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  • LST Qualifying Exam Reading List
Contact Information

Allison Elliott Tew
College of Computing
Georgia Institute of Technology
Atlanta, GA 30332-0760

Phone
404-385-1105
Email
allison(at)cc.gatech.edu

LST Qualifying Exam Reading List

Body of Knowledge for Qualifying Examinations

Theories of Learning and Education

  • Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., et al. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. Journal of the Learning Sciences, 7(3/4), 271-311. (PDF)
  • Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3/4), 369-398. (PDF)
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School (Expanded ed.). Washington, D.C.: National Academy Press.
    • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How Experts Differ from Novices. In How People Learn: Brain, Mind, Experience, and School (Expanded ed., pp. 31 - 50). Washington, D.C.: National Academy Press.
    • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). Learning and Transfer. In How People Learn: Brain, Mind, Experience, and School (Expanded ed., pp. 51 - 78). Washington, D.C.: National Academy Press.
  • Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics. In L. B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser (pp. 453-494). Hillsdale, N.J.: Lawrence Erlbaum Associates. (PDF)
  • Flower, L. (1994). Literate Acts. In The Construction of Negotiated Meaning: A Social Cognitive Theory of Writing (pp. 1-35). Carbondale, IL: Southern Illinois University Press. (PDF)
  • Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York, NY: Simon & Schuster Macmillan. (PDF)
  • Holdaway, D. (1979). The foundations of literacy. Exeter, N.H.: Ashton Scholastic.
    • Holdaway, D. (1979a). An open approach to literacy. In The foundations of literacy (pp. 11-23). Exeter, N.H.: Ashton Scholastic. (PDF)
    • Holdaway, D. (1979b). Historical viewpoints and current practices. In The foundations of literacy (pp. 24-37). Exeter, N.H.: Ashton Scholastic. (PDF)
    • Holdaway, D. (1979c). Literacy learning before school. In The foundations of literacy (pp. 38-63). Exeter, N.H.: Ashton Scholastic. (PDF)
    • Holdaway, D. (1979d). A fresh start: Shared-Book-Experience. In The foundations of literacy (pp. 64-80). Exeter, N.H.: Ashton Scholastic. (PDF)
  • Hutchins, E. (1995). How a cockpit remembers its speeds. Cognitive Science, 19, 265-288. (PDF)
  • Kolodner, J. L. (1997). Educational implications of analogy. American Psychologist, 52(1), 57-66. (HTML)
  • Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., et al. (2003). Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design™ Into Practice. Journal of the Learning Sciences, 12(4), 495 - 547. (PDF)
  • Kolodner, J. L., Owensby, J. N., & Guzdial, M. (2004). Theory and practice of case-based learning aids. In D. H. Jonassen (Ed.), Theoretical foundations of learning environments (2nd ed., pp. 215-242). Mahwah, N.J.: Lawrence Erlbaum Associates. (PDF)
  • Koschmann, T., Kelson, A. C., Feltovich, P. J., & Barrows, H. S. (1996). Computer-Supported problem-based learning: A principled approach to the use of computers in collaborative learning. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 83-124). Mahwah, NJ: Lawrence Erlbaum Associates. (PDF)
  • Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. New York, NY: Cambridge University Press.
  • Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York, NY: Basic Books. (PDF)
    • Papert, S. (1980). The Gears of My Childhood. In Mindstorms: Children, computers, and powerful ideas (pp. vi-viii). New York, NY: Basic Books. (PDF)
    • Papert, S. (1980). Computers for Children. In Mindstorms: Children, computers, and powerful ideas (pp. 3-18). New York, NY: Basic Books. (PDF)
    • Papert, S. (1980). Computers and Computer Cultures. In Mindstorms: Children, computers, and powerful ideas (pp. 19-37). New York, NY: Basic Books. (PDF)
    • Papert, S. (1980). Mathophobia: The Fear of Learning. In Mindstorms: Children, computers, and powerful ideas (pp. 38-54). New York, NY: Basic Books. (PDF)
  • Papert, S. (1991). Situating constructionism. In I. Harel & S. Papert (Eds.), Constructionism : Research reports and essays, 1985-1990 (pp. 1-11). Norwood, N.J.: Ablex. (HTML)
  • Resnick, M. (1996). Beyond the centralized mindset. Journal of the Learning Sciences, 5(1), 1-22. (PDF)
  • Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1(4), 209-229. (PDF)
  • Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith & C. Bereiter (Eds.), Liberal education in a knowledge society (pp. 67-98). Chicago, IL: Open Court. (PDF)
  • Schön, D. A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco, CA: Jossey-Bass.
    • Schön, D. A. (1987). The Dialogue Between Coach and Student. In Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions (pp. 100-118). San Francisco, CA: Jossey-Bass. (PDF)
    • Schön, D. A. (1987). How the Teaching and Learning Processes Can Go Wrong. In Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions (pp. 119 - 156). San Francisco, CA: Jossey-Bass. (PDF)
  • Shaffer, D. W., & Resnick, M. (1999). "Thick" Authenticity: New Media and Authentic Learning. Journal of Interactive Learning Research, 10(2), 195-215. (PDF)
  • Turkle, S., & Papert, S. (1991). Epistemological pluralism and the revaluation of the concrete. In I. Harel & S. Papert (Eds.), Constructionism: Research reports and essays, 1985-1990 (pp. 161-192). Norwood, N.J.: Ablex. (HTML)
  • Wertsch, J. V. (1985). Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press. (PDF)
    • Wertsch, J. V. (1985). The Social Origins of Higher Mental Functions. In Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press. (PDF)
    • Wertsch, J. V. (1985). Semiotic Mechanisms in Vygotsky's Genetic Law of Cultural Development. In Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press. (PDF)

