Friday, July 20, 2007

Lobato, 1996

Lobato, J. (1996). Transfer reconceived: How “sameness” is produced in mathematical activity. Dissertation Abstracts International, 58 (02), 406. (UMI No. 9723086)

Monday, January 22, 2007

Brown, 2007

Brown, D. M. (2007). Communicating design: Developing web site documentation for design and planning. Berkeley, CA: Peachpit.

Sunday, January 07, 2007

McKeown, 2004

McKeown, T. J. (2004). Case studies and the limits of the quantitative worldview. In H. E. Brady & D. Collier (Eds.), Rethinking social inquiry: Diverse tools, shared standards (pp. 139-167). Lanham, MD: Rowman & Littlefield.

Merleau-Ponty, 2002

Merleau-Ponty, M. (2002). Phenomenology of perception (C. Smith, Trans.). London: Routledge. (Original work published 1962).

Maturana & Varela, 1992

Maturana, H., & Varela, F. (1992). The tree of knowledge: The biological roots of human understanding. Boston: Shambhala.

Woodruff & Meyer, 1997

Woodruff, E., & Meyer, K. (1997). Explanations from intra- and inter-group discourse: Students building knowledge in the science classroom. Research in Science Education, 27, 25–39.

Pera, 1994

Pera, M. (1994). The discourses of science (C. Botsford, Trans.). Chicago: University of Chicago Press. (Original work published 1991).

Tuesday, January 02, 2007

Kandel, Kupfermann, Iverson, 2000

Kandel, E. R., Kupfermann, I., Iverson, S. (2000). Learning and memory. In E. R. Kandel, J. H. Schwartz, T. M. Jessell (Eds.), Principles of neural science (4th ed., pp. 1227–1246). New York: McGraw-Hill.

Kandel, 2000

Kandel, E. R. (2000). Cellular mechanisms of learning and the biological basis of individuality. In E. R. Kandel, J. H. Schwartz, T. M. Jessell (Eds.), Principles of neural science (4th ed., pp. 1247–1279). New York: McGraw-Hill.

Friday, December 22, 2006

Simon, 1995

Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26, 114–145.

Rogers, 1986

Rogers, R. D. (1986). A need for discussion of observation and explanation in geology courses. Journal of Geoscience Education, 34, 114120.

Friday, December 15, 2006

Miles & Huberman, 1994

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.

McNeill, 1992

McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: The University of Chicago Press.

Thursday, December 14, 2006

Schweizer, 1999

Schweizer, M. L. (1999). The effect of content, style, and color of picture prompts on narrative writing: An analysis of fifth and eighth grade students' writing. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University.

Pink, 2001

Pink, S. (2001). Doing visual ethnography: Images, media and representation in research. London: Sage.

Kress, Jewitt, Ogborn, & Tsatsarelis, 2001

Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London, UK: Continuum.

Goldin-Meadow, 2000

Goldin-Meadow, S. (2000). Beyond words: The importance of gesture to researchers and learners. Child Development, 71, 231–239.

McNeill, 1985

McNeill, D. (1985). So you think gestures are non-verbal? Psychological Review, 92, 350–371.

Chadwick,1976

Chadwick, P. K. (1976). Visual illusions in geology. Nature, 260, 397–401.

Manduca, Mogk, & Stillings, 2004

Manduca, C., Mogk, D., & Stillings, N. (2004). Bringing research on learning to the geosciences: Report from a workshop sponsored by the National Science Foundation and the Johnson Foundation. Accessed on December 5, 2006 from http://serc.carleton.edu/files/research_on_learning/ROL0304_2004.pdf