). Newark, DE: International Reading AssociationGoogle Scholar
Alvarez, Marino C. (2001b). “A Professor and His Students Share Their Thoughts, Questions, and Feelings.” Paper presented at the American Educational Research Association Annual Meeting, Seattle, WA
Alvarez, Marino C. (1998). “Interactive Vee Diagrams as a Metacognitive Tool for Learning.” In McNeil, S., Price, J. D., Boger-Mehall, S., Robin, B., & Willis, J. (Eds.), Technology and Teacher Education Annual, 1998, Vol 2 (pp. 1245–1248). Proceedings of SITE 98. 9th International Conference of the Society for Information Technology and Teacher Education (SITE), Charlottesville, VA: Association for the Advancement of Computing in Education (AACE)Google Scholar
Alvarez, Marino C. (1997). “Thinking and Learning with Technology: Helping Students Construct Meaning. National Association of Secondary School Principals.” NASSP Bulletin 81, (592), 66–72CrossRefGoogle Scholar
Alvarez, Marino C. (1996a). “Explorers of the Universe–Students Using the World Wide Web to Improve their Reading and Writing.” In Neate, B. (Ed.), Literacy Saves Lives (pp. 140–145). Winchester, England: United Kingdom Reading AssociationGoogle Scholar
Alvarez, M. C. (1996b). “A Community of Thinkers: Literacy Environments with Interactive Technology.” In Camperell, K. & Hayes, B. L. (Eds.), Literacy: The Information Highway to Success (pp. 17–29). Sixteenth Yearbook of the American Reading Forum. Logan, UT: Utah State UniversityGoogle Scholar
Alvarez, M. C. (1995). “Explorers of the Universe: An Action Research Scientific Literacy Project.” In Camperell, K., Hayes, B. L., & Telfer, R. (Eds.), Linking Literacy: Past, Present, and Future (pp. 55–62). American Reading Forum, Volume 15, Logan, UT: Utah State UniversityGoogle Scholar
Alvarez, Marino C. (1993). “Imaginative Uses of Self-Selected Cases.” Reading Research and Instruction 32 (2), 1–18CrossRefGoogle Scholar
Alvarez, Marino C. (1989). “Hierarchical Concept Mapping.” Invited portion included in the chapter “Thinking Visually.” In Walter, Pauk. How to Study in College, 4th ed. Boston: Houghton Mifflin Company, pp. 212–219Google Scholar
Alvarez, Marino C. (1983). “Using a Thematic Preorganizer and Guided Instruction As an Aid to Concept Learning.” Reading Horizons 24, 51–58Google Scholar
Alvarez, Marino C., & Alvarez, Christopher M. (1998). “Thinking about Learning: Progenitor and Progeny.” In Telfer, R. (Ed.), Finding Our Literacy Roots (pp. 97–113). American Reading Forum, Volume 18, Whitewater, WI: University of Wisconsin-WhitewaterGoogle Scholar
Alvarez, Marino C, Burks, Geoffrey, King, Terry, Hulan, Bobby, & Graham, Adelicia. (2000). “Students Creating Their Own Thinking–Learning Contexts.” Paper presented at the American Educational Research Association Annual Meeting, New Orleans, LA
Alvarez, Marino C., Burks, Geoffrey S., & Sotoohi, Goli. (2003). “High School Students Using Electronic Environments for Informing Learning and Practice.” Paper presented at the National Reading Conference, Scottsdale, AZ
Alvarez, Marino C., & Busby, Michael R. (2002). “Two Professors Share Their Thoughts and Feelings with Their Students. “In Willis, D. A., Price, J., & Davis, N. (Eds.), The Society for Information Technology & Teacher Education International Conference (SITE 2002). Volume 4 (pp. 1961–1964). Albuquerque, NM: Association for the Advancement of Computing in Education (AACE)Google Scholar