Computer Supported Collaborative Learning

  • Bruckman, A. (1998). Community support for constructionist learning. Computer Supported Cooperative Work: The Journal of Collaborative Computing, 7(1/2), 47-86. (PDF)
  • Guzdial, M., Ludovice, P., Realff, M., Morley, T., & Carroll, K. (2002). When Collaboration Doesn't Work. Paper presented at the Proceedings of the Fifth International Conference of the Learning Sciences, Seattle, WA. (PDF)
  • Hewitt, J. (2004). An exploration of community in a knowledge forum classroom: An activity system analysis. In S. A. Barab, R. Kling & J. H. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 210-238). New York, NY: Cambridge University Press. (PDF)
  • Puntambekar, S., Nagel, K., Hübscher, R., Guzdial, M., & Kolodner, J. L. (1997). Intra-group and intergroup: An exploration of learning with complementary collaboration tools. Paper presented at the Second International Conference on Computer Support for Collaborative Learning, Toronto, Canada. (PDF)
  • Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2(3), 235-276. (PDF)
  • Suthers, D. D. (2001). Towards a systematic study of representational guidance for collaborative learning discourse. Journal of Universal Computer Science, 7(3), 254-277. (PDF)

Culture of Learning

  • Kohl, H. R. (1994). I Won't Learn from You. In "I won't learn from you": and Other Thoughts on Creative Maladjustment (pp. 1 - 32). New York, NY: The New Press. (PDF)
  • Resnick, M., & Rusk, N. (1996). The Computer Clubhouse: Preparing for life in a digital world. IBM Systems Journal, 35(3&4), 431-439. (PDF)
  • Songer, N. B. (1996). Exploring learning opportunities in coordinated network-enhanced classrooms: A case of kids as global scientists. Journal of the Learning Sciences, 5(4), 297-327. (PDF)
  • Tabak, I., & Reiser, B. J. (1997). Complementary roles of software-based scaffolding and teacher-student interactions in inquiry learning. Paper presented at the Second International Conference on Computer Support for Collaborative Learning, Toronto, Canada. (PDF)

Students as Programmers

  • Guzdial, M. (2004). Programming Environments for Novices. In S. Fincher & M. Petre (Eds.), Computer Science Education Research (pp. 127 - 154). London, UK: Taylor & Francis.
  • Noss, R., & Hoyles, C. (1996). Windows on mathematical meanings: Learning cultures and computers. Boston, MA: Kluwer Academic Publishers.
    • Noss, R., & Hoyles, C. (1996). Cultures and change. In Windows on mathematical meanings: Learning cultures and computers. Boston, MA: Kluwer Academic Publishers. (DOC)
    • Noss, R., & Hoyles, C. (1996). A window on schools. In Windows on mathematical meanings: Learning cultures and computers. Boston, MA: Kluwer Academic Publishers. (DOC)
  • Turkle, S. (1984). Adolescence and Identity: Finding Yourself in the Machine. In The Second Self: Computers and the Human Spirit (pp. 137-162). New York, NY: Simon and Schuster. (PDF)

