Lauren Resnick has/had a position (Senior Associate) at Achieve, Inc.

Details
Title Senior Associate
Start Date 1999-00-00
Notes Lauren B. Resnick Learning Research and Development Center University of Pittsburgh Pittsburgh, PA 15260 412­624­7485 A.B., History (magna cum laude, Radcliffe History Prize): Radcliffe College, 1957 A.M., Teaching: Harvard Graduate School of Education, 1958 Ed.D., Research in Instruction: Harvard Graduate School of Education, 1962 Professional Appointments University of Pittsburgh: University Professor, Psychology /Cognitive Science Learning Research and Development Center, University of Pittsburgh Director, 1977­present; Associate Director, 1973­77; Director of Research and Development, 1