Annotated Bibliography

HPL 730 and HPL 740

Lisa Cuzzo
References
Boler, M. (2000). An epoch of difference: Hearing voices in the nineties.
Educational Theory, 50(3), 357-381.
I was very interested to read about the nineties due to the fact that I graduated high school in
1997. The first interesting fact that stood out to me was that in the 1990s California is the fortyfirst in the nation in education spending, yet first in prison spending. This could be why Los
Angeles was quick to spend half-a-billion dollars in 2013 to have all students in the district
receive an iPad. After a decade of not focusing on the education system, they thought the
solution would have a massive expansion of classroom technology brought into the classrooms.
Another statement mentioned that was interesting to me was written by Leonard J. Waks in 1998
and states that doubt is an uneasy state from which we struggle to free ourselves. In an HPL
environment educators need to realize this if they want their students to succeed.

Brookhart, S. M. (2014). How to design questions and tasks to assess student thinking.
ASCD.
This book starts by discusses the five Ws and an H in higher-order thinking; who, what, when,
where, why and how. An interesting point that is mentioned in the book is how to take the
viewpoint of students as problem solvers. Using the lens of a student solving the problem
presented by the question or task makes it easier to identify questions or tasks according to any
of the categories teachers may use (or, sometimes, have to use): Blooms taxonomy, Webbs
Depth of Knowledge levels, the Common Core Standards for Mathematical Practice, Science and
Engineering Practices, and so on. (pg. 12).

Burbules, N. C. (2000). A half-century of Educational Theory: Perspectives on the past, present,

and future. Educational Theory, 50(3), 279-288.
A Half-Century of Educational Theory: Perspectives on the Past, Present, and Future article is an
introduction of five essays from different authors voicing historical accounts of the shifting
fortunes of educational theory. All the authors are educational philosophers that share a broad
disciplinary approach, yet use different methods and outlooks. Each essay represents a different
era of scholarly work in the Journal Educational Theory, spanning from the 1950s to the 1990s.
The essays are titled: Red Scares (and Other Scares) based on the 1950s, Being and Doing based

on the 1960s, Memory and Forgetfulness based on the 1970s, Diversity and Divergence based on
the 1980s and Deconstruction and Reconstruction based on the 1990s.

Feinberg, W. & Odeshoo, J. (2000). Educational Theory in the fifties: The beginning of a
conversation. Educational Theory, 50(3), 289-306.
This article titles Educational Theory in the Fifties: The Beginning of a Conversation discusses
issues in education in the 1950s. The first few articles in the first volume of the journal defines
educational theory in terms of its relation to practice and to larger political and social issues.
An article written in April 1959 titled How to Educate a Man is meant to discuss the direction
of equality, yet it still shows signs of sexism.
Greene, M. (2000). The sixties: The calm against the storm, or, levels of concern.
Educational Theory, 50(3), 307-320.
In the 1960s, educational methods were being questioned, due to the lack of standards and
discipline and the substance of subject matter. There was a push for the government to invest in
science and math education and also gifted education. In the 1960s there was a realization that
other countries in the world are more dominant in certain subject areas. In late 1960s there was
an article written by Joe Burnett that highlighted the change in a technology-dominated culture,
the internet, a computerized globalization, distance learning, and digitalization; all topics that
were not discussed in other parts of the journal.

Immordino-Yang, M., (2016). Emotions, learning, and the brain: Exploring the
educational implications of affective neuroscience. New York, NY., W. W. Norton &
Company, Inc.
Immordino-Yang is a neuroscientist, human development psychologist, and former public school
teacher. In this book she presents over 1o years of work with the potential to revolutionize
educational theory and practice by deeply enriching the understanding of the complex connection
between emotion and learning. She points out two main ideas. The first is that emotions are
such powerful motivators of learning because they activate brain mechanisms that originally
evolved to manage our basic survival. The second is that meaningful thinking and learning are
inherently emotional, because we only think deeply about things we care about.

Kohli, W. (2000). Educational theory in the eighties: Diversity and divergence.

Educational Theory, 50(3), 339-356.
In 1981, Jonas Soltis used the phrase philosophy and education instead of philosophy of
education in Philosophy and Education: Eightieth Yearbook of the National Society for the
Study of Education. This phrase suggests that educational philosophers were to be trained in
philosophy and then relate that philosophical training to educational problems (p. 341). Soltis
view of educators is that they need the experience of mental sharpening, probing, and reflecting
on its task and responsibilities if there is to be any hope that they will encourage reflective and
critical thinking in others (p. 343). In the 1980s there was much debate to determine who
counted as a philosopher and who did not.
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the
past? The International Review of Research in Open and Distributed Learning, 9(3).
Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/523/1103.
This article discusses how information is constantly changing, so its dynamics and correctness
may change over time as well as depending on the finding of new contributions pertaining to a
subject. Kop and Hill answered the question if the existing learning theories meet the needs of
todays learners and future learners. Some theorists argue what makes Connectivism a new
theory and what doesnt. Siemens and Downes theory on connectivism is an outline for
understanding learning and the process of connecting information together. This theory is based
on our constantly changing society and the resources that are available for use. Technology is a
major resource when teaching in a connected environment. The article discusses how people can
now connect, communicate and learn from one another through the digital world. The network
in which people communicate can be vast or small.
Mendenhall, D. R. (2012). What is competency-based education? Retrieved April
25, 2016, from http://www.huffingtonpost.com/dr-robert-mendenhall/competency-basedlearning-_b_1855374.html.
Competency-Based learning is a measure of learning and not time, which means they progress
by demonstrating their competence. The article discusses that since students learn at different
paces competency-based learning allows them to master skills no matter how long it takes. The
benefits of competency-based learning have been recognized by many in higher education. The
article discusses the four benefits, which are: measures learning rather than time, technology
gives the ability to individualize instruction, change in faculty role, and define and develop
assessments for students that are reliable.

