Course Syllabus

Course Syllabus


Note: Individual Instructors complete the asterisked (*) components of the syllabus. ALL other components will be prescribed by University College, the Department Chair, or Course Custodian and must be included on each instructor’s syllabus as provided.


NEW (CAC Approval Date):


X
UPDATED (Date): 07/06/06

*Spring Session II 2007-08/Santa Maria Campus

COURSE NUMBER, TITLE and CREDIT

EDUU 606 – Seminar in Learning Theory 3 credits

*David R. Preston, Ph.D.
voice :
e-mail: dpreston@chapman.edu
office hours: by appointment


CUC COURSE CUSTODIAN
Nedra Davis, Ph.D. Kathy Theuer, Ed.D.
nedavis@chapman.edu theuer@chapman.edu


BULLETIN COURSE DESCRIPTION
This course helps students to develop an understanding of how people process information and learn; studies the history, content and educational applications pertaining to intelligence and thinking dispositions. Students study various learning theories and their implications for instruction. This includes the development of the mind and brain and their role in education.

PREREQUISITES

EDUU 600

ESSENTIAL EQUIPMENT AND FACILITIES

Overhead projector, and ideally LCD projector, PowerPoint and access to the Internet.
Classroom television with VHS capability.
Classroom should have adequate tables and chairs or desk and chair space for small groups.


COURSE LEARNING OBJECTIVES
By the end of the course the candidate should be able to . . .

l. understand the cognitive, affective and biological basis of human brain function and be able
to apply cognitive development and basic causal scientific findings of the brain to
education.

2. demonstrate salient principles of learning including the effects of positive and negative
prior knowledge.
3. demonstrate knowledge of the major learning and instructional theories.

4. apply learning theories and instructional theories to a variety of educational situations;

5. be able to describe the basic principles of human learning and development including
areas germane to pupils with regular as well as special needs;

6. understand theories of motivation and intelligence and their application in the classroom.

MAJOR STUDY UNITS

Brain-based teaching and learning
1. How the brain processes information
2. Brain structure, memory, and learning
3. Memory, retention and transfer of learning
4. Problem Solving
5. Integration of knowledge

The Role of Theory in Learning and Instruction
1. Learning theory and research
2. Functions of theory

Behaviorist Theories of Learning
1. Ivan Pavlov’s classical conditioning
2. B.F. Skinner’s operant conditioning

Cognitive Development Theories of Learning
1. Jean Piaget’s cognitive development theory
2. Lev Vygotsky’s socio-cultural theory

Social Cognitive Theories
1. Albert Bandura’s social cognitive theory
2. Robert Gagne’s conditions of learning

Constructivism
1. Constructivist learning principles
2. Situated learning

Motivation and Learning
1. Abraham Maslow’s hierarchy of needs
2. Lawrence Kohlberg’s moral reasoning
3. Bernard Weiner’s attribution theory

Theories of Intelligence
1. Howard Gardner’s theory of multiple intelligences
2. Robert Sternberg’s triarchic theory of intelligence


INSTRUCTIONAL STRATEGIES

· Group discussions
Lectures
Student presentations, oral and written
Video tapes, power point, cassette recordings, CD recordings
Socio drama
Reading texts and Internet resources


REQUIRED TEXTS
· Sousa, David A. (2006). How the Brain Learns - 3rd Edition
Corwin Press. ISBN # 1-4129-3661-6

· Woolfolk, A. (2005). Educational Psychology – 10th Edition
Allyn and Bacon Publishing. ISBN # 0-205-49383-1

RECOMMENDED ADDITIONAL TEXTS FOR INSTRUCTOR IF NEEDED

· Brooks, J.G. and M. (1999). The case for constructivist classroom.
Alexandria, VA: Association for Supervision and Curriculum Development.
ISBN 0-87120-358-8

· Zull, James E. (2002). The Art of Changing the Brain. Stylus Publishing
ISBN 1-57922-054-1


Chapman On-Line Bookstore: www.mbsdirect.net/chapman


STUDENT PERFORMANCE REQUIREMENTS

For post baccalaureate work at Chapman University, a grade of B is considered above average. The grade of “A” is awarded only in cases of clearly exceptional performance. Students working towards a Masters degree are expected to maintain a 3.0 (B) average. Students shall have a working knowledge of the Internet and be prepared to access it on a regular basis.

