| Elementary teachers’ reports of their goals and instructional practices in six school subjects | Peterson, P. L., Putnam, R. T., Vredevoogd, J. & Reineke, J. | March 1993 |
| Getting started: A set of discussion and teaching materials for teachers and teacher educators | Roth, K. J. | March 1993 |
| Commonalities and differences in views about ideal and actual curriculum in six subject matter domains | Prawat, R. S. | March 1993 |
| Good teachers making the best of it: Case studies of elementary art and music teaching | May, W. T. | March 1993 |
| A summary of the findings in art and music: Research traditions and implications for teacher education | May, W. T. | March 1993 |
| Understanding learners’ understandings | Knapp, N. F. & Peterson, P. L. | March 1993 |
| What does it mean to understand science?: Changing perspectives from a teacher and her students | Roth, K. J. | March 1993 |
| Art experts’ views of an ideal curriculum | May, W. T. | March 1993 |
| Similarities and contrasts between writing during a writers’ workshop and writing in science: Examining the teacher’s role | Rosaen, C. L. & Roth, K. J. | March 1993 |
| Constructing teaching and research practice in elementary school mathematics | Brophy, J. E. & Peterson, P. L. | March 1993 |
| Teaching and learning mathematics for understanding in a fifth-grade classroom | Putnam, R. T. & Reineke, J. W. | March 1993 |
| Powerful social studies: Concepts that count | Hasbach, C., Roth, K. J., Hoekwater, E. & Rosaen, C. L. | March 1993 |
| Exemplary elementary teachers’ beliefs about social studies curriculum and instruction | Brophy, J. & VanSledright, B. A. | February 1993 |
| Making art at a glance: A critique of Discover Art | May, W. T. | February 1993 |
| Making connections: Talking and learning in a fourth-grade class | Reineke, J. W. | February 1993 |
| “One of us is not as powerful as all of us”: Building a community for teaching and learning mathematics | Ricks, J. J. & Collar, C. L. | February 1993 |
| Many voices: Learning to teach social studies | Roth, K. J, Ligett, C., Derksen, J., Hasbach, C., Hoekwater, E., Masters, J. & Woodhams, P. | February 1993 |
| Creating a writing community: Revising collaborative goals, roles, and actions | Rosaen, C. L. & Hazelwood C. | February 1993 |
| Entryways into science and science teaching: Teacher and researcher development in a professional development school | Roth, K. J., Hasbach, C., Hazelwood, C., Hoekwater, E., Ligett, C., Lindquist, B., Peasley, K. & Rosaen, C. L. | February 1993 |
| Fifth-graders’ ideas about the American Revolution expressed before and after studying it within a U.S. history course | Brophy, J., VanSledright, B. A. & Bredin, N. | February 1993 |
| The smile, the journey, and the quilt: A story of collaborative teaching and learning in social studies | Hasbach, C. & Hoekwater, E. | February 1993 |
| The study of literature in a fifth-grade classroom: One teacher’s perspective | Quirk, B. A. & Cianciolo, P. J. | January 1993 |
| Learning to attend to students’ mathematcal thinking: Case study of a collaboration | Putnam, R. T. & Reineke, J. W. | January 1993 |
| What in the world is music in World of Music? A critique of a commonly used textbook series | May, W. T. | January 1993 |
| Teaching and learning critical aesthetic response to literature: An instructional improvement study in grades K-5 | Cianciolo, P. J. & Quirk, B. A. | January 1993 |
| Understanding one writer’s growth: Case study materials | Rosaen, C. L. & Lindquist, B. | January 1993 |
| Fifth-graders’ ideas about the Westward expansion of the United States prior to the Civil War, expressed before and after studying the topic within a U.S. history course | Brophy, J., VanSledright, B. A. & Bredin, N. | December 1992 |
| Fifth-graders’ ideas about the English colonies in America expressed before and after studying them within a U.S. history course | Brophy, J., VanSledright, B. A. & Bredin, N. | December 1992 |
| Integration for the student perspective: Constructing meaning in science | Roth, K. J, Peasley, K, & Hazelwood, C. | December 1992 |
| Teaching about the American Revolution: The case of Sara Atkinson | VanSledright, B. A. | December 1992 |
| Teaching about the American Revolution: The case of Ramona Palmer | VanSledright, B. A. | December 1992 |
| Fifth-graders’ ideas about European exploration of the new world expressed before and after studying this topic within a U.S. history course | Brophy, J., VanSledright, B. A. & Bredin, N. | November 1992 |
