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Conference on New Ideas for Experienced Teachers
June 9–13, 2001
Calgary, Alberta, Canada
Alison Grey Anderson, UCLA
This is a very brief bibliography to provide access to learning theory. The bibliographies which Gerry Hess and his Teaching Institute have generated are wonderful resources for law teachers (see Hess bibliography in program materials), and this is a very brief supplement to his very inclusive bibliography.
How People Learn: Brain, Mind, Experience, and School: Expanded Edition (2000), John D. Bransford, Ann L. Brown, and Rodney R. Cocking, eds., National Academy Press, online at http://www.nap.edu/books/0309070368/html. (A thorough and very readable summary and evaluation of the most significant learning theory of recent years. The book and the references cited provide a wonderful entry into the learning theory literature and I strongly recommend it to all of you.)
How People Learn: Bridging Research and Practice, M. Suzanne Donovan, John D. Bransford, and James W. Pellegrino, eds., National Academy Press 1999, online at http://books.nap.edu/catalog/9457.html (Chapter 2 of this report describes briefly the three basic concepts which are the focus of this conference.)
Marilla D. Svinicki, New Directions in Learning and Motivation,, in Teaching and Learning on the Edge of the Millennium: Building on What We Have Learned, a special edition of the journal New Directions for Teaching and Learning, no. 80, Winter 1999, pp. 5-28.
Michael Theall, New Directions for Theory and Research on Teaching: A Review of the Past Twenty Years, in ibid. pp. 29-52.
Allan Collins, John Seely Brown, and Susan E. Newman, Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing and Mathematics, in Knowing, Learning and Instruction: Essays in Honor of Robert Glaser, Lauren B. Resnick, ed., Lawrence Erlbaum Associates, Publishers, 1989. (The classic article on the concept of learning as a cognitive apprenticeship.)
John Seely Brown, Allan Collins, and Paul Duguid, Situated Cognition and the Culture of Learning, Education Researcher, 18(1), 32-42 (1989). (Learning in school suffers from not being situated in the context of use; the literature on "situated learning" explores the implications of this for school-based learning.)
Special Issue on Situated Learning, Hilary McLellan guest editor, Educational Technology Magazine, March 1993. (Various articles on situated learning).
General Books on Education and Teaching:
Two of the books on Gerry Hess's bibliography do a particularly good job of talking intelligently and practically about classroom teaching while drawing on insights from learning research. Those of you who want good, concrete suggestions about the classroom should look at these books if you haven't already:
Stephen D. Brookfield and Stephen Preskill, Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms (Jossey-Bass, 1999).
Joseph Lowman, Mastering the Techniques of Teaching (Jossey-Bass, 2d ed. 1995).
Two other books with good insights about professional education are:
C. Roland Christensen, David A. Garvin, and Ann Sweet, eds.. Education for Judgment: The Artistry of Discussion Leadership (Harvard Business School Press 1991).
Donald A. Schon, Educating the Reflective Practitioner (Jossey-Bass 1989).
In addition to the links for How People Learn which are listed with the books, here are several useful links for materials on teaching and learning:
http://www.carnegiefoundation.org (check "resources" for Carnegie scholar work on the scholarship of teaching and learning)
http://aahe.ital.utexas.edu/resources\TCHNGBKS.html (oriented toward college teaching but of general applicability)
http://www.JosseyBass.com/topics/7000/index.html (Jossey-Bass publishes a lot of the good literature on teaching and learning, this is their education catalog)
http://www.theatlantic.com/issues/99aug/9908stereotype.htm (An online version of Claude Steele's Atlantic Monthly article on "Stereotype Threat", the topic of Geoffrey Cohen's talk on Monday morning).