*METHODS OF EVALUATION FOR DETERMINING GRADES

To be determined by individual instructors’ outlines of expectations.
It is recommended that final grades should be based on multiple measures of assessment. Ideas might include a research project and presentation of a topic related to brain research (ie. enhancing memory, sleep and learning, stress, autism) with the preparation of a paper that illustrates the parts of the brain affected, impact on learning and application of information to the classroom, projects or examinations (midterm and/or final), quizzes, class participation and attendance.

*ATTENDANCE AND OTHER CLASS POLICIES
Class Attendance policies are determined by each instructor and shall be included on the course outline distributed during the first week of each class. The university recommends as a minimal policy that students who are absent 20% of the course should be failed.


CHAPMAN UNIVERSITY COLLEGE
ACADEMIC WRITING STANDARDS

Specific writing standards differ from discipline to discipline, and learning to write persuasively in any genre is a complex process, both individual and social, that takes place over time with continued practice and guidance. Nonetheless, Chapman University has identified some common assumptions and practices that apply to most academic writing done at the university level. These generally understood elements are articulated here to help students see how they can best express their ideas effectively, regardless of their discipline or any particular writing assignment.

Venues for writing include the widespread use of e-mail, electronic chat spaces and interactive blackboards. Chapman University is committed to guaranteeing that students can expect all electronic communication to meet Federal and State regulations concerning harassment or other “hate” speech. Individual integrity and social decency require common courtesies and a mutual understanding that writing--in all its educational configurations--is an attempt to share information, knowledge, opinions and insights in fruitful ways.

Academic writing (as commonly understood in the university) always aims at correct Standard English grammar, punctuation, and spelling.

The following details are meant to give students accurate, useful, and practical assistance for writing across the curriculum of Chapman University College.

Students can assume that successful collegiate writing will generally:

· Delineate the relationships among writer, purpose and audience by means of a clear focus (thesis statements, hypotheses or instructor-posed questions are examples of such focusing methods, but are by no means the only ones) and a topic that’s managed and developed appropriately for the specific task.
· Display a familiarity with and understanding of the particular discourse styles of the discipline and/or particular assignment.
· Demonstrate the analytical skills of the writer rather than just repeating what others have said by summarizing or paraphrasing
· Substantiate abstractions, judgments, and assertions with evidence specifically applicable for the occasion whether illustrations, quotations, or relevant data.
· Draw upon contextualized research whenever necessary, properly acknowledging the explicit work or intellectual property of others.
· Require more than one carefully proofread and documented draft, typed or computer printed unless otherwise specified.

DOCUMENTATION
Any material not original to the student must be cited in a recognized documentation format (APA, ASA, MLA or Chicago-style) appropriate to the particular academic discipline. For quick reference to documentation standards for various fields you may refer to: www.chapman.edu/library/reference/styles.
Deliberate use of information or material from outside sources without proper citation is considered plagiarism and can be grounds for disciplinary action. See the explanation of Academic Integrity below.

ACADEMIC INTEGRITY
As a learning community of scholars, Chapman University emphasizes the ethical responsibility of all its members to seek knowledge honestly and in good faith. Students are responsible for doing their own work, and academic dishonesty of any kind will not be tolerated. "Violations of academic integrity include, but are not limited to, cheating, plagiarism, or misrepresentation of information in oral or written form. Such violations will be dealt with severely by the instructor, the dean/center director, and the standards committee. Plagiarism means presenting someone else's idea or writing as if it were your own. If you use someone else's idea or writing, be sure the source is clearly documented." Other guidelines for acceptable student behavior are specified in the Chapman University College Catalog.