Alvarez, Marino C., & Risko, Victoria J. (2002). “Thematic Organizers.” In Guzzetti, B. J. (Ed.), Literacy in America: An Encyclopedia of History, Theory, and Practice. Volumes I & II (pp. 653–655). Santa Barbara, CA: ABC-CLIOGoogle Scholar
Alvarez, Marino C., & Risko, Victoria J. (1989). “Using a Thematic Organizer to Facilitate Transfer Learning with College Developmental Studies Students.” Reading Research and Instruction 28 (2), 1–18CrossRefGoogle Scholar
Alvarez, Marino C., & Risko, Victoria J. (1987). “Using Vee Diagrams to Clarify Third-Grade Students' Misconceptions during a Science Experiment.” In Novak, J. D. (Ed). Proceedings of the Second International Seminar, Misconceptions, and Educational Strategies in Science and Mathematics, Volume I (pp. 6–14). Ithaca, New York: Cornell University PressGoogle Scholar
Alvarez, Marino C., & Rodriguez, William J. (1995). “Explorers of the Universe: A Pilot Study.” In Linek, W. M. & Sturtevant, E. G. (Eds.), Generations of Literacy (pp. 221–236). The Seventeenth Yearbook of the College Reading Association, Commerce, TX: Texas A&M University – CommerceGoogle Scholar
Alvarez, Marino C., Stockman, Stephanie A., Rodriguez, William J., Davidson, Bobby, & Swartz, Katie. (1999). “Informing Practice through Collaborative Partnerships.” Paper presented at the American Educational Research Association Annual Meeting, Montreal, Canada
Alvermann, Donna E. (1981). “The Compensatory Effect of Graphic Organizers on Descriptive Text.” Journal of Educational Research 75, 44–48CrossRefGoogle Scholar
Ausubel, David P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart, and WinstonGoogle Scholar
Ausubel, David P. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & StrattonGoogle Scholar
Ausubel, David P. (1960). “The Use of Advance Organizers in the Learning and Retention of Meaningful Verbal Material.” Journal of Educational Psychology 51, 267–272CrossRefGoogle Scholar
Ausubel, David P., Robbins, L. C., & Blake, E. (1957). “Retroactive Inhibition and Facilitation in the Learning of School Materials.” Journal of Educational Psychology 48, 334–343CrossRefGoogle Scholar
Baker, Linda, & Brown, Ann L. (1984). “Metacognitive Skills and Reading.” In Pearson, P. D. (Ed.), Handbook of Reading Research. New York: LongmanGoogle Scholar
Bandura, Albert. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice HallGoogle Scholar
Best, John W., & Kahn, James V. (1989). Research in Education. 6th edition. Englewood Cliffs, NJ: Prentice-HallGoogle Scholar
Bethune, Nikki. (2003). “Vee Diagrams: An Action Research Project on Its Implementation in 9th Grade Physical Science.” Unpublished master's thesis. Montana State University, Bozeman, MT. A synopsis of the master's thesis can be viewed at http://arexpeditions.montana.edu/articles/nikki/introduction.htm
Biesta, Gert J. J., & Burbules, Nicholas C. (2003). Pragmatism and Educational Research. Lanham, MD: Rowman & LittlefieldGoogle Scholar
Bode, Henry Boyd. (1971). How we learn. Westport, CT., Greenwood Press, Publishers, p. 288. Originally published by D.C. Heath & Company, 1940Google Scholar
Chaille, C., & Britain, L. (1991). The Young Child As Scientist: A Constructivist Approach to Early Childhood Science Education. New York: Harper Collins PublishersGoogle Scholar
Cortes, C. E. (1986). “The Education of Language Minority Students: A Contextual Interaction Model.” In Beyond Language, Social and Cultural Factors in Schooling Language Minority Students. California State Department of Education