Design of Learning Environments

  • Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3/4), 391-450. (PDF)
  • Guzdial, M. (1995). Sofware-realized scaffolding to facilitate programming for science learning. Interactive Learning Environments, 4(1), 1-44. (PDF)
  • Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. Journal of the Learning Sciences, 13(3), 337-386. (PDF)
  • Resnick, M., Bruckman, A., & Martin, F. (1996). Pianos not stereos: Creating computational construction kits. interactions, 3(5), 40-50. (PDF)
  • Schank, R. C., Fano, A., Bell, B., & Jona, M. (1993/1994). The design of goal-based scenarios. Journal of the Learning Sciences, 3(4), 305-346. (PDF)
  • Soloway, E., Guzdial, M., & Hay, K. E. (1994). Learner-centered design: The challenge for HCI in the 21st century. interactions, 1(2), 36-48. (PDF)

Evaluation of Learning Environments and Learning Outcomes

  • Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178. (PDF)
  • Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6(3), 271-315. (PDF)
  • Fincher, S., & Petre, M. (Eds.). (2004). Computer Science Education Research. London, UK: Taylor & Francis.
    • Fincher, S., & Petre, M. (2004). Part One: The field and the endeavor. In S. Fincher & M. Petre (Eds.), Computer Science Education Research (pp. 1 - 81). London, UK: Taylor & Francis.
    • Fincher, S., & Petre, M. (2004). Provide a coherent and explicit chain of reasoning. In S. Fincher & M. Petre (Eds.), Computer Science Education Research (pp. 39-42). London, UK: Taylor & Francis.
    • Fincher, S., & Petre, M. (2004). Use methods that permit direct investigation of the question. In S. Fincher & M. Petre (Eds.), Computer Science Education Research (pp. 43-60). London, UK: Taylor & Francis.
    • Fincher, S., & Petre, M. (2004). Replicate and generalize across studies. In S. Fincher & M. Petre (Eds.), Computer Science Education Research (pp. 61-74). London, UK: Taylor & Francis.
  • Gay, L. R., & Airasian, P. W. (2000). Educational Research: Competencies for Analysis and Application (6th ed.). Upper Saddle River, N.J.: Merrill.
    • Gay, L. R., & Airasian, P. W. (2000). Introduction to educational research. In Educational Research: Competencies for Analysis and Application (6th ed., pp. 3-33). Upper Saddle River, N.J.: Merrill.
    • Gay, L. R., & Airasian, P. W. (2000). Selection of a sample. In Educational Research: Competencies for Analysis and Application (6th ed., pp. 121-143). Upper Saddle River, N.J.: Merrill.
    • Gay, L. R., & Airasian, P. W. (2000). Selection of measuring instruments. In Educational Research: Competencies for Analysis and Application (6th ed., pp. 147-198). Upper Saddle River, N.J.: Merrill.
    • Gay, L. R., & Airasian, P. W. (2000). Descriptive research. In Educational Research: Competencies for Analysis and Application (6th ed., pp. 275-318). Upper Saddle River, N.J.: Merrill.
    • Gay, L. R., & Airasian, P. W. (2000). Correlational research. In Educational Research: Competencies for Analysis and Application (6th ed., pp. 321-347). Upper Saddle River, N.J.: Merrill.
    • Gay, L. R., & Airasian, P. W. (2000). Causal-Comparative research. In Educational Research: Competencies for Analysis and Application (6th ed., pp. 349-365). Upper Saddle River, N.J.: Merrill.
    • Gay, L. R., & Airasian, P. W. (2000). Experimental research. In Educational Research: Competencies for Analysis and Application (6th ed., pp. 367-429). Upper Saddle River, N.J.: Merrill.
  • Geertz, C. (1973). Thick Description: Towards an Interpretive Theory of Culture. In The Interpretation of Cultures. New York, NY: Basic Books. (PDF)
  • Seidman, I. E. (1991). Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. New York, NY: Teachers College Press.

