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Adler, M. J., & The Paideia Group. (1984). The Paideia program: An educational syllabus. New York: Macmillan.
American Association for the Advancement of Science. (1989). Science for all Americans: A Project 2061 report on literacy goals in science, mathematics, and technology. Washington, DC: Author.
American Association for the Advancement of Science. (1993). Benchmarks: For science literacy (Project 2061). New York: Oxford University Press.
Applebee, A. N. (1989). The teaching of literature in programs with reputations for excellence in English (Tech. Rep. No. 1.1). Albany, NY: National Research Center on Literature Teaching and Learning.
Applebee, A. N. (1991). Literature instruction in American schools. Albany, NY: National Research Center on Literature Teaching and Learning.
Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Bybee, R. W., Buchwald, C. E., Crissman, S., Heil, D. R., Kuerbis, P. J., Matsumoto, C., & McInerney, J. D. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington, DC: The National Center for Improving Science Education [A Partnership between The NETWORK, Inc., Andover, MA and The Biological Sciences Curriculum Study, Colorado Springs, CO].
Bybee, R. W., Buchwald, C. E., Crissman, S., Heil, D. R., Kuerbis, P. J., Matsumoto, C., & McInerney, J. D. (1990). Science and technology education for the middle years: Frameworks for curriculum and instruction. Washington, DC: The National Center for Improving Science Education [A Partnership between The NETWORK, Inc., Andover, MA and The Biological Sciences Curriculum Study, Colorado Springs, CO].
California Department of Education. (1987). English-language arts framework for California public schools: Kindergarten through grade twelve. Sacramento: Author.
California Department of Education. (1988). History-social science framework for California public schools: Kindergarten through grade twelve. Sacramento: Author.
California Department of Education. (1990). Science framework for California public schools: Kindergarten through grade twelve. Sacramento: Author.
California Department of Education. (1992). It's elementary! Elementary grades task force report. Sacramento: Author.
California Department of Education. (1992). Mathematics framework for California public schools: Kindergarten through grade twelve. Sacramento: Author.
California Department of Education. (1992). Second to none: The report of the California high school task force. Sacramento: Author.
California State Department of Education. (1987). Caught in the middle: Educational reform for young adolescents in California public schools. Sacramento: Author.
California State Department of Education. (1987). Mathematics model curriculum guide: Kindergarten through grade eight. Sacramento: Author.
California State Department of Education. (1989). Foreign language framework for California public schools: Kindergarten through grade twelve. Sacramento: Author.
California State Department of Education. (1989). Visual and performing arts framework for California public schools: Kindergarten through grade twelve. Sacramento: Author.
Carpenter, T. P., & Fennema, E. (1992). Cognitively guided instruction: Building on the knowledge of students and teachers. International Journal of Educational Research, 17(5), 457-470.
Cohen, D. K., McLaughlin, M. W., & Talbert, J. E. (Eds.). (1993). Teaching for understanding: Challenges for policy and practice. San Francisco: Jossey-Bass.
Curriculum Task Force of the National Commission on Social Studies in the Schools. (1989). Charting a course: Social studies for the 21st century. Washington, DC: Author.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
Hirsch, E. D., Jr. (1987). Cultural literacy: What every American needs to know. Boston: Houghton Mifflin.
Johnson, D. W., & Johnson, R. T. (1975). Learning together and alone: Cooperation, competition and individualization. Englewood Cliffs, NJ: Prentice-Hall.
Ladwig, J. G., & King, M. B. (1992, Winter). Restructuring secondary social studies: The association of organizational features and classroom thoughtfulness. American Educational Research Journal, 29(4), 695-714.
Langer, J. A., & Applebee, A. N. (1987). How writing shapes thinking: A study of teaching and learning (Research Report No. 22). Urbana, IL: National Council of Teachers of English.
Marshall, H. H. (Ed.). (1992). Redefining student learning: Roots of educational change. Norwood, NJ: Ablex.
Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B. F., Presseisen, B. Z., Rankin, S. C., & Suhor, C. (1988). Dimensions of thinking: A framework for curriculum and instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
Mathematical Sciences Education Board. (1990). Reshaping school mathematics: A philosophy and framework for curriculum. Washington, DC: National Academy Press.
Murnane, R. J., & Raizen, S. A. (Eds.). (1988). Improving indicators of the quality of science and mathematics education in grades K-12. Washington, DC: National Academy Press.
National Center for Improving Science Education. (1991). The high stakes of high school science. Washington, DC: Author [A Partnership between The NETWORK, Inc., Andover, MA and The Biological Sciences Curriculum Study, Colorado Springs, CO].
National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.
Newmann, F. M. (1991). Linking restructuring to authentic student achievement. Phi Delta Kappan, 72(6), 458-463.
Newmann, F. M., & Wehlage, G. G. (1993, April). Standards for authentic instruction. Educational Leadership, 50(7), 8-12.
Noddings, N. (1988). An ethic of caring and its implications for instructional arrangements. American Journal of Education, 96(2), 215-231.
Norris, S. P. (Ed.). (1992). The generalizability of critical thinking: Multiple perspectives on an educational ideal. New York: Teachers College Press.
Nystrand, M., & Gamoran, A. (1991). Student engagement: When recitation becomes conversation. In H. Waxman & H. Walberg (Eds.), Contemporary research on teaching (pp. 257-276). Berkeley: McCutchan.
Oakes, J., Gamoran, A., & Page, R. N. (1992). Curriculum differentiation: Opportunities, outcomes, and meanings. In P. W. Jackson (Ed.), Handbook of Research on Curriculum: A project of the American Educational Research Association (pp. 570-608). New York: Macmillan.
Porter, A. C., Smithson, J., & Osthoff, E. (in press). Standard setting as a strategy for upgrading high school mathematics and science. In S. Fuhrman & R. Elmore (Eds.), Governing curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
Quigley, C. N., & Bahmueller, C. F. (Eds.). (1991). Civitas: A framework for civic education. Calabasas, CA: Center for Civic Education.
Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16(9), 13-20.
Sharan, S., Kussell, P., Hertz-Lazarowtiz, R., Bejarano, Y., Raviv, S., & Sharan, Y. (1984). Cooperative learning in the classroom: Research in desegregated schools. Hillside, NJ: Lawrence Erlbaum.
Slavin, R. E. (1983). Cooperative learning. New York: Longman.
Smith, M. S., O'Day, J., & Cohen, D. K. (1990). National curriculum American style: Can it be done? What might it look like? American Educator, 14(4), pp. 10-17, 40-47.
Wilson, B. L., & Rossman, G. B. (1993). Mandating academic excellence: High school responses to state curriculum reform. New York: Teachers College Press.
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