Cortes, C. E. (1981). “The Societal Curriculum: Implications for Multiethnic Education.” In Banks, J. A. (Ed.), Education in the 80s: Multiethnic Education (pp. 24–32). Washington, DC: National Education AssociationGoogle Scholar
Cuban, Larry. (2001). Oversold and Underused: Computers in the Classroom. Cambridge, MA: Harvard University PressGoogle Scholar
Cuban, Larry, Kirkpatrick, H., & Peck, C. (2001). “High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox.” American Educational Research Journal 38 (4), 813–834CrossRefGoogle Scholar
Dewey, John. (1958). Art As Experience. New York: G. P. Putnam's SonsGoogle Scholar
Dewey, John. (1938). Experience & Education. New York: Macmillan Publishing CompanyGoogle Scholar
Dewey, John. (1933). How We Think. Boston: Houghton Mifflin CompanyGoogle Scholar
Dewey, John. (1902). The Child and the Curriculum. Chicago: University of ChicagoGoogle Scholar
Donham, W. B. (1949). “Why experiment? The Case System in College Teaching of Social Science.” Journal of General Education 3 (January), 145–156Google Scholar
Earle, Richard A., & Barron, Richard F. (1973). “An Approach for Teaching Vocabulary in Content Subjects.” In Herber, H. L. & Barron, R. F. (Eds.), Research in Reading in the Content Areas: Second Year Report (pp. 84–100). Syracuse, NY: Syracuse University, Reading and Language Arts CenterGoogle Scholar
Erickson, F. (1984). “School Literacy, Reasoning, and Civility: An Anthropologist's Perspective.” Review of Educational Research 54, 525–546CrossRefGoogle Scholar
Fry, Edward. Fry's readability graph: Clarifications, validity, and extension to level 17. Journal of Reading 21, 242–252, 1977Google Scholar
Goodman, Yetta M., & Haussler, M. M. (1986). “Literacy Development in the Home and Community.” In Tovey, D. R. & Kerber, J. E. (Eds.), Roles in Literacy Learning (pp. 26–32). Newark, DE: International Reading AssociationGoogle Scholar
Gowin, D. Bob. (1981). Educating. Ithaca, NY: Cornell University PressGoogle Scholar
Gowin, D. Bob. (1970). “The Structure of Knowledge.” Educational Theory 20 (4), 319–328, 1970CrossRefGoogle Scholar
Gowin, D. Bob., and Green, Thomas. (1980). The Evaluation Document: Philosophic Structure. Portland, OR: Northwest Regional Educational Laboratory, Publication No. 30Google Scholar
Gowin, D. Bob., & Millman, Jason. (1969). “Research Methodology–A Point of View.” Review of Educational Research 39 (5), 553–560Google Scholar
Gragg, Charles I. (1940). “Because Wisdom Can't Be Told.” Harvard Alumni Bulletin 43, 78–84Google Scholar
Graves, M. F., Cook, C. L., & Laberge, M. J. (1983). “Effects of Previewing Difficult Short Stories On Low Ability Junior High School Students' Comprehension, Recall, and Attitudes.” Reading Research Quarterly 18, 262–276CrossRefGoogle Scholar
Hall, Nigel. (1987). The Emergence of Literacy. Portsmouth, NH: HeinemannGoogle Scholar
Hopkins, Charles D., & Antes, Richard L. (1990). Educational Research: A Structure for Inquiry. 3rd ed. Itasca, IL: F. E. Peacock PublishersGoogle Scholar
Huck, Schuyler W., & Cormier, William H. (1996). Reading Statistics and Research. New York: HarperCollinsGoogle Scholar
James, William. (1911). Some Problems of Philosophy: A Beginning of a Introduction to Philosophy. New York: Longmans, Green and Co.Google Scholar
Kelly, George A. (1955). The Psychology of Personal Constructs. New York: W. W. Norton & CompanyGoogle Scholar
Langer, Ellen J. (1997). The Power of Mindful Learning. Reading, MA: Addison-WesleyGoogle Scholar
Leahy, Robert. (1986). “Educating for Authenticity.” Counseling and Values 30, 175–182CrossRefGoogle Scholar