Systems
  • Agent Sheets
    • Repenning, A. (1994). Programming substrates to create interactive learning environments. Journal of Interactive Learning Environments, 4(1), 45-74. (PDF)
  • CoWeb/Swiki
    • Rick, J., & Guzdial, M. (submitted). Situating coweb: A scholarship of application. International Journal of Computer-Supported Collaborative Learning. (PDF) (suggested by Je77)
  • Genscope
    • Hickey, D. T., Kindfield, A. C. H., Horwitz, P., & Christie, M. A. T. (2003). Integrating curriculum, instruction, assessment, and evaluation in a technology-supported genetics learning environment. American Educational Research Journal, 40(2), 495-538. (PDF) (suggested by Amy)
  • KIE/WISE
    • Bell, P., Davis, E. A., & Linn, M. C. (1995). The knowledge integration environment: Theory and design. Paper presented at the Computer Support for Collaborative Learning Conference, Bloomington, IN. (PDF)
    • Walkthrough of WISE modules (suggested by Tammy)
    • Slotta, J. D. (2004). The Web-based Inquiry Science Environment (WISE): Scaffolding knowledge integration in the science classroom. In M. C. Linn, E. A. Davis & P. Bell (Eds.), Internet environments for science education (pp. 203-231). Mahwah, N.J.: Lawrence Erlbaum Associates. (PDF) (suggested by Amy)
  • Knowledge Forum (CSILE)
    • Scardamalia, M., & Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 249-268). Mahwah, NJ: Lawrence Erlbaum Associates. (PDF) (suggested by Andrea)
    • Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1(1), 37-68. (PDF)
  • LBD/Smile
    • Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., et al. (2003). Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design™ Into Practice. Journal of the Learning Sciences, 12(4), 495 - 547. (PDF)
    • Kolodner, J. L., Owensby, J. N., & Guzdial, M. (2004). Theory and practice of case-based learning aids. In D. H. Jonassen (Ed.), Theoretical foundations of learning environments (2nd ed., pp. 215-242). Mahwah, N.J.: Lawrence Erlbaum Associates. (PDF)
  • Lisp and/or Geometry Tutors
    • Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. Journal of the Learning Sciences, 4(2), 167-207. (PDF)
  • Math Forum
    • Renninger, K. A., & Shumar, W. (2004). The centrality of culture and community to participant learning at and with the Math Forum. In S. A. Barab, R. Kling & J. H. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 181-209). New York, NY: Cambridge University Press. (PDF) (suggested by Andrea)
  • Model-It!
    • Soloway, E., Jackson, S. L., Klein, J., Quintana, C., Reed, J., Spitulnik, J., et al. (1996). Learning theory in practice: Case studies of learner-centered design. Paper presented at the SIGCHI Conference on Human Factors in Computing Systems, Vancouver, Canada. (PDF) (suggested by Je77)
  • Moose Crossing
    • Bruckman, A. (1998). Community support for constructionist learning. Computer Supported Cooperative Work: The Journal of Collaborative Computing, 7(1/2), 47-86. (PDF)
    • Resnick, M., Bruckman, A., & Martin, F. (1996). Pianos not stereos: Creating computational construction kits. interactions, 3(5), 40-50. (PDF)
  • My World/World Watcher
    • Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3/4), 391-450. (PDF)
  • PAT (Pittsburgh Algebra Tutor)
    • Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. Journal of the Learning Sciences, 4(2), 167-207. (PDF)
  • Sickle Cell Counselor
    • Schank, R. C., Fano, A., Bell, B., & Jona, M. (1993/1994). The design of goal-based scenarios. Journal of the Learning Sciences, 3(4), 305-346. (PDF)
  • SimCalc
    • Roschelle, J., Kaput, J. J., & Stroup, W. (2000). Simcalc: Accelerating students' engagement with the mathematics of change. In M. J. Jacobson & R. B. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for technologies of learning (pp. 47-75). Mahwah, NJ: Lawrence Erlbaum Associates. (PDF)
    • Vahey, P., Tatar, D., & Roschelle, J. (2004). Leveraging handhelds to increase student learning: Engaging middle school students with the mathematics of change. Paper presented at the International Conference of the Learning Sciences, Santa Monica, CA. (PDF)
  • Stagecast Creator (Kidsim/Cocoa)
    • Smith, D. C., Cypher, A., & Tesler, L. (2000). Programming by example: Novice programming comes of age. Communications of the ACM, 43(3), 75-81. (PDF)
  • StarLogo
    • Resnick, M. (1996). Beyond the centralized mindset. Journal of the Learning Sciences, 5(1), 1-22. (PDF)
  • Symphony
    • Quintana, C., Eng, J., Carra, A., Wu, H.-K., & Soloway, E. (1999). Symphony: A case study in extending learner-centered design through process space analysis. Paper presented at the SIGCHI Conference on Human factors in Computing Systems, Pittsburgh, PA. (PDF) (suggested by Je77)

Design-Based Research Papers
Last modified 20 September 2018 at 1:19 pm by Jochen Rick
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