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ESE502: The Class: Balance: Bibliography




      Aaronson, E. (1996). Going against the grain: Supporting the student-centered teacher. Thousand Oaks, CA: Corwin Press.

      Adler, R. B. & Towne, N. (1980). Looking out / Looking in: Interpersonal communication. (3rd Ed.) New York: Holt Rinehart & Winston.

      Ames, C. 1992. Classrooms: Goals, structure and student motivation. Journal of

      Educational Psychology, 84, 261-271. Amick, B.C., Levine, S., Tarlov, A.R., & Walsh, D.C. (1995). Society and health. New York: Oxford University Press.

      Arends, R. I. (1994). Learning to teach. (3rd Ed.) New York: McGraw-Hill.

      Argyis, C. (1971). Management and organizational development. New York: McGraw-Hill.

      Ashton-Warner, S. (1963). Teacher. New York: Simon & Schuster.

      Astin, A. (1985). Achieving Educational Excellence. San Francisco, CA: Jossey-Bass.

      Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

      Bavelas, A. (1953). Communication patterns in task-oriented groups. In W. Cartwritght & A. Zander (Eds.). Group Dynamics. Evanston, IL: Row Peterson & Co.

      Belbin R. M. (1993). Team roles at work. Oxford: Butterworth Heinemann.

      Bloom, B. S. (1968). Learning for mastery. Evaluation comment, 1(2). Los Angeles, CA: University of California, Center for the Study of Evaluation of Instructional Programs.

      Bloom, B.S. (1984). The 2 sigma problem: The search for methods of instruction as effective as one-to-one tutoring. Educational Researcher, 13, 4-16.

      Borko, H. (1989). Research on learning to teach: Implications for graduate teacher preparation. In A. Woolfolk (Ed.), Research perspectives on the graduate preparation of teachers (pp. 69-87). Boston: Allyn & Bacon.

      Bostingl, J. J. (1991). Total quality in education: A prescription for improving our schools. The Early Adolescence Magazine.

      Brendtro, L.K., & Ness, A. E. (1983). Reeducating troubled youth: Environments for teaching and treatment. New York: Aldine.

      Brophy, J. E. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 44, 40-48.

      Brown, D.S. (1988). Twelve middle-school teachers’ planning. Elementary School Journal, 89, 69-88.

      Bruner, J. S. (1986). Actual minds, Possible worlds. Cambridge, MA: Harvard University Press.

      Bruner, J. S. (1990).. Acts of meaning. Cambridge, MA: Harvard University Press.

      Campbell, P., Norlander, K. A., Reagan, T. G., Case, C. W., DeFranco, T. C., & Brubacher, J. W. (1995). Ensuring identification with an “other-oriented” culture of teaching: Socialization into a caring profession. Record in Educational Leadership, 15,(2), 72-78.

      Canter, L. (1989). Assertive discipline -- More than names on the board and marbles in a jar. Phi Delta Kappan, 71 (1). 41-56.

      Clark, D.L. & Astuto, T.A. (1994). Redirecting reform: Challenges to popular assumptions about teachers and students. Phi Delta Kappan, 75, 512-520.

      Clarke, J., Wideman, R. & Eadie, S. (1990). Together we learn. Ontario, Canada: Prentice-Hall.

      Clift, R. T., Houston, W. R. & Pagach, M. C. (Eds.). (1990). Encouraging reflective practice in education: An analysis of issues and programs. New York: Teachers College Press.

      Coerver, H. F. Jr. (1992). TQM helps associations improve practice and product. Executive, 19-21.

      Corno, L. (1992). Encouraging students to take responsibility for learning and performance. The Elementary School Journal, 93, 69-84.

      Costa, A. L. (Ed.). (1985). Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.

      Costa, A. L. & Liebmann, R. M. (1996). Envisioning process as content. Thousand Oaks, CA: Corwin.

      Costa, A. L. & Liebmann, R.M. (1996). Supporting the spirit of learning: What teaching would be like if process were content. Thousand Oaks, CA: Corwin Press.

      Dansereau, D (1985). Learning strategy research. In J. Segal, S. Chipman, and R. Glaser (Eds.). Thinking and Learning Skills (Vol. 1, Relating instruction to research). Hillsdale, NJ: Lawrence Erlbaum.

      Darling-Hammond, L. (1995). The school and the democratic community. Record in Educational Leadership, 15(2), 35-41.

