Research

The development of Time To Know was guided by research in the study of teaching and learning conducted over the past 40 years and was deeply influenced by theory of constructivism as articulated by Piaget, Vygotsky and others.

The design of the tools for the teacher in the classroom was guided by advances on best-practice teaching, while student materials were aligned with the principles of learning. Finally, the technology of the product reflects the innovations of this rapidly changing field.

Below are a selection of books and articles that capture these various influences.

The Theory of Constructivism

Principles of Learning

The Practice of Teaching

Teaching as a Profession

Technology and Innovation

The Theory of Constructivism

• Anderson, J. (1993). Rules of the mind. Mahweh, NJ: Erlbaum.
• Brooks, M. & G. Brooks. (1999). The courage to be constructivist. Education Leadership, 54.
• Case, R. (1992). The mind’s staircase: Exploring the conceptual underpinnings of children’s thought and knowledge. Mahwah, NJ: Lawrence Erlbaum Associates.
• Fosnot, C. (2005). Constructivism: Theory, perspectives, and practice. New York: Teachers College Press.
• Gagnon, G. R. Collay, & R. Schmuck. (2005). Constructivist learning design: Key questions for teaching to standards. Thousand Oaks, CA: Corwin Press.
• Newell, A., & Simon, H. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
• Norman, D. A. (1980). Twelve issues for cognitive science. Cognitive Science, 4.
• Perkins, D. (1999). The many faces of constructivism. Education Leadership, 57.
• Piaget, J. & Inhelder, B. (2000). The psychology of the child. New York: Basic Books.
• Piaget, J. (1967). The child's conception of the world. Totowa, N.J.: Littlefield, Adams.
• Piaget, J. (1974). To understand is to invent: The future of education. New York: Grossman.
• Von Glasersfeld, E. (1995). A constructivism approach to teaching. L. Steffe & J. Gale (eds). Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum.
• Von Glasersfeld, E. (1995). Sensory experience, abstraction, and teaching. L. Steffe & J. Gale (eds). Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum.
• Vygotsky, L. S. (1987). The collected works of L.S. Vygotsky. R. Rieber & A. Carton (eds). New York: Plenum Press.
• Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press

Principles of Learning

• Anderson, L., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational outcomes: Complete edition. New York : Longman.
• Ericsson, K., Charness, N. & Feltovich, P. (2006). The Cambridge handbook of expertise and expert performance. Cambridge: Cambridge University Press.
• Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. New York: Basic Books.
• National Council of Teachers of Mathematics (2003). A research companion to principles and standards for school mathematics. Kilpatrick, J., Martin, W., & Schifter, D. (Eds.). Reston, Virginia: Author.
• National Institute for Literacy. (2007). What content-area teachers should know about adolescent literacy. Washington DC: National Institute of Child Health and Human Development.
• National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington DC: U.S. Department of Education.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington DC: National Institute of Child Health and Human Development.
• National Research Council (2001). Adding it up. Helping children learn mathematics. Kilpatrick, J., J. Swafford and B. Findell (Eds.). Washington DC: National Academy Press.
• National Research Council. (2005). How students learn: History, mathematics, and science in the classroom. Committee on How People Learn. M. Donovan & J. Bransford (Eds.). Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
• Savery, J. & Duffy, T. (2001). Problem-based learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01. Center for Research on Learning and Technology. Indiana University.
• Stallings, J. (1980). Allocated academic learning time revisited, or beyond time on task. Educational Researcher, 9.
• Sutton, J. & Krueger, A. (Eds.) (2002). EDThoughts: What we know about mathematics teaching and learning. Aurora, Colorado: Mid-continent Research for Education and Learning.

The Practice of Teaching

• Bennett, N. (1978). Recent research on teaching: A dream, a belief, a model. Journal of Education. 160.
• Black, P. & D. Wiliam. (1998). Assessment and classroom learning. Assessment in Education, 5.
• Bruner, J. (1968). Toward a theory of instruction. New York: Norton.
• Bruner, J. (1997). The process of education. Cambridge MA: Harvard University Press.
• Kounin, J. (1970). Discipline and classroom management. New York: Holt Rinehart and Winston.
• Marzano, R., Gaddy, B., & Dean, C. (2000). What works in classroom instruction. Aurora, CO: Mid-continent Research for Education and Learning.
• Palincsar, A. & Brown, A. (1984). Reciprocal teaching of comprehension monitoring activities. Cognition and Instruction, 1.
• Palinscar, A. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology. Vol. 49: 345-375.
• Sadler, D. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18.
• Saphier, J. & R. Gower. (1997). The skillful teacher: Building your teaching skills. Acton MA: Research For Better Teaching.
• Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
• Schon, D. (1987). Educating the reflective practitioner. San Francisco CA: Jossey-Bass.
• Stiggins, R. & Conklin, N. (1992). In teachers’ hands: Investigating the practices of classroom assessment. Albany NY: State University Press.
• Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan, 86.

Teaching as a Profession
 

• Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. New York, NY: National Commission on Teaching and America’s Future.
• Gordon, T. (1974). Teacher effectiveness training. New York: Peter Wyden.
• National Science Foundation (2000). Foundations: Professional development that supports school mathematics reform. Directorate for Education and Human Resources, Division of Elementary, Secondary, and Information Education: Alexandria VA: Author.

Technology and Innovation

• Christensen, C., M. Horn, & C. Johnson. Disrupting class: How disruptive innovation will change the way the world learns. New York: McGraw-Hill.
• Dede, C. (2008). Theoretical perspectives influencing the use of information technology in teaching and learning. In J. Voogt & G. Knezek (Eds.). International handbook of information technology in primary and secondary education. New York: Springer.
• Gardner, H. (2009). The next big thing: Personalized education. Foreign Policy. May/June 2009.
• Gulek, J. & H, Demirtas, H. (2005). Learning with technology: The impact of laptop use on student achievement. Journal of Technology, Learning, and Assessment, 3.
• Rockman, S. (1991). Telecommunications and restructuring: Supporting change or creating it. Educational policy and telecommunications technologies. A. Sheekey (ed.). Washington, D.C.: U.S. Department of Education.
• Wilson, L. (2008). One-to-one programs: A report to National Directors of COSN. Presentation at the 2008 Meeting of COSN.