Nested Learning Systems for the Thinking Curriculum

Resnick, L. B., & Spillane, J. P. (2006). From individual learning toorganizational designs for learning. In L. Verschaffel, F. Dochy,M. Boekaerts, & S. Vosniadou (Eds.), Instructional psychology: Past,present and future trends. Sixteen essays in honor of Erik De Corte(pp. 259–276). Oxford, UK: Pergamon.Resnick, L. B., Spillane, J., Goldman, P., & Rangel, E. (in press).Implementing innovation: From visionary models to everyday practice.In D. Istance, F. Benavides, & H. Dumont (Eds.), Innovativelearning environments. Paris: Organisation for Economic Co-operationand Development.Resnick, L. B., Wiliam, D., Apodaca, R., & Rangel, E. (in press). Therelationship between assessment and the organization and practice ofteaching. In B. McGraw, P. Peterson, & E. Baker (Eds.), Internationalencyclopedia of education (3rd ed.). London: Elsevier.Rowan, B., & Correnti, R. (2009). Studying reading instruction withteacher logs: Lessons from a study of instructional improvement.Educational Researcher, 38, 120–131.Sahney, V. K. (1993). Evolution of hospital industrial engineering: fromscientific management to total quality management. Journal of theSociety of Health Systems, 4(1), 3–17.Shepard, L. (2002–2003, Winter). The hazards of high stakes testing.Issues in Science and Technology, pp. 53–58.Sherer, J., & Spillane, J. (in press.) Constancy and change in workpractice in schools: The role of organizational routines. TeachersCollege Record.Shulman, L. S. (1987). Knowledge and teaching: Foundations of thenew reform. Harvard Educational Review, 57(1), 1–22.Slavin, R. E. (1996). Research on cooperative learning and achievement:What we know, what we need to know. Contemporary EducationalPsychology, 21, 43–69.Spillane, J. P., Mesler, L., Sherer, J. Z., & Croegaert, C. (2010). Organizationalroutines as recoupling mechanisms: Policy, school administration,and the technical core. Manuscript submitted for publication.Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from theworld’s teachers for improving education in the classroom. New York:Free Press.Suchman, L. (1996). Constituting shared workspaces. In. Y. Engeström& D. Middleton (Eds.), Cognition and communication at work(pp. 35–60). Cambridge, UK: Cambridge University Press.Talbert, J. E., David, J. L., with Lin, W. (2008, September). Evaluationof the Disciplinary Literacy-Professional Learning Community (DL-PLC)Initiative in Austin Independent School District. Final Report. Palo Alto,CA: Center for Research on the Content of Teaching, StanfordUniversity.Thorndike, E. L. (1932). Fundamentals of learning. New York: TeachersCollege, Columbia University.Turner, W. C., Mize, J. H., Case, K. E., & Nazemetz, J. W. (1992).Introduction to industrial and systems engineering (3rd ed.). UpperSaddle River, NJ: Prentice Hall.Tyack, D. B. (1974). The one best system: A history of American urbaneducation. Cambridge, MA: Harvard University Press.AUTHORLAUREN B. RESNICK is Distinguished University Professor ofPsychology and Cognitive Science and of Learning Sciences andEducation Policy, former director of the Learning Research andDevelopment Center, and founder and director of the Institute forLearning at the University of Pittsburgh, Learning Research andDevelopment Center, 3939 O’Hara Street, Pittsburgh, PA 15260;resnick@pitt.edu. Her current research focuses on school reform, assessment,effort-based education, the nature and development of thinkingabilities, and the role of talk and discourse in learning.Manuscript received January 10, 2010Revision received January 15, 2010Accepted January 25, 2010Downloaded from http://er.aera.net at UNIV OF PITTSBURGH on March 30, 2012april 2010 197