Compiled June 2011
Download the pdf version

On This Page

A. Key Texts Recommended by Berkeley Faculty Speakers

B. Recent Articles Related to Topics in the Speaker Series:

1. Active Learning and Student-Centered Instruction
2. Cognitive and Social Psychology
3. Educational Research
4. Situated Cognition

C. General Reading on Learning:

1. Research on How Students Learn
2. Research on the Assessment of Student Learning
3. Berkeley Faculty Contributions to the Field

A. Key Texts Recommended by Berkeley Faculty Speakers

Anderson, J. R. Learning and Memory: An Integrated Approach. 2nd ed. New York: John Wiley, 2000.

Blakemore, Sarah-Jayne and Uta Frith. The Learning Brain: Lessons for Education. Malden, MA: Blackwell, 2005.

Kraemer, David J.M., Lauren M. Rosenberg, and Sharon L. Thompson-Schill. “The Neural Correlates of Visual and Verbal Cognitive Styles.” Journal of Neuroscience 29.12 (March 25, 2009): 3792–3798.

Lave, Jean and Etienne Wenger. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge UP, 1991.

National Research Council (U.S.). How People Learn: Brain, Mind, Experience, and School. Expanded edition. Ed. John D. Bransford, Ann L. Brown, and Rodney R. Cocking. Washington, D.C: National Academies Press, 2000.

Schoenfeld, Alan. How We Think: A Theory of Goal-Oriented Decision Making and Its Educational Applications. New York: Routledge, 2010.

B. Recent Articles Related to Topics in the Speaker Series

Active Learning and Student-Centered Instruction

Felder, Richard M. and Rebecca Brent. “Navigating the Bumpy Road to Student-Centered Instruction.” Abridged version originally published in College Teaching 44 (1996): 43-47.

Walker, J. D., et al. “A Delicate Balance: Integrating Active Learning Into a Large Lecture Course.” CBE Life Sciences Education 7.4 (Winter 2008): 361-367.

Winter, Dale, et al. “Novice Instructors and Student-Centered Instruction: Identifying and Addressing Obstacles to Learning in the College Science Laboratory.” The Journal of Scholarship of Teaching and Learning 2.1 (2001): 14-42.

Cognitive and Social Psychology

Ariely, D. and Wertenbroch, K. “Procrastination, Deadlines, and Performance: Self-Control by Precommitment.” Psychological Science 13.3 (May 2002): 219-224.

Pashler, H., et al. “Learning Styles: Concepts and Evidence.” Psychological Science in the Public Interest 9 (Dec. 2008): 105-119.

Roediger, H. L. and Karpicke, J. D. “The Power of Testing Memory: Basic Research and Implications for Educational Practice.” Perspectives on Psychological Science 1.3 (Sept. 2006): 181-210.

Educational Research

Clauss, Jon and Kevin Geedey. “Knowledge Surveys: Students Ability to Self-Assess.” Journal of the Scholarship of Teaching and Learning 10.2 (June 2010): 14-24.

Halpern, Diane F. “Teaching for Critical Thinking: Helping College Students Develop the Skills and Dispositions of a Critical Thinker.” New Directions for Teaching and Learning 80 (Winter 1999): 69-74.

Kyndt, Eva et al. “The Direct and Indirect Effect of Motivation for Learning on Students’ Approaches to Learning through the Perceptions of Workload and Task Complexity.” Higher Education Research and Development 30.2 (April 2011): 135-150.

Leach, Linda and Nick Zepke. “Engaging Students in Learning: A Review of a Conceptual Organiser.” Higher Education Research and Development 30.2 (April 2011): 193-204.

McCune, Velda and Noel Entwistle. “Cultivating the Disposition to Understand in 21st-Century University Education.” Learning and Individual Differences 21.3 (June 2011): 303-310.

Pascarella, E. T., Seifert, T. A. and Whitt, E. J. “Effective Instruction and College Student Persistence: Some New Evidence.” New Directions for Teaching and Learning 115 (Fall 2008): 55-70.

Situated Cognition

Brown, John Seely, Allan Collins, and Paul Duguid. “Situated Cognition and the Culture of Learning.” Educational Researcher 18.1 (Jan.-Feb. 1989): 32-42.

Darvin, Jacqueline. “‘Real-World Cognition Doesn’t End When the Bell Rings’: Literacy Instruction Strategies Derived From Situated Cognition Research.” Journal of Adolescent and Adult Literacy 49.5 (Feb. 2006): 398-407.