ACADEMIC WRITING GUIDE


Student’s Name________________________________ Instructor _______________________________

Paper Assignment ______________________________Course Title______________________________


(Instructor: Read the entire paper through then reflect on its merits employing the following criteria. Our goal is to provide guidance to the student progressively in order to improve the quality of his or her writing.)

Criteria
Comments
NSW
Dev
WD
The writer demonstrates an understanding of the assignment by using a style, form and language that is appropriate for its intended audience.

The writer has chosen a topic in accord with the assignment and limited it sufficiently to explore in depth in the space allotted.

The paper focuses its presentation by means of a clear statement of purpose (thesis statement, hypothesis or instructor posed question) and logically organized sub-topic paragraphs or sections.

The writer substantiates abstractions, judgments and assertions with specific illustrations, facts and evidence appropriate to the assignment and/or discipline.

The writer has added to on-going discussions of the topic with his or her own critical analysis, rather than simply repeating what others have said through quotation-stacking, paraphrasing or summaries.

The writer draws upon research whenever necessary to support critical analysis or assertions made and properly acknowledges the work of others by utilizing a standard documentation format acceptable for the course.

The paper conforms to the minimal essentials of Standard American English grammar, word choice, spelling and punctuation.

N S W = Needs Significant Work, D = Developing WD = Well Developed

OVERALL RATING

The writer meets the needs of the particular audience and succeeds in his or her intended purpose--honestly engaging the subject and establishing her or his authority by offering a persuasive and supportable analysis.
Needs
Significant Developing Well Developed
Work
ô¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾®
Comments:



A. If this version of the paper is to receive a grade, the grade is_______. Instructor______ Date ______


AMERICANS WITH DISABILITIES ACT STATEMENT

Any personal learning accommodations that may be needed by a student covered by the “Americans with Disabilities Act” must be made known to the Campus Director or Advisor as soon as possible. This is the student's responsibility. Information about services, academic modifications and documentation requirements can be obtained from the Director of a Chapman University College campus.


QUICK ACCESS TO THE ON-LINE CHAPMAN LIBRARY RESOURCES
http://www.chapman.edu/library/


SELECTED BIBLIOGRAPHY

Almy, M. (1966). Young children’s thinking. New York: Teachers College Press.

Anderson, L.W. & Krathwohl, D., et. al. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA :ASCD.

Arredondo, D. and Block. J. (1990). Recognizing the connections between thinking skills and mastery learning, Educational Leadership, 47, 4-10.

Astington, J.W. (1993). The child’s discovery of the mind. Cambridge, MA: Harvard University Press.

Bandura, A. (1971). Psychological modeling: Conflicting theories. Chicago: Atherton.

Bandura, A., (Ed.). (1995). Self-efficacy in changing societies. Cambridge, MA: Cambridge University Press.

Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W.H. Freeman and Company.

Bigge, M. (1982). Learning theories for teachers. New York: Harper and Row.

Bodrova, E. & Leong, D.J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Columbus, OH: Merrill.

Brooks, J.G. & M. (1999). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development (ACSD).

Bruner, J. (1977). The process of education. Cambridge, MA: Harvard University Press.

Bruner, J. (1966). Toward a theory of instruction. New York: Norton and Co.

Bruner, J., Goodnow, J. & Austin, G.A. (1967). A Study of thinking. New York: Wiley.

Blythe, T. & Associates (1998). The teaching for understanding guide. San Francisco: Jossey-Bass, Inc.

Caine, R. & Caine, G. (1991). Making connections: Teaching and the human brain. Menlo Park, CA: Addison-Wesley.

Caine, R. & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA: ASCD.

Clifford, M. (1981). Practicing educational philosophy. Boston: Houghton-Mifflin.

Costa, A. (1985). Developing minds: A resource book for teaching thinking. Alexandria, VA: ASCD.

Csikszentmihalyi, Mihaly, (1991). Flow: The psychology of optimal experience. NewYork: Harper Perennial: Division of Harper Collins Publishers.

Csikszentmihalyi, Mihaly, (1997). Finding Flow: The psychology of engagement in everyday life. New York, Basic Books.

