Pedagogy Course Readings

Potential Readings to Use in the Pedagogy Course

These are many articles that can and have been effectively used in the pedagogy course. Following is a sample of articles. When choosing articles for the pedagogy course it is important to consider if the class is for LAs in a single discipline or multidisciplinary. While many subject specific articles can still speak to broader issues in education, they may require more scaffolding in a multidisciplinary setting.

Usually, all students will read the same article. However, a "jigsaw" method where students read different articles and share ideas can also be useful, particularly as an end-of-term final discussion.

Classroom Discourse

Knuth, E., & Peressini, D. (2001). Unpacking the nature of discourse in mathematics classrooms. Mathematics Teaching in the Middle School. 6(5). 320-325.
Frey, N., Fisher, D., Everlove, S. (2009). Defining Productive Group Work. In Productive Group Work. Alexandria, VA: ASCD.
Frey, N., Fisher, D., Everlove, S. (2009). Promoting Face-to-Face interactions. In Productive Group Work. Alexandria, VA: ASCD.

Questions and Question Strategies

Stronge, J. H. (2002). Qualities of effective teachers. Washington, DC: ASCD. (Call No. LB1025.3 .S789 2002)
Trowbridge, L. W., Bybee, R. W., & Powell, J. C. (2000). Questioning and discussion. In Teaching secondary school science: Strategies for developing scientific literacy (1st ed). Upper Saddle River, NJ: Merrill. (Call No. Q183.3.A1 T76 2000 )
Elsteeg, Jos. (1985). The right question at the right time. In Wynne Harlen. Primary Science: Taking the Plunge. Oxford, England: Heinemann Educational, 36-46.

Mental Models, Learning Theory

Redish, E. (1994). Implications of cognitive studies for teaching physics. American Journal of Physics. 62(9).
Zull, J.E. (2002). The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning. Stylus. Sterling, VA. Ch. 1-3.
Johnstone, A. H., The development of chemistry teaching. Journal of Chemical Education 1993, 70 (9), 701-705.

Bridging/ Formative Assessment

Moss, C., Brookhart, S. (2009). The Lay of the Land: Essential Elements of the Formative Assessment Process. In Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders. Alexandria, VA: ASCD. (ISBN: 978 1 74239 6439)
Otero, V., & Nathan, M. (2008). Pre-service elementary teachers’ conceptions of their students’ prior knowledge. Journal of Research in Science Teaching, 45 (4), 497-523.

Metacognition

Schoenfeld, A. (1987). What’s all the fuss about metacognition? In A. Schoenfeld (Ed.) Cognitive Science and Mathematics Education (pp. 189-215). Hillsdale, NJ: Lawrence Erlbaum Associates.
Jimenez-Aleixandre, M., Rodrigues, A., & Duschl, R. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84, 757-792.

Student Conceptions

Lederman, N.G., Lederman, J.S.,& Antink, A.(2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology,1(3), 138-147

Motivation

Ames, C. (1992). Classrooms: Goals, Structures, and Student Motivation. Journal of Educational Psychology. 84(3). 261-271.

Implicit Bias

Diversity and Equity

Lemke, J.L. (2001). Articulating Communities: Sociocultural Perspectives on Science Education. Journal of Research in Science Teaching. 38(3). 296-316

Mindset

Evaluating Teaching Practice

Tanner, K.D. (2010). Order matters: Using the 5E model to align teaching with how people learn. CBE-Life Sciences Education. 9(3), 159-164
Wieman, C.E. (2014). Large-scale comparison of science teaching methods sends clear message. Proceedings of the National Academy of Science. 111(23): 8319-8320. (http://www.pnas.org/content/pnas/111/23/8319.full.pdf)

Differentiated Instruction

Tomlinson, C. A. (1999). The differentiated classroom. Washington. DC: ASCD Call No. ERIC DOC # ED429944
Armstrong, T. (2000). MI and cognitive skills. In Multiple Intelligences in the Classroom (2nd ed.). Washington, DC: ASCD. (Call No. LB1025.3 .A76 1994 )