Choi, Jeong-Im and Michael Hannafin. “Situated Cognition and Learning Environments: roles, Structures, and Implications for Design.” Educational Technology Research and Development 43.2 (1995): 53-69.

C. General Reading on Learning

1. Research on How Students Learn

Ambrose, Susan A., et al. How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass, 2010.

Barr, Robert B., and John Tagg. “From Teaching to Learning: A New Paradigm for Undergraduate Education.” Change 27.6 (1995): 12–25.

Carver, Sharon M., and David Klahr, eds. Cognition and Instruction: Twenty-Five Years of Progress. Mahwah, NJ: Lawrence Erlbaum, 2001.

Donald, Janet. Learning to Think: Disciplinary Perspectives. San Francisco, CA: Jossey-Bass, 2002.

Finkel, Donald L.  Teaching with Your Mouth Shut.  Portsmouth, NH: Heinemann, 2000.

Freire, Paulo.  Pedagogy of the Oppressed.  1968, trans. 1970. Thirtieth Anniversary Ed.  London and New York: Continuum, 2000.

Mayer, Richard E. The Promise of Educational Psychology: Learning in the Content Areas. Vol. 1.  Upper Saddle River, NJ: Prentice-Hall, 1999.

—. The Promise of Educational Psychology: Teaching for Meaningful Learning. Vol. 2. Upper Saddle River, NJ: Pearson, 2002.

McKeough, Anne, Judy Lupart, and Anthony Marini, eds. Teaching for Transfer: Fostering Generalization in Learning. Mahwah, NJ: Lawrence Erlbaum, 1995.

National Research Council (U.S.). How People Learn: Brain, Mind, Experience, and School. Expanded edition. Ed. John D. Bransford, Ann L. Brown, and Rodney R. Cocking. Washington, D.C: National Academies Press, 2000.

National Research Council (U.S.). How Students Learn: History, Mathematics, and Science In the Classroom. Ed. M. Suzanne Donovan & John D. Bransford. Washington, D.C: National Academies Press, 2005.

Rancière, Jacques.  The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation.  Trans. Kristin Ross.  Palo Alto, CA: Stanford University Press, 1991.

Resnick, Lauren, and Leopold E. Klopfer, eds. Toward the Thinking Curriculum: Current Cognitive Research. Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1989.

Tokuhama-Espinosa, Tracey.  Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching.  New York: W. W. Norton, 2011.

Zimmerman, Barry J., and Dale H. Schunk, eds. Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. 2nd ed. Mahwah, NJ: Lawrence Erlbaum, 2001.

2. Research on the Assessment of Student Learning

Allen, Mary J. Assessing Academic Programs in Higher Education. Bolton, Mass.: Anker Pub. Co., 2004.

Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass Publishers, 1993.

Banta, Trudy W., Elizabeth A. Jones, and Karen E. Black. Designing Effective Assessment: Principles and Profiles of Good Practice. San Francisco, California: Jossey-Bass, 2009.

Bresciani, Marilee J. Outcomes-Based Academic and Co-Curricular Program Review: A Compilation of Institutional Good Practices. Sterling, Va.: Stylus, 2006.

Bresciani, Marilee J., Megan Moore Gardner, and Jessica Hickmott. Demonstrating Student Success: A Practical Guide to Outcomes-Based Assessment of Learning and Development in Student Affairs. Sterling, Va.: Stylus, 2009.

Heiland, Donna and Laura J. Rosenthal, eds.  Literary Study, Measurement, and the Sublime: Disciplinary Assessment.  New York: The Teagle Foundation, 2011.

Huba, Mary E., and Jann E. Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Boston: Allyn and Bacon, 2000.

Maki, Peggy. Assessing for Learning: Building a Sustainable Commitment Across the Institution. Sterling, Va.: Stylus, 2004.

National Research Council.  Knowing What Students Know: The Science and Design of Educational Assessment.  Washington, D.C.: National Academy Press, 2001.

Nichols, James O.  A Practitioner’s Handbook for Institutional Effectiveness and Student Outcomes Assessment Implementation. New York: Agathon Press, 1991.

Palomba, Catherine A., and Trudy W. Banta. Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education. San Francisco, Calif.: Jossey-Bass Publishers, 1999.