| Fifth-graders’ ideas about Native Americans expressed before and after studying them within a U.S. history course | VanSledright, B. A., Brophy, J. & Bredin, N. | November 1992 |
| The potential of written instructional materials to improve instructional practice | Rosaen, C. L. | November 1992 |
| Stories of the American Revolution period: Comparisons of two fifth-grade teachers’ curriculum mediation practices | VanSledright, B. A. | November 1992 |
| Collaborative teaching and research: Asking “What does it mean?” | Rosaen, C. L. & Lindquist, B. | November 1992 |
| Book club discussions: A case study of five students constructing themes from literary texts | McMahon, S. I. | November 1992 |
| Moving literature-based instruction into the special education setting: A book club with nontraditional learners | Goatley, V. J. & Raphael, T. E. | November 1992 |
| Holistic literacy: Voices integrating classroom texts in social studies | Hasbach, C., Hazelwood, C., Hoekwater, E., Roth, K. J. & Michell, M. | November 1992 |
| Classroom discourse during social studies: Students’ purposes and topics of interest in peer-led discussion groups | McMahon, S. I. | October 1992 |
| Integration from the student perspective: Constructing meaning in a writers’ workshop | Rosaen, C. L., Lindquist, B., Peasley, K. & Hazelwood, C. | October 1992 |
| Why did we do all this writing and talking if you already knew the answer? The role of the learning community in constructing understanding in an elementary science class | Roth, K. J., Rosaen, C. L., Hasbach, C., Hazelwood, C., Hoekwater, E., Ligett, C. & Lindquist, B. | October 1992 |
| Gender and discourse: The unfolding “living text” of a science lesson | Hasbach, C., Hoekwater, E., Ligett, C., Lindquist, B., Peasley, K. & Rosaen, C. | October 1992 |
| Deeply rooted change: A tale of learning to teach adventurously | Wilson, S. M., Miller, C. & Yerkes, C. | October 1992 |
| The role of writing in creating a science learning community | Rosaen, C., Hasbach, C., Hazelwood, C., Peasley, K., Hoekwater, E., Ligett, C. & Lindquist, B. | August 1992 |
| Literacy curriculum-in-the-making: A case study of Billy’s learning | Rosaen, C. L. & Linquist, B. | July 1992 |
| By chart and chance and passion: Two women’s stories of learning to teach literacy in urban settings through relational knowing | Hollingsworth, S., Dybdahl, M. & Minarik, L. T. | May 1992 |
| Critical analysis of a distinctive literature curriculum | Cianciolo, P. J. & Quirk, B. | May 1992 |
| Writing-to-learn in a conceptual change science unit | Peasley, K. L., Rosaen, C. L. & Roth, K. J. | March 1992 |
| The value of ideas II: Problems versus possibilities in learning | Prawat, R. S. | March 1992 |
| Book club: Studying the written and oral texts of elementary children participating in a literature-based reading program | McMahon, S. I. | January 1992 |
| Coherence in literature-based thematic units | Rosaen, C. L. & Cantlon, D. J. | December 1991 |
| Experts’ views on the elementary mathematics curriculum: Visions of the ideal and critique of current practice | Prawat, R. S., Putnam, R. T. & Reineke, J. W. | November 1991 |
| The development of one student’s written and oral texts in different instructional contexts | McMahon, S. I. | October 1991 |
| Conceptions of problem solving in commonly used and distinctive elementary mathematics curricula | Remillard, J. | October 1991 |
| Fifth graders’ ideas about history expressed before and after their introduction to the subject | Brophy, J., VanSledright, B. A. & Bredin, N. | August 1991 |
| Reading instruction reconsidered: Literature and discussion in the reading program | Raphael, T. E., McMahon, S. I., Goatley, V. J., Bentley, J. L., Boyd, F. B., Pardo, L. S. & Woodman D. A. | September 1991 |
| Synthesizing information from multiple sources: A descriptive study of elementary students’ perceptions and performance of discourse synthesis | Raphael, T. E. & Boyd F. B. | September 1991 |
| Experts views on the elementary science curriculum: Vision of the ideal | Roth, K. J., Eichinger, D. C., McMahon, S. I., & Prawat, R. S. | September 1991 |
| Revising their thinking: Keisha Coleman and her third-grade mathematics class | Peterson, P. L. | August 1991 |
| What does CGI mean to you? Teachers’ ideas of a research-based intervention four years later | Knapp, N. F. & Peterson, P. L. | August 1991 |
| Teaching literacy through student book clubs: A first-year teacher’s experience | Raphael, T. E., Goatley, V. J., McMahon, S. I. & Woodman D. A. | August 1991 |