Leedy, Paul D., & Ormrod, Jeanne E.. (2001). Practical Research: Planning and Design. 7th ed. Upper Saddle River, NJ: Prentice-HallGoogle Scholar
Lipman, Matthew. (2003). Thinking in Education. 2nd ed. Cambridge, UK: Cambridge University PressCrossRefGoogle Scholar
Mayer, Richard E. (2003). “Theories of Learning and Their Application to Technology.” In O'Neil, H. F. Jr., & Perez, R. S. (Eds.), Technology Applications in Education: A Learning View (pp. 127–157). Mahwah, NJ: Lawrence Erlbaum Associates, Chapter 6Google Scholar
Millman, Jason., & Gowin, D. Bob. (1974). Appraising Educational Research. Englewood Cliffs, NJ: Prentice-HallGoogle Scholar
Mintzes, Joel J., Wandersee, James W., & Novak, Joseph D. (1998). Teaching Science for Understanding A Human Constructivist View. San Diego: Academic PressGoogle Scholar
Neumann, Anna, & Peterson, Penelope L. (1997). Learning from Our Lives: Women, Research, and Autobiography in Education. New York: Teachers College PressGoogle Scholar
Novak, Joseph D. (1998). Learning, Creating, and Using Knowledge: Concept Maps As Facilitative Tools in Schools and Corporations. Mahwah, NJ: Lawrence Erlbaum AssociatesGoogle Scholar
Novak, Joseph D. (1990). “Concept Maps and Vee Diagrams: Two Metacognitive Tools to Facilitate Meaningful Learning.” Instructional Science 19, 29–52CrossRefGoogle Scholar
Novak, Joseph D., & Gowin, D. Bob. (1984). Learning How to Learn. New York: Cambridge University PressCrossRefGoogle Scholar
Reinking, David. (1998). “Introduction: Synthesizing Technological Transformations of Literacy in a Post-Typographic World.” In Reinking, D., McKenna, M. C., Labbo, L. D., & Kieffer, R. D. (Eds.), Handbook of Literacy and Technology: Transformations in a Post-Typographic World. Mahwah, NJ: Lawrence Erlbaum AssociatesGoogle Scholar
Risko, Victoria J., & Alvarez, Marino C. (1986). “An Investigation of Poor Readers' Use of a Thematic Strategy to Comprehend Text.” Reading Research Quarterly 21 (3), 298–316CrossRefGoogle Scholar
Russell, D. H. (1956). Children's Thinking. Waltham, MA: Blaisdell Publishing CompanyGoogle Scholar
Sarason, Seymour B. (1990). The Predictable Failure of Educational Reform. San Francisco: Josey-Bass PublishersGoogle Scholar
Scriven, Michael.Reasoning, New York: McGraw-Hill, 1976Google Scholar
Stockman, Stephanie A., Alvarez, Marino C., & Albert, Jr., T. J. (1998). “Bringing Mars exploration into the K–12 classroom: The Mars Orbiter Laser Altimeter Education Program.” Proceedings of the 29th Lunar and Planetary Science Conference. Houston, TX
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  • Bibliography
  • D. Bob Gowin, Cornell University, New York, Marino C. Alvarez, Tennessee State University
  • Book: The Art of Educating with V Diagrams
  • Online publication: 19 November 2009
  • Chapter DOI: https://doi.org/10.1017/CBO9780511614507.020
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  • Bibliography
  • D. Bob Gowin, Cornell University, New York, Marino C. Alvarez, Tennessee State University
  • Book: The Art of Educating with V Diagrams
  • Online publication: 19 November 2009
  • Chapter DOI: https://doi.org/10.1017/CBO9780511614507.020
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Bibliography
  • D. Bob Gowin, Cornell University, New York, Marino C. Alvarez, Tennessee State University
  • Book: The Art of Educating with V Diagrams
  • Online publication: 19 November 2009
  • Chapter DOI: https://doi.org/10.1017/CBO9780511614507.020
Available formats
×