      Darling-Hammond, L. (1995). The school and the democratic community. Record in Educational Leadership, 15, (2), 35-41.

      Deming, W.E. (1982). Out of the crisis. Cambridge, MA: Massachusetts Institute of Technology.

      Dewey, J. (1916). Democracy and education. New York: The Free Press.

      Dewey, J. (1938). Experience and education. New York: Macmillan.

      Dishon, D., & O’Leary, W. P. (1986). A Guidebook for cooperative learning: A technique for creating more effective schools. Holmes Beach, FL: Learning Publications.

      Doyle, W. (1990). Themes in teacher education research. In Houston, W.R. (ed.). Handbook of research on teaching. New York: Macmillan.

      Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn & Bacon.

      Dunn, R. & Dunn, K. (1978). Teaching students through their individual learning styles. Reston, VA: Preston.

      Dunphy, D. C. (1974). The function of fantasy in groups. In G. S. Gibbard, J. J. Hartman, & R. D. Mann (Eds.), Analysis of groups. San Francisco: Jossey-Bass.

      Elias, M.J. & Clabby, J. F. (1992). Building social problem-solving skills: Guidelines from a school-based program. San Francisco: Jossey-Bass.

      Ellsworth, J.D. & Monahan, A. K. (1989). Empower yourself for better classroom management. Instructor, 99 (1), 72-75.

      Ellsworth, J.D. & Monahan, A. K. (1989). Accelerated learning for At-risk students: Teacher, student and parent empowerment ERIC, resources in Education. (ERIC Document Reproduction Service No. Ed 307 229).

      Ellsworth, J.D. (1993). Teaching\learning relationship. Education, 114, 307-318.

      Ellsworth, J. D. (1994). Four Teaching Roles: Enriching great teachers. (J. Chambers, Ed.). Selected papers from the Fifth National Conference on College Teaching and Learning (pp. 27-33). Jacksonville, Florida: Florida Community College.

      Ellsworth, J. D. (1995). Two faces of esteem: Being and doing. Journal of Instructional Psychology, 22 (1), 19-25.

      Ellsworth, J. D. (1996). The power of letting go. Teaching PreK-8, 26, (4), 72-73.

      Ellsworth, J. D. (1996). The Mirror image of children at risk. Proteus: A Journal of Ideas, 13. (2), 3-8.

      Ellsworth, J. D. & Monahan, A. K. (1996). Developmental Discipline: A channel to multicultural understanding. Journal of Intergroup Relations, 23, (2), 34-46.

      Ellsworth, J. D. (1996). Impulse control: Working effectively with students at risk. The Journal of At-risk Issues, 3, (1) 3-9.

      Ellsworth, J. D. (1996). PEPSI: A screening and programming tool for understanding the whole child. Teaching Exceptional Children, 33-44.

      Ellsworth, J. D. & Monahan, A. K. (1996). Stepping stones to communal integrity. In D. Davis, (Ed.), Proceedings of the Seventh National Conference on Applied Ethics (pp. 354-359). Long beach, CA: California State University.

      Ellsworth, J.D. (1997). Enhancing student responsibility to increase student success. Educational Horizons, 76 (1),

      Ellsworth, J.D. (1997, April 10) Hey, parents: Finding fault with child will solve nothing. Foothills Sentinel, p. 12.

      Ellsworth, J.D. (1997, April 5) Preventive discipline can help parents cope. Eastern Arizona Courier, p. 5.

      Ellsworth, J.D. (1997, March 12) Preventive discipline sets limitations. Sedona Red Rock News, p. 8.

      Ellsworth, J.D. (1997). Inclusion and individualization. Kappa Delta Pi Record, 33 (2), 98-102.

      Ellsworth, J.D. & Peterson, P. (1997). Stepping Stones to Communal Integrity: Cross cultural ideas. The Rural Educator, 18 (3), 32-35.

      Ellsworth, J.D. (1997). Mentor teaching role: Sharing the torch. Issues and Inquiry in College Learning and Teaching, 19(1), 4-8.

      Fishbaugh, M.S. (1997). Models of collaboration. Boston: Allyn and Bacon.

      Flanders, N. A. (1970). Analyzing teacher behavior. Reading, MA: Addison-Wesley.

      Fletcher, J. D. (1992). Individualized systems of instruction. In Encyclopedia of educational research (6th ed.). M. C. Alkin, (Ed.), 612-620. New York: Macmillan.