Miller, A. (2015). Using assessment to create student-centered learning. Retrieved April

16, 2015, from http://www.edutopia.org/blog/assessment-create-student-centeredlearning-andrew-miller
This article discusses how to assess students in the 21st century by focusing on their passion and
learning styles. Andrew Miller states that if we truly want to know our students, we must view
them as a stained-glass window with test data as only one of many pieces. The article also
discusses how if formative assessment is used carefully, then it can help tell educators if students
are ready for independent practices and application or if they need more collaborative learning.

Moss, C. M., & Brookhart, S. M. (2009). Advancing formative assessment in every

classroom: A guide for instructional leaders. ASCD.
This guide is meant for educators to engage in effective assessment practices that encourage
school improvement and increase student achievement. Connie Moss, a Duquesne University
professor; and Susan Brookhart define assessment as an active, continual process in which
teachers and students work together to gather evidence of learning, always keeping in mind three
guiding questions: Where am I going? Where am I now? And what strategy or strategies can help
me get to where I need to go? Formative assessment is one of the best ways to increase student
learning and develop teacher quality. But effective formative assessment is not part of most
classrooms, mainly because teachers misunderstand what it is and don't have the necessary skills
to implement it. There are suggestions to school leaders on how to have teachers embrace
formative assessment practices.

Phillips, D. C. (2000). Interpreting the seventies, or, Rashomon Meets educational

theory. Educational Theory, 50(3), 321-338.
There is a shift in this article from the decades before. The seventies had a numerous amount of
articles in the volumes of Educational Theory that were written by scholars who held positions in
Departments of Philosophy. John Dewey is still mentioned more times than not in this decade.
The articles and works produced in the 1970s are presented in four narratives. Pressing social
and political events in the United States were mentioned in the first narrative that had a
significant impact on both philosophy and education. Much discussion in the seventies about
knowing how versus knowing that followed previous decades and is found in Gilbert Ryles
book The Concept of Mind. It was interesting to see how the shift in the practice of evaluation of
educational and social programs, and information-processing models of human cognition were
receiving attention in the 1970s.

Popham, W. J. (2008). Chapter 1. Formative assessment: why, what, and

whether. ASCD.
Formative assessment is a potentially transformative instructional tool that, if clearly understood
and competently employed, can benefit both educators and their students. The article discusses
the features of formative assessment through teachers and students and what it would look like
within a classroom. This type of assessment is not a test but an on-going evaluation that helps
students make adjustments and improve their achievement.

Powers, K., & Gamble, B. (2012). Authentic assessment.

Authentic Assessment is an article that gives a history of authentic assessment and its
significance in the 1990s. Authentic assessment contains a variety of techniques that all share
three characteristics: the measurement of skill is related to long-term outcome, tasks require
engagement, an examination of the process used to produce the response. Also discussed in this
article are the three variations most discussed which are dynamic, performance and portfolio
assessment. Performance and Portfolio assessment are more commonly used in classrooms as
opposed to dynamic assessment.
Regier, N. (2012). Book three: summative assessment- 50 ways to gather evidence of
student learning. Regier Educational Resources. Retrieved April, 22, 2016.
This booklet is part of a series that is a resource created for teachers with 50 ways to gather
evidence of student learning and show the curriculum mastery levels of their students.
Assessment and instruction go hand in hand in a learning environment. In a High Performance
Learning environment, teachers need to provide a variety of assessment strategies and plan their
instruction around the needs of the learners. This booklet focuses on different ways of gathering
summative information of student learning such as one-on-one interviews, learning logs, debates,
and experiments to name a few.

Tokuhama-Espinosa, T., (2014). Making classrooms better: 50 practical applications of

mind, brain, and education science. New York, NY., W. W. Norton & Company, Inc.
Tokuhama-Espinosa took Leslie Harts concept that designing educational experiences without
knowledge of the brain is like designing a glove without knowledge of the hand, and took it one
step further. Building from general knowledge of brain-based education science and current
educational research to offer specific suggestions for how teachers can improve student learning
outcomes. There are a wide range of topics from creating an optimal classroom climate to
maximizing metacognitive skill development. There are 50 evidence-based classroom best
practices that have proven positive impact on student learning outcomes and explains why they
work.
What is competency-based learning? (2016, April 16) Retrieved from
http://teachthought.com/learning/what-is-competency-based-learning/.
This web article was created on April 16, 2016 and explains that competency-based learning is
used to measure an outcome. A key characteristic is that this type of learning focuses on mastery
and not on a time frame. Students do not continue until they have demonstrated a mastery of the
component. Technology is mentioned in the article stating there is less of a need for the class to
move together, and students are able to prove their understanding on more personal and authentic
terms.

Wiliam, D. (2002). Embedded formative assessment. Solution Tree Press.

Embedded Formative Assessment is a book compiled of thirty-five years of experience. Dr.
Wiliam explains the importance of education achievement, the struggle in raising student
achievement and the impact of teachers on learning. There is also a brief outline of reforms that
have not worked, such as changes to the structure of schooling and to the governance of school.
The following three points need to be considered in order for a reform to work: The quality of
teachers is the most important factor in the education system, teacher quality is highly variable
and teacher quality has a greater impact on some students than others. Dr. Wiliam discussed five
key strategies of formative assessment, where he presents a summary of the research evidence
that shows the impact of the strategy. He also includes techniques for teachers to use to
implement the strategies into the classroom.