Core 4 : Pedagogy in the Urban Classroom

 Select Bibliography (Revised March 2000)

Apple, M. (1988). Teachers and Texts: A Political Economy of Class and Gender Relations in Education. New York: Routledge & Kegan Paul.

Apple, M. W. (1990). Ideology and Curriculum. (2^nd Ed.) Boston: Routledge & Kegan Paul.

Applebee, A. (1997). Curriculum as Conversation. Chicago: U. of Chicago Press.

Arias, M. B. & Casanova, U. (Eds.) (1993). Bilingual Education: Politics, Practice, and Research. Ninety-second Yearbook of NSSE, Part II. Chicago: U. of Chicago Press.

Arnold, M. (1867). Culture and Anarchy. (1960 ed.). Cambridge: At the University Press.

Banks, J. (1993). “Multicultural Education: Historical Development, Dimensions, and Practice.” In L. Darling-Hammond, (Ed.), Review of Research in Education, 19 (pp. 3-50), Washington, DC: AERA.

Barnes, D. (1976). From Communication to Curriculum. Harmondsworth: Penguin.

Baron, J. B. & Wolf, D. P. (Eds.) (1996). Performance-based Student Assessment: Challenges and Possibilities. Ninety-fifth Yearbook of NSSE, Part I. Chicago: U. of Chicago Press.

Barr, R., & Dreeben, R. (1983). How Schools Work. Chicago: U. of Chicago Press.

Beck, I., McKeown, M. G., & Gromoll, E. W. (1989). “Learning from Social Studies Texts.” Cognition and Instruction, 6(2), 99-158.

Bellack, A., Kliebard, H. M., Hyman, R. T., & Smith, F. L. (1966). The Language of the Classroom. New York: Teachers College Press.

Berliner, D. (1986). “In Pursuit of the Expert Pedagogue.” Educational Researcher, 15(6), 5-13.

Beyer, L., & Apple, M. (Eds.). (1988). The Curriculum: Problems, Politics, and Possibilities. Albany, NY: State University of New York.

Black, M. (1962). Models and Metaphors. Ithaca: Cornell University Press.

Boyer, E. (1983). High school: A Report on Secondary Education in America. New York: Harper and Row.

Brandt, R. (1986). “On the Teacher Expert: A Conversation with David Berliner.” Educational Leadership, 44(2), 4-9.

Britton, J. (1970). Language and Learning. (A Pelican Book). Baltimore: Penguin.

Britton, J., Shafer, R. E., & Watson, K. (Eds.). (1990). Teaching and Learning English Worldwide. Philadelphia: Multilingual Matters Ltd.

Brogan, T. V. F. (1996). The Princeton Handbook of Multicultural Poetries. Princeton: Princeton U. Press.

Bruer, J. T. (1993, Summer). “The Mind's Journey from Novice to Expert.” American Educator, 17(2), 6-15.

Bruner, J. (1985). “Narrative and Paradigmatic Modes of Thought.” In E. Eisner (Ed.), Learning and Teaching the Ways of Knowing . Chicago: University of Chicago Press.

Bruner, J. (1996). The Culture of Education. Cambridge: Harvard University Press.

Callahan, R. (1962). Education and the Cult of Efficiency. Chicago: U. of Chicago Press.

Carter, R. T. & Goodwin, A. L. (1994). “Racial Identity and Education.” In L. Darling-Hammond, (Ed.), Review of Research in Education: 20 (291-336), University of Chicago Press.

Casey, K. (1995). “The New Narrative Research in Education.” In M. Apple (Ed.), Review of Educational Research 21 (pp. 49-98). Washington, DC: AERA.

Clandinin, D. J., et al. (Eds.) Learning to Teach, Teaching to Learn: Stories of Collaboration in Teacher Education. New York: Teachers College Press.

Cochran-Smith, M. & Lytle, S. (1992). Inside/Outside: Teacher Research and Knowledge. New York: Teachers College Press.

Davenport, G. (1987). Every Force Evolves a Form: Twenty Essays. San Francisco: North Point Press.

Dewey, J. (1934/1958). Art as Experience. (Capricorn Books ed.). New York: G. P. Putnam's Sons.

Eisner, E. (1985). “Aesthetic Modes of Knowing.” In E. Eisner (Ed.), Learning and Teaching the Ways of Knowing . Chicago: University of Chicago Press.

Eisner, E. W. (1993). “Forms of Understanding and the Future of Educational Research.” Educational Researcher, 22(7), 5-11.