Dewey, J. (1902). The child and the curriculum. Chicago: University of Chicago Press.

Dewey, J. (1916). Democracy and education. New York: MacMillan.

Diamond, M. & Hopson, J. (1998). Magic trees of the mind. How to nurture your child’s intelligence, creativity, and healthy emotions from birth through adolescence. New York: Plume.

Eisner, E. (1994). Cognition and curriculum revisited. New York: Columbia University Teachers Press.

Gagne, R.M. (1974). The conditions of learning, 3rd ed. New York: Holt-Rinehart and Winston.

Gagne, R.M. (1974). Essentials of learning for instruction. Hinsdale, IL: Dryden.

Gardner, H. (1982). Art, mind and the human brain: A cognitive approach to creativity. New York: Basic Books.

Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon & Schuster.

Gardner, H. (1985). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.

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

Gilligan, C. (1982). In a Different Voice: Psychological Theory and Women's Development. Cambridge, MA: Harvard University Press.

Ginsburg, H. & Opper, S. (1979). Piaget’s theory of intellectual development, 2nd ed. Englewood Cliffs, NJ: Prentice- Hall.

Goleman, D., Boyatzis, R. & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston: Harvard Business School Press.

Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.

Good, T. & Brophy, J. (1995). Contemporary educational psychology, 5th ed. New York: Longman.

Gopnik, A., Meltzoff, A.N. & Kuhl, P.K. (1999). The scientist in the crib: Minds, brains, and how children learn. New York: William Morrow & Co.

Granot, N. & Parziale, J. (Eds.) (2002). Microdevelopment: Transition processes in development and learning. New York: Cambridge University Press.

Gredler, M. (2001). Learning and instruction: Theory into practice, 4th ed. New York: Merrill/Prentice-Hall.

Hewitt, J. (1997). Self and society: A symbolic interactionist social psychology, 7th Ed. Boston, MA: Allyn and Bacon.

Hogan, K. & Pressley, M., (Eds.). (1997). Scaffolding student learning: Instructional approaches & issues. Cambridge, MA: Brookline Books.

Huttenlocher, P.R. (2002). Neural plasticity: The effects of environment on the development of the cerebral cortex. Cambridge, MA: Harvard University Press.

Issacs, N. (1961). A brief introduction to Piaget. New York: Agathon Press.

Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: ASCD.

Jones, B.F. & Idol, L. (eds.) (1989). Dimensions of thinking and cognitive instruction. Alexandria, VA: ASCD.

Jones, B.F. & Palinscar, A.S., et. al. (1987). Strategic teaching and learning: cognitive instruction in the content areas. Alexandria, VA: ASCD.

Joyce, B. and Weil, M. (1996). Models of teaching. Boston, MA: Allyn and Bacon.

LeDoux, J. (1996). The emotional brain: The mysterious underpinnings of emotional life. New York: Touchstone.

LeDoux, J. (2002). Synaptic self: How our brains become who we are. New York: Viking.

Link, F. (1985). Essays on the intellect: Teaching with dimensions of learning. Alexandria, VA: ASCD.

Luria, A.R. (1980). Higher cortical functions in man, 2nd ed. New York: Basic Books.

Marzano, R. (1992). A different kind of classroom. Alexandria, VA: ASCD.

Maslow, A.H. (1968). Toward a psychology of being, 2nd ed. New York: Van Nostrand and Reinhold.

Moll, L. (1989). Vygotsky and education. Cambridge, MA: Cambridge University Press.

National Research Council (2000). How people learn: Brain, mind, experience and school. Washington DC: National Academy Press.

National Research Council (1999). Improving student learning: A strategic plan for education research and its utilization. Washington DC: National Academy Press.

Oldberg, E. (2001). The executive brain: Frontal lobes and the civilized mind. New York: Oxford University Press.

Perkins, D. (1992). Smart schools: Better thinking and learning for every child. New York: The Free Press.

Perkins, D. (1995). Outsmarting IQ: The emerging science of learnable intelligence. New York: The Free Press.