      Gagne, E. D. (1993), Yekovich, C. W., & Yekovich, F. R. (1993). The cognitive psychology of school learning (2nd ed,). New York: Harper-Collins.

      Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.

      Gardner, H. (1993). Creating minds. New York: Basic Books.

      Gastil, J. (1993). Democracy in small groups. Philadelphia: New Society Publishers.

      Gaylin, W & Jennings, B. (1996). The perversion of autonomy. New York: Free Press.

      Glasser, W. (1984). Control theory, a new explanation of how we control our lives. New York: Harper & Row.

      Goodlad, J. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.

      Goodlad, J. I. (1990). Teachers for our nations’s schools. San Francisco: Jossey-Bass Publishers.

      Goodlad, J. I. (1994). Educational renewal: Better teachers, better schools. San Francisco: Jossey-Bass.

      Goodlad, J. I. (1994). The national network for educational renewal. Record in Educational Leadership, 14(2), 5-10.

      Graham, S. & Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. Journal of Educational Psychology, 83, 187-194.

      Hertz-Lazarowitz, R. & Miller, N. (1992). Interaction in cooperative groups: The theoretical anatomy of group learning. New York: Cambridge.

      Hartley, P. (1997) Group communication. New York: Routledge.

      Hendryx, M.S. & Ahern, M.M. (1996). Children, youth and community. Proteus: A Journal of ideas, 13, 27-33.

      Hernandez, H. (1989). Multicultural Education: A teacher’s guide to content and process. New York: Merrill.

      Hertz-Lazarowitz, R. & Miller, N. (Eds.). (1992). Interaction in Cooperative Groups: The theoretical anatomy of group learning. New York: Cambridge University Press.

      Holmes Group. (1990). Tomorrow’s schools. East Lansing, MI: Author.

      Holt-Reynolds, D. (1995). Preservice teachers and course work: When is getting it right wrong?” In M. J. O’Hair & S. J. O’Dell (Eds.). Educating teachers for leadership and change. Thousand Oaks, CA: Corwin.

      Hunter, M. (1982). Mastery teaching. El Segundo, CA: TIP Publications.

      Iverson, L.J., Johnson, D. L. & Harlow, S. D. (1994). Meeting the needs of children with emotional problems in a profoundly rural areas: A preventive model. Rural Special Education Quarterly, 13(3), 26-30.

      Jadallah, E. (1996). Reflective theory and practice: A constructivist process for curriculum and instructional decisions. Action in Teacher Education. 38(2), 73-85.

      Janoff-Bulman, R. (1992). Shattered assumptions: Towards a new psychology of trauma. New York: Free Press.

      Johnson, D. & Johnson, R. (1985). Motivational processes in cooperative, competitive and individualistic learning situations, In C. Ames & R. Ames (Eds.), Research on motivation in education. Vol. 2; The classroom milieu (pp. 249-286). New York: Academic Press.

      Johnson, D.W. & Johnson, R. T. (1987). Learning together and alone (2nd ed.). Englewood Cliffs, N.J.: Prentice-Hall.

      Johnson, D. & Johnson, R. & Smith, K. A. (1991). Active Learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.

      Johnson, D. W. & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive and individualistic learning. Boston: Allyn & Bacon.

      Jones, V.F. & Jones, L.S. (1990). Comprehensive classroom management. Needham Heights, MA: Allyn & Bacon.

      Karweit, N. (1989). Time and learning: A review. In R. E. Slavin (Ed.), School and classroom organization. Hillsdale, NJ: Erlbaum.

      Kohlberg, L. (1987). Child psychology and childhood education: A cognitive-developmental view. New York: Longman.

      Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development.

      Kroll, L. R. & LaBoskey, V. K. (1996). Practicing what we preach: Constructivism in a teacher education program. Action in Teacher Education. 38(2), 63-72.

      Likert, R. & Likert, J. G. (1976). New ways of managing conflict. New York: McGraw-Hill.

      Maehr, M. L. & Andermann, E. M. (1993). Reinventing schools for early adolescents: Emphasizing task goals. The Elementary School Journal, 93, 593-610.

      Miller, N. & Harrington, H. J. (1992). Social categorization and intergroup acceptance: Principles for the design and development of cooperative learning teams. In R. Hertz-Lazarowitz & N. Miller, (Eds.) Interaction in cooperative groups: The theoretical anatomy of group learning. New York: Cambridge.

      O’Hair, M. J. & O'Dell, S. J. (1995). Educating teachers for leadership and change. Thousand Oaks, CA: Corwin Press.