Posavac, Emil J., and Raymond G. Carey. Program Evaluation: Methods and Case Studies. Upper Saddle River, N.J.: Pearson Prentice Hall, 2007.

Suskie, Linda A. Assessing Student Learning: A Common Sense Guide. San Francisco: Jossey-Bass, 2009.

Walvoord, Barbara E. Fassler. Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. San Francisco: Jossey-Bass, 2004.

Walvoord, Barbara E. Fassler, and Virginia Johnson Anderson. Effective Grading: A Tool for Learning and Assessment in College. San Francisco, CA: Jossey-Bass, 2010.

Wholey, Joseph S., Harry P. Hatry, and Kathryn E. Newcomer. Handbook of Practical Program Evaluation. San Francisco, CA: Jossey-Bass, 2004.

Zubizarreta, John. The Learning Portfolio: Reflective Practice for Improving Student Learning. San Francisco, Calif.: Jossey-Bass, 2009.

3. Berkeley Faculty Contributions to the Field

Cantor, Nancy, and John F Kihlstrom. Personality and Social Intelligence. Englewood Cliffs, N.J: Prentice Hall, 1987.

—. Personality, Cognition, and Social Interaction. Hillsdale, N.J: L. Erlbaum Associates, 1981.

Covington, Martin V. Making the Grade: A Self-Worth Perspective on Motivation and School Reform. Cambridge: Cambridge University Press, 1992.

—. The Will to Learn: A Guide for Motivating Young People. Cambridge, U.K: Cambridge University Press, 1998.

Covington, Martin V, and Richard G Beery. Self Worth and School Learning. New York: Holt, Rinehart and Winston, 1976.

Covington, Martin V, and Karen Manheim Teel. Overcoming Student Failure: Changing Motives and Incentives for Learning. Washington, DC: American Psychological Association, 1996.

Diamond, Marian, and Janet Hopson. Magic Trees of the Mind: How to Nurture Your Child’s Intelligence, Creativity, and Healthy Emotions from Birth Through Adolescence. New York: Dutton, 1998.

Diamond, Marian Cleeves. Enriching Heredity: The Impact of the Environment on The Anatomy of the Brain. New York: Free Press, 1988.

Gopnik, Alison. The Philosophical Baby: What Children’s Minds Tell Us About Truth, Love, and the Meaning of Life. New York: Farrar, Straus and Giroux, 2009.

Gopnik, Alison, and Andrew N Meltzoff. Words, Thoughts, and Theories. Cambridge, Mass: MIT Press, 1997.

Gopnik, Alison, Andrew N Meltzoff, and Patricia K Kuhl. The Scientist in the Crib: Minds, Brains, and How Children Learn. New York: William Morrow & Co, 1999.

Gopnik, Alison, and Laura Elizabeth Schulz, eds. Causal Learning: Psychology, Philosophy, and Computation. Oxford: Oxford University Press, 2007.

Lave, Jean. Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life. Cambridge: Cambridge University Press, 1988.

Lave, Jean, and Seth Chaiklin, eds. Understanding Practice: Perspectives on Activity and Context. Cambridge: Cambridge University Press, 1993.

Lave, Jean, and Etienne Wenger. Situated Learning: Legitimate Peripheral Participation. Cambridge [England]: Cambridge University Press, 1991.

Metcalfe, Janet, and Arthur P Shimamura, eds. Metacognition: Knowing About Knowing. Cambridge, Mass: MIT Press, 1994.

Noë, Alva. Out of Our Heads: Why You Are Not Your Brain, and Other Lessons from the Biology of Consciousness. 1st ed. New York: Hill and Wang, 2009.

Noë, Alva. Action in Perception. Cambridge, Mass: MIT Press, 2004.

Rogoff, Barbara, and Jean Lave, eds. Everyday Cognition: Its Development in Social Context. Cambridge, Mass: Harvard University Press, 1984.

Schoenfeld, Alan H. Assessing Mathematical Proficiency. Cambridge: Cambridge University Press, 2007.

—. Mathematical Thinking and Problem Solving. Hillsdale, N.J: L. Erlbaum Associates, 1994.

—. A Study of Teaching: Multiple Lenses, Multiple Views. Reston, VA: National Council of Teachers of Mathematics, 2008.

Schoenfeld, Alan H, ed. Cognitive Science and Mathematics Education. Hillsdale, N.J: Lawrence Erlbaum Associates, 1987.