Our Research Base

From how children learn best to best practices of high-achieving schools, Different Ways of Knowing draws upon an extensive research base, integrating important research with a new approach to teaching and learning.


How Children Learn Best

• Bereiter, C., and M. Scardamalia. 1987. An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing. Curriculum Inquiry 17 (1): 9–30.
• Bransford, J. 1979. Human cognition: Learning, understanding, and remembering. Belmont, CA: Wadsworth Publishing Company.
• Bransford, J., et. al. 1999. How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
• Langer, J. A., and M. Smith-Burke, eds. 1982. Reader meets author: Bridging the gap; A psycholinguistic and sociolinguistic perspective. Barksdale, DE: International Reading Association.
• Levine, M. 2002. A mind at a time. New York: Simon & Schuster.
• Resnick, L. B. 1987. Education and learning to think. Washington, DC: National Academy Press.
• Slavin, R. E. 1998. Cooperative learning and student achievement. Educational Leadership 46 (2): 31–33.

Theories on Intelligence

• Gardner, H. 1983. Frames of mind: The theory of multiple intelligences. New York: BasicBooks, Inc.
• Gardner, H. 1993. Multiple intelligences: The theory in practice . New York: BasicBooks, Inc.
• Sternberg, R. 1988. The triarchic mind: A new theory of intelligence. New York: Viking Press.

Cognition and Instruction

• Langer, J. A., and M. Smith-Burke, eds. 1982. Reader meets author: Bridging the gap; A psycholinguistic and sociolinguistic perspective. Barksdale, DE: International Reading Association.
• Piaget, J. 1971. The theory of stages in cognitive development. In Measurement and Piaget, ed. by D. Green, M. Ford, and G. Flamer, 1–7. New York: McGraw-Hill.
• Resnick, L. B. 1995. From aptitude to effort: A new foundation for our schools. Daedalus 124 (4): 55–62.
• Stipeck, D. J. 1998. Motivation to learn: From theory to practice. Englewood Cliffs, NJ: Prentice-Hall.

Teaching and Learning Best Practices

Planning standards-based curriculum, instruction, and assessment

• Erickson, H. L. 2001. Stirring the head, heart, and soul: Redefining curriculum and instruction. Thousand Oaks, CA: Corwin Press.
• Erickson, H. L. 2002. Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press.

• Anderson, J., and S. M. Kosslyn, eds. 1984. Tutorials in learning and memory. New York: W. H. Freeman and Company.
• Britton, J. 1993. Language and learning: The importance of speech in children’s development. 2nd ed. Portsmouth, NH: Boynton/Cook Publishers/Heinemann.
• Costa, A., and B. Kallick. 2000. Habits of the mind: A developmental series. Alexandria, VA: Association for Supervision and Curriculum Development.
• Klatzky, R. L. 1980. Human memory: Structures and processes. 2nd ed. New York: W. H. Freeman and Company.
• Piaget, J. 1971. The theory of stages in cognitive development. In Measurement and Piaget, ed. by D. Green, M. Ford, and G. Flamer, 1–7. New York: McGraw-Hill.
• Resnick, L. B. 1989. Knowing, learning, and instruction. New Jersey: Lawrence Erlbaum Association.
• Sternberg, R. J. 1985. Human abilities: An information-processing approach. New York: W. H. Freeman and Company.

• Beck, I., et al. 1997. Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association.
• Resnick, L. B., ed. 1989. Knowing, learning, and instruction: Essays in honor of Robert Glaser. Mahwah, NJ: Lawrence Erlbaum Association.
• Lightfoot, M., and N. Martin. 1988. The word for teaching is learning: Language and learning today. London: Heinemann Educational Books.

• Kilpatrick, J, W. G. Martin, and D. Schifter, eds. 2003. A research companion to ‘Principles and standards for school mathematics.’ Reston, VA: National Council for Teachers of Mathematics.
• National Council of Teachers of Mathematics. 2000. Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
• National Research Council. 2000. Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
• Romberg, T. A., ed. 1992. Mathematics assessment and evaluation: Imperatives for mathematics education. Albany, NY: State Univ. of New York Press
• Romberg, T. A., ed. 1995. Reform in school mathematics and authentic assessment. Albany, NY: State Univ. of New York Press
• Sowder, J., and B. Schappelle, eds. 2002. Lessons learned from research. Reston, VA: National Council for Teachers of Mathematics.

• Catterall, J. S. 1995. Different Ways of Knowing: 1991–94 longitudinal study of program effects on students and teachers. Los Angeles: UCLA Graduate School of Education and Information Studies.
• Gardner, H. 1983. Frames of mind: The theory of multiple intelligences . New York: Basic Books, Inc.
• Gardner, H. 1993. Multiple intelligences: The theory in practice . New York: Basic Books, Inc.
• Gardner, H. 1994. The arts and human development. New York: Basic Books, Inc.
• Gee, K. 2000. Visual arts as a way of knowing. Los Angeles/York, ME: Galef Institute/Stenhouse Publishers.
• Gilligan, C. 1983. In a different voice. Cambridge: Harvard University Press.
• Jenkins, J. F. 1969. A foundation course in art for young adolescents. Art Education, 22 (1): 32–34.
• Sarason, S. 1999. Teaching as a performing art. New York: Teachers College Press.
  Developing school leadership focused on results

Developing school leadership focused on results

• Schmoker, M. 1999. Results: The key to continuous school improvement. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.