Rieber, R. & Carton, A. (Eds). (1987). The collected works of L.S. Vygotsky: Problems of general psychology (Vol. 1). New York: Plenum Press.

Rieber, R. & Carton, A. (Eds). (1993). The collected works of L.S. Vygotsky: The fundamentals of defectology. (Vol. 2). New York: Plenum Press.

Rieber, R. & Wollock, J. (Eds). (1997). The collected works of L.S. Vygotsky: Problems of the theory and history of psychology. (Vol. 3). New York: Plenum Press.

Rieber, R. (Ed). (1997). The collected works of L.S. Vygotsky: The history of the development of higher mental functions. (Vol. 4). New York: Plenum Press.

Rieber, R. (Ed). (1998). The collected works of L.S. Vygotsky: Child psychology. (Vol. 1). New York: Plenum Press.

Rogers, C. (1983). Freedom to learn in the 80's. Columbus, OH: Charles Merrill.

Restak, R., MD (2001). The secret life of the brain. Washington D.C.: Dana Press and Joseph Henry Press.

Ritchhart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San Francisco: Jossey-Bass.

Seigler, R.S. (1986). Children’s thinking. Englewood Cliffs, New Jersey: Prentice- Hall.

Skinner, B.F. (1982). Beyond freedom and dignity. New York: Knopf.

Spitzer, M. (1999). The mind within the net. Cambridge, MA: The MIT Press.

Sternberg, R. (1988). The triarchic mind: A new theory of human intelligence. New York: Viking Press.

Sylvester, R. (1995). A celebration of neurons: Educators guide to the human brain. Alexandria, VA: ASCD.

Tishman, S., Perkins, D. & Jay, E. (1995). The thinking classroom. Needham Heights, MA: Allyn and Bacon.

Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Cambridge University Press.

Vygotsky, L.S. & Kozulin, A. (Ed.). (1986). Thought and language. Cambridge, MA: The MIT Press.

Waite-Stupiansky, S. (1997). Building understanding together: A constructivist approach to early childhood education. New York: Del Mar Publishers.

Watson, J. (1958). Behaviorism. New York: W.W. Norton & Company.

Wiske, M.S, ed. (1998). Teaching for understanding: linking research with practice. San Francisco: Jossey-Bass.

Zull, J., (2002). The Art of Changing the Brain. Sterling, Virginia: Stylus Publishing , LLC.


* SELECTED WEBSITES:

Black, H. (2001). Amygdala’s inner workings. The Scientist, 15, 19:20. Retrieved March 9, 2003 from http://www.the- scientist.com/yr2001/oct/research2_011001.html

Bloom’s taxonomy (n.d.). Retrieved October 19, 1998 from http://www.dlrn.org/library/dl/guide4.html

Boeree, C.G. (1998). B.F. Skinner. Retrieved December 4, 2001 from http://www.ship.edu/~cgboeree/skinner.html

Brain and cognition. (2003). Retrieved June 28, 2003 from http://www.sciencedirect.com/science/journal/02782626

Brain connection, glossary. (n.d.). Retrieved January 15, 2003 from http://www.brainconnection.com/gen/gloss.html

Bruer, J.T. (1997). Education and the brain: A bridge too far. Educational Researcher, Vol. 26, No. 8. , pp. 4-16 Retrieved March 10, 2003 from http://litd.psch.uic.edu/docs/bruer.j_1997.pdf

Bruer, J.T. (1999). In search of…brain-based education. Kappan, 80, 9. Retrieved January 15, 2003 from http://www.pdkintl.org/kappan/kbru9905.htm

Chen, I. (n.d.). An electronic textbook on instructional technology. Retrieved January 15, 2003 from University of Houston College of education Web Site: http://users.coe.uh.edu/~ichen/ebook/ET-IT/cover.htm

Chen, I. (n.d.). Overview of behavioral theories. Retrieved January 19, 2003 from University of Houston College of education Web Site: http://users.coe.uh.edu/~ichen/ebook/ET-IT/behavior.htm