Ellul, J. (1954). The Technological Society (John Wilkinson, Trans.). (1964 ed.). New York: Vintage/Random House.

Flaxman, E. & Passow, A. Harry (Eds.) (1995). Changing Populations, Changing Schools. Ninety-fourth Yearbook of NSSE, Part I. Chicago: U. of Chicago Press.

Freire, P. (1970). Pedagogy of the Oppressed (Myra Bergman Ramos, Trans.). New York: Seabury Press.

Garcia, E. (1993). “Language, Culture, and Education.” In L. Darling-Hammond, ed., Review of Research in Education, 19 (51-100), Washington, DC: AERA.

García, G. E. & Pearson, P. D. (1994). “Assessment and Diversity.” In L. Darling-Hammond, (Ed.), Review of Research in Education: 20 (pp. 337-392) University of Chicago Press.

Gardner, H. (1982). Art, Mind, and Brain: A Cognitive Approach to Creativity. New York: Basic Books.

General Education in a Free Society. (1945). Cambridge: Harvard University Press.

Glatthorn, A. (1994). Developing a Quality Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.

Goodlad, J. (1984). A Place Called School: Prospects for the Future. New York: McGraw-Hill Book Company.

Greene, M. (1981). “Aesthetic Literacy in General Education.” In J. F. Soltis (Ed.), Philosophy and Education (pp. 115-141). Chicago: University of Chicago.

Grossman, P. L. (1990). The Making of a Teacher: Teacher Knowledge and Teacher Education. Teachers College Press.

Grundy, S. (1987). Curriculum: Product or Praxis. Deakin Studies in Education Series: 1. London & New York: Falmer Press.

Habermas, J. (1970). Knowledge and Human Interests (Jeremy Shapiro, Trans.). Boston: Beacon Press.

Herrington, A., & Moran, C. (Eds.). (1992). Writing, Teaching, and Learning in the Disciplines. New York: Modern Language Association.

Hicks, D. (1995) “Discourse, Learning, and Teaching.” In M. Apple (Ed.), Review of Educational Research 21 (pp. 49-98). Washington, DC: AERA.

Hirsch, E. D., Jr. (1988). Cultural Literacy: What Every American Needs to Know. (Updated and Expanded ed.). New York: Random House.

Hollingsworth, S. & Sockett, H. (Eds.) (1994). Teacher Research and Educational Reform. Ninety-third Yearbook of NSSE, Part I. Chicago: U. of Chicago Press

Hull, G. A. (1989). “Research on Writing: Building a Cognitive and Social Understanding of Composing.” In L. B. Resnick & L. E. Klopfer (Eds.), Toward the Thinking Curriculum: Current Cognitive Research (pp. 104-128). Alexandria, VA: ASCD.

Jackson, P. (1968). Life in Classrooms. New York: Holt, Rinehart and Winston.

Jackson, P. W., & Haroutunian-Gordon, S. (Eds.). (1989). From Socrates to Software: The Teacher as Text and the Text as Teacher. Chicago: U. of Chicago Press.

Jacobs, H. (Ed.). (1989). Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA: Association for Supervision and Curriculum Development.

Kermode, F. (1979). The Genesis of Secrecy: On the Interpretation of Narrative. Cambridge: Harvard UP.

Kliebard, H. (1986). The Struggle for the American Curriculum 1893-1958. New York: Routledge.

Ladner, B. (Ed.). (1984). The Humanities in Precollegiate Education. Chicago: University of Chicago Press.

Ladson-Billings, G. J. (1999). “Preparing Teachers for Diverse Student Populations: A Critical Race Theory Perspective.” In A. Iran-Nejad & P. D. Pearson, eds., Review of Research in Education: 24 (pp. 211-248), University of Chicago Press.

Lakoff, G., & Johnson, M. (1980). Metaphors We Live By. Chicago: University of Chicago Press.

Langer, S. K. (1953). Feeling and Form. New York: Charles Scribner's Sons.

Lawton, D. (1975). Class, Culture and the Curriculum. Boston: Routledge and Kegan Paul.

Lemke, J. (1989). “The Language of Science Teaching.” In C. Emihovick (Ed.), Locating Learning: Ethnographic Perspectives on Classroom Research . Norwood, NJ: Ablex Publishing.

Levine, G. (Ed.) (1987). One Culture: Essays in Science and Literature. Madison: U. of Wisconsin Press.