| Abdicating authority for knowing: A teacher’s use of an innovative mathematics curriculum | Remillard, J. | July 1991 |
| Mathematics teaching and learning: Researching in well-defined mathematical domains | Peterson, P. L. & Fennema E. | July 1991 |
| What do entering fifth graders know about American history? | Brophy, J., VanSledright, B. & Bredin, N. | June 1991 |
| Storytelling, imagination, and fanciful elaboration in children’s historical reconstructions | VanSledright, B. A & Brophy, J. | May 1991 |
| Conversations with self and conversations with settings: A framework for thinking about teacher empowerment | Prawat, R. S. | April 1991 |
| Is there an alternative? An analysis of commonly used and distinctive elementary mathematics curricula | Remillard, J. | April 1991 |
| Distinctive curriculum materials in K-6 social studies | Brophy, J. | March 1991 |
| Teaching children to respond critically/aesthetically to picture books as literature | Cianciolo, P. J. | February 1991 |
| Critical analysis of an elementary science curriculum: Bouncing around or connectedness? | Eichinger, D. C. & Roth, K. J. | February 1991 |
| The analysis of commonly used literature curriculum materials | Cianciolo, P. J. & VanCamp, M. E. | January 1991 |
| Experts define the ideal elementary literature program | Prawat, R. S. | December 1990 |
| Music experts’ views of an ideal curriculum | May, W. T. | December 1990 |
| Mary Lake: a case study of fifth-grade social studies (American history) teaching | Brophy, J. | December 1990 |
| Disciplinary views of corresponding elementary school subjects | Brophy, J. | November 1990 |
| Whose content, context, and culturein elementary art and music textbooks | May, W. T., Lantz, T., & Rohr, S. | October 1990 |
| Art/Music teachers’ curriculum deliberations | May, W. T. | October 1990 |
| Effects of state-level reform of elementary school mathematics curriculum on classroom practice | Cohen, D. K., Peterson, P. L., Wilson, S., Ball, D., Putnam, R., Prawat, R., Heaton, R., Remillard, J., & Wiemers, N. | September 1990 |
| Mastodons, maps, and Michigan: exploring uncharted territory while teaching elementary school social studies | Wilson, S. M. | August 1990 |
| Art and the elementary – school experience | Stanford, L. O. | June 1990 |
| The value of ideas: the immersion approach to the development of thinking | Prawat, R. S. | April 1990 |
| Changing schools by changing teachers’ beliefs about teaching and learning | Prawat, R. S. | April 1990 |
| A view on geography and elementary education | Pigozzi, B. W. | March 1990 |
| The de facto national curriculum in elementary social studies: critique of a representative example | Brophy, J. | March 1990 |
| California’s curriculum reform guidelines for elementary schools: 1983-1988 | Freeman, D. J. | March 1990 |
| Political scientists on civic education: a nonexistent discourse | Cherryholmes, C. H. | February 1990 |
| Experts’ views on the elementary social studies curriculum: visions of the ideal and critique of current practice (with experts’ individual statements) | Prawat, R., Brophy, J., & McMahon, S. | February 1990 |
| The interplay between state and district guidelines for curriculum reform in elementary schools | Cantlon, D., Rushcamp, S., & Freeman, D. | January 1990 |
| Conceptual understanding and higher level thinking in the elementary science curriculum: three perspectives | Roth, K. J. | December 1989 |
| Alternative perspectives on knowing mathematics in elementary schools | Putnam, R. T., Lampert, M., & Peterson, P. L. | November 1989 |
| State guidelines for reshaping academic curricula in elementary schools: a 50-state survey | Freeman, D. J. | May 1989 |
| On mathematicians in curriculum reform in elementary mathematics | Blair, D. E. | March 1989 |
| Understanding and critical thinking in elementary art and music | May, W. T. | March 1989 |
| History in the elementary school classroom | Levine, P. & Berg, P. | February 1989 |
| The study of literature as a systematic disciplinary practice | Johnsen, W. A. | January 1989 |
| Interventions to teach thinking skills: Investigating the question of transfer | Rosaen, C. | December 1988 |
| Critical thinking in the study of children’s literature in the elementary grades | Cianciolo, P. J. | December 1988 |
| Elementary general music: a discipline-based review | Erbes, R. L. | December 1988 |
| Teaching for conceptual understanding and higher order applications of social studies content | Brophy, J. | December 1988 |
| Promoting access: The role of organization and awareness factors | Prawat, R. S. | December 1988 |
Academics