Edge Foundation, Inc. Flow. Retrieved February 19, 2003 http://www.edge.org/3rd_culture/bios/csik.html

Eisner, E.W. (1999). The uses and limits of performance assessment. Kappan, May. Retrieved January 15, 2003 from http://www.pdkintl.org/kappan/keis9905.htm

ERIC Digests (1998). Creating learning centered classrooms. What does learning theory have to say? Retrieved June 29, 2003 from http://www.ericfacility.net/databases/ERIC_Digests/ed422777.html

Gagne, R. (n.d.). Conditions of learning. Retrieved January 20, 2003 from http://tip.psychology.org/gagne.html

Gorman, J.M., Kent, J.M., Sullivan, G.M., & Coplan, J.D. (2000). Neuroanatomical hypothesis of panic disorder (Fear), revised. American Journal of Psychiatry, 157, 4, 493-505. Retrieved January 19, 2003 from http://www.psycheducation.org/emotion/amygdala.htm

Gwynne, R. (1997). Maslow’s hierarchy of needs. Retrieved March 7, 2003 from http://web.utk.edu/~gwynne/maslow.html

Jean Piaget Society. (n.d.) Society for the study of knowledge and development. Retrieved June 28, 2003 from http://www.piaget.org/links.html

Learning and the brain. (n.d.). Retrieved January 15, 2003 from http://www.edupr.com

Learning Theories (n.d.). Retrieved June 25, 2003 from http://www.funderstanding.com/constructivism.cfm

Livingston, Jennifer A. (1997). Metacognition: An overview. Retrieved June 25, 2003 from
http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm

Metacognition: Its importance, relation to the classroom, professional implications, and implementation. Retrieved June 25, 2003 from http://web.ics.purdue.edu/~mlhersh/metacognition.html

Metacognition: A literature review. (n.d.) Retrieved July 1, 2003 from http://www.ioe.ac.uk/cdl/CHAT/cahtmeta1.htm

Mind Institute at UC Davis (n.d.). Retrieved March 9, 2003 from http://mindinstitute.ucdmc.ucdavis.edu/index.htm

Murphy, E. (1997). Constructivism: from theory to practice. Retrieved May 31, 2002 from http://www.stemnet.nf.ca/~elmurphy/emurphy/cle2b.html

National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington DC. National Academies Press. Available online at: http://www.nap.edu/books/0309070368/html/index.html

National Research Council. (1999). How people learn: Bridging research and practice. National Academies Press. Retrieved July 7, 2003 http://www.nap.edu/books/0309070368/html/index.html

National Research Council. (1999). Improving student learning: A strategic plan for education research and its utilization. Washington DC. National Academies Press. Retrieved July 7, 2003 from http://www.nap.edu/books/0309070368/html/index.html

New Horizons In Learning. Flow P.O. Box 15329. Seattle, WA 98115 Retrieved February 19, 2003 from http://www.newhorizons.org

O’Neil, J. (1996). On emotional intelligence: A conversation with Daniel Goleman. Educational Leadership, 54, 1. Retrieved April 22, 2002 from http://www.ascd.org/readingroom/edlead/9609/oneil.html

On Purpose Associates (1998). Behaviorism. Retrieved May 6, 2002 from http://www.funderstanding.com/behaviorism.cfm
On Purpose Associates (n.d.). Constructivism. Retrieved May 6, 2002 from http://funderstanding.com/constructivism.cfm

Operant conditioning (n.d.). Retrieved May 7, 2002 from http://tip.psychology.org/dkinner.html

Pfizer (2000). BRAIN: The world inside your head. Retrieved June 23, 2003 from http://www.pfizer.com/brain/map.html

Relationship of learning theory to instructional design. (n.d.). Retrieved May 6, 2002 from California State University at Long Beach Education Web Site: http://www.csulb.edu/~dkumrow/conference/learning_theory.html

Robert Gagne (n.d.). Retrieved May 6, 2002 from http://www.my-ecoach.com/idtimeline/theory/gagne.html