Lieberman, A. (Ed.) (1992). The Changing Contexts of Teaching. Ninety-first Yearbook of NSSE, Part I. Chicago: U. of Chicago Press.

Link, F. R. (Ed.). (1985). Essays on the Intellect. Alexandria, VA: Association for Supervision and Curriculum Development.

Mandel, B. (Ed.). (1980). Three Language Arts Curriculum Models: Pre-kindergarten through College. Urbana, IL: NCTE.

Mann, J. S. (1975). “Curriculum Criticism.” In W. Pinar (Ed.), Curriculum Theorizing: The Reconceptualists (pp. 133-148). Berkeley, CA: McCutchan Publishing Corporation.

McNeil, L. (1986). Contradictions of Control: School Structure and School Knowledge. New York: Routledge & Kegan Paul.

Mueller, C. (1973). The Politics of Communication: A Study in the Political Sociology of Language, Socialization, and Legitimation. New York: Oxford University Press.

Murphy, R. J., Jr. (1989 December). “On Stories and Scholarship.” College Composition and Communication, 40(4), 466-471.

National Commission on Excellence (1983). A Nation at Risk. Washington, D.C.: U.S. Department of Education.

Nunberg, G. (1996). The Future of the Book.  (Foreword by Umberto Eco). Berkeley: U. of California Press.

Ong, W. J. (1982). Orality and Literacy: The Technologizing of the Word. New York: Routledge.

Paivio, A. (1986). Mental Representations: A Dual Coding Approach. New York: Oxford University Press.

Perkins, D. N. (1986). Knowledge as Design. Hillsdale, NJ: Lawrence Erlbaum Associates.

Popkewitz, T. (Ed.). (1987). The Formation of School Subjects: The Struggle for Creating an American Institution. London: Falmer Press.

Potter, S. (1937). The Muse in Chains: A Study in Education. London: Jonathon Cape.

Ravitch, D., & Finn, C. E., Jr. (1988). What Do Our 17-Year-Olds Know?: A Report on the First National Assessment of History and Literature. New York: Harper & Row/Perennial Library.

Reese, W. (1999). “What History Teaches About the Impact of Educational Research on Practice.” In A. Iran-Nejad & P. D. Pearson, eds., Review of Research in Education: 24, University of Chicago Press.

Resnick, L. B., & Klopfer, L. E. (Eds.). (1989). Toward the Thinking Curriculum: Current Cognitive Research. Alexandria, VA: Association for Supervision and Curriculum Development.

Ricoeur, P. (1977). The Rule of Metaphor: Multi-disciplinary Studies in the Creation of Meaning in Language (Robert Czerny, Trans.). Toronto: University of Toronto Press.

Roberts, A., & Cawelti, G. (1984). Redefining General Education in the American High School. Alexandria, VA: Association for Supervision and Curriculum Development.

Schoenfeld, A. H. (1987). Cognitive Science and Mathematics Education. Hillsdale, NJ: Erlbaum.

Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Schubert, W. H. (1986). Curriculum: Perspectives, Paradigms, and Possibilities. New York: Macmillan.

Shannon, P. (1989). Broken Promises: Reading Instruction in Twentieth-Century America. Granby, MA: Bergin & Garvey Publishers, Inc.

Shulman, L. S. (1986). “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher, 15(1), 4-14.

Sizer, T. (1985). Horace's Compromise: The Dilemma of the American High School. (Updated with a New Afterword by the Author). Boston: Houghton Mifflin Company.

Stodolsky, S. (1988). The Subject Matters: Classroom Activity in Social Studies and Mathematics. Chicago: U. of Chicago Press.

Tanner, D., & Tanner, L. (1987). Supervision in Education: Problems and Practices. New York: Macmillan.

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Weiner, N. (1967). The Human Use of Human Beings: Cybernetics and Society. New York: Avon Books.

Weis, L. & Fine, M. (Eds.). Beyond Silenced Voices: Class, Race and Gender in United States Schools. Albany: State University if New York Press,

Williams, R. (1965). The Long Revolution. (Pelican Book ed.). Baltimore: Penguin Books.

Willinsky, J. (1990). The New Literacy: Redefining Reading and Writing in the Schools. New York: Routledge.

Young, A. (1982). “Considering Values: The Poetic Function of Language.” In T. Fulwiler & A. Young (Eds.), Language Connections: Writing and Reading Across the Curriculum. Urbana, IL: National Council of Teachers of English.