      Peterson, P.L. & Comeaux, M.A. (1989). Assessing the teacher as a reflective professional: New perspectives on teacher evaluation. In A. Woolfolk (Ed.), Research perspectives on the graduate preparation of teachers (pp. 69-87). Boston: Allyn & Bacon.

      Porter, A., & Brophy, J. (1988). Synthesis of research on good teaching: Insights from the work of the Institute for Research on teaching. Educational Leadership, 45 (8), 74-85.

      Reagan, T. G., Case, C. W. & Norlander, K. A. (1994). Creating “centers of inquiry:” Fostering reflective practice and inquiry in the teaching profession. Monograph, School of Education, Storrs: University of Connecticut.

      Reeve, J. (1996). Understanding motivation and emotion (2nd ed.). New York: Holt, Rinehart and Winston.

      Reinsmith, W. A. (1992). Archetypal forms in teaching: A continuum. New York: Greenwood Press.

      Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Scribner Award Address, AERA, New Orleans, April, 1994.

      Rosenfeld, L. B. (1979). Self-Disclosure Avoidance: Why am I afraid to tell you who I am? Communication Monographs, 46, 63-74.

      Sadker, M & Sadker, D. (1986). Questioning skills. In J. Cooper (Ed.), Classroom teaching skills: A handbook (3rd ed.). Lexington, MA: Heath, 143-160.

      Schon, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey Bass.

      Scardamalia, M. & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1, 37-68.

      Schmuck, R. A. & Schmuck, P. A. (1992). Group processes in the classroom (6th Ed.). Dubuque, IA: Brown.

      Schneider, B.H. (1993). Children’s social competence in context: The contributions of family, school and culture. Oxford: Pergamon.

      Sergiovanni, T. J. (1975). “Beyond human relationship”. in Professional supervision for professional teachers. Washington, D. C.: Association for Supervision and Curriculum Development.

      Sizer, T. R. (1992). Horace’s School: Redesigning the American high school. New York: Houghton Mifflin.

      Slavin, R.E. (1991). Synthesis of research on cooperative learning. Educational Leadership, 48(5), 71-82.

      Slavin, R. (1994). Educational Psychology. (4th Ed.) Boston, MA: Allyn and Bacon.

      Siegler, R. S. (1991). Children’s thinking (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.

      Staus, M. A. (1994). Beating the devil out of them: Corporeal punishment in American families. Lexington, MA: Lexington Books.

      Stipeck, D. J. (1993). Motivation to learn: From theory to practice (2nd ed.). Boston: Allyn & Bacon.

      Swanson, H. O’Conner, J.E., & Cooney, J.B. (1990). An information processing analysis of expert and novice teachers’ problem solving. American Educational Research Journal, 27, Appendix B.

      Tharp, R. G. and R. Gallimore. (1993). Rousing minds to life: Teaching, learning and schooling in social context. New York: University of Cambridge.

      Tochon, F. & Munby, H. (1993). Novice and expert teachers’ time epistemology: A wave function from didactics to pedagogy. Teaching and Teacher Education, 9, 205-218.

      Tom, A. (1988). The practical art of redesigning teacher education: Teacher education reform at Washington University, 1970-1975. Peabody Journal of Education, 65, 158-179.

      Walberg, H. J. (1990). Productive teaching and instruction: Assessing the knowledge base. Phi Delta Kappan, 71(6), 470-478.

      Warfield, J. N. (1982). Consensus methodologies. Charlottesville, VA: Center for Interactive Management.

      Weigand, J. E. (Ed.). (1971). Developing teacher competencies. Englewood Cliffs, NJ: Prentice-Hall.

      West, M. (1994). Effective Teamwork. Leicester:Great Britain: BPS Books.

      Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury Park, CA: Sage.

      Wexler, D. B. (1991). The adolescent self: Strategies for self-management, self-soothing and self-esteem in adolescents. New York: Norton.

      What work requires of schools: A scans report for America 2000. (1991). Washington DC: U.S. Department of Labor.

      Whelan, R. J. (1998). Emotional and behavioral disorders: A 25 year focus. Denver, CO: Love.

      Wlodkowski, R. J. (1986). Motivation and teaching: a practical guide. Washington, DC: National Education Association Publication.

      Wolf, D., Bixby, J., Glenn, J., III, & Gardner, H. (1991). To use their minds well: New forms of student assessment. Review of Research in Education, 17, 31-74.

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