Roschelle, J. (1995). Learning in interactive environments: Prior knowledge and new experience. Public Institutions for Personal Learning: Establishing a Research Agenda, The American Association of Museums. Retrieved January 15, 2003 from http://www.exploratorium.edu/IFI/resources/museumeducation/priorknowledge.html

The secret life of the brain (n.d.). Retrieved March 10, 2003 from http://books.nap.edu/html/secret_brain/index.html

The teaching for understanding framework. (n.d.). Retrieved January 19, 2003, from Harvard University Graduate School Project Zero Web Site: http://learnweb.harvard.edu/ent/workshop/ccdt_framework.cfm

Theory into practice (TIP) (n.d.). Retrieved June 29, 2003 http://tip.psychology.org/index.html

Welcome to LeDoux lab. (n.d.). Retrieved January 19, 2003 from New York University Center for Neural Science Web Site: http://www.cns.nyu.edu/home/ledoux

What is constructivism? (n.d.). Retrieved May 7, 2002 from http://hagar.up.ac.za/catts/learner/lindavr/lindapg1.htm

What is the difference between a student learning multiplication tables from a textbook and another student solving similar problems with an interactive computer (n.d.). Retrieved January 15, 2003 from the National Academy of Sciences, Learning About Learning Web site: http://www.nap.edu/readingroom/books/techgap/navigate.cgi
Note: in order to access the above referenced page, after navigating to website, scroll down and in the “Navigate to:” box , scroll and click on Learning About Learning.

What is Howard Gardner’s theory of multiple intelligences? (2002). Retrieved January 19, 2003 from http://www.askeric.org/Virtual/Qa/archives/General_Education/Learning_ Theories/intelligences.html

3-D brain anatomy. (n.d.). Retrieved January 15, 2003, from KPBS: The Secret Life of The Brain Web Site: http://www.pbs.org/wnet/brain/3d/index.html


SELECTED VIDEOS:
Cites direct availability through Chapman University Orange Library (Thurmond Clarke)

ADHD, inclusive and collaborative practices (videorecording). Presented by Sandra Rief. Call#: LC4713 .A2 1995

Albert Bandura (videorecording). Produced by Richard I. Evans. Call#: RC339.52.B3 A4 1988 v.1, RC339.52.B3 A4 1988 v.2

At work in the differentiated classroom (videorecording). Produced by Association for Supervision and Curriculum Development (ASCD). Call#: LB1031 .A8 2002 v.1, LB1031 .A8 2002 v.2, LB1031 .A8 v.3

B.F. Skinner: a demonstration of operant conditioning (videorecording). Produced and directed by Ellen P. Eese. Call#: BF319.5.O6 B2 1971

B.F. Skinner on behaviorism (videorecording). Produced and directed by H. Jon Miller. Call#: BF199 .B3 1977

B.F. Skinner on education (videorecording). Produced by John M. Whiteley, et. al. Call#: LB1-51 .B1111 1980

The brain & mathematics (videorecording). Produced by ASCD and Marcia D’Arcangelo. Call#: QA11.2 .B72 2002 v.1, QA11.2 .B72 2002 v.2

The brain and reading (videorecording). Produced by ASCD and Marcia D’Arcangelo. Call#: LB1050.6 .B73 1999 v.1, LB1050.6 .B73 1999 v.2, LB1050.6 .B73 1999 v.3

Eleven principles of effective character education (videorecording). Robert M. Hanson, exec. prod. Call#: LC268 .E44 1997

Emotional intelligence (videorecording): narrated by Daniel Goleman. Call#: BF561.E46 1997.

How are kids smart?: multiple intelligences (M.I.) in the classroom (videorecording). Robert M. Hanson, exec. prod. Call#: BF432.3 H67 1995

Howard Gardner: answers (videorecording). Produced and directed by Robert DiNozzi. Call#: BF432.3 H68 1996

MI: (videorecording) intelligence, understanding, and the mind: an illustrated presentation by Howard Gardner. Produced and directed by Robert DiNozzi. Call#: BF432.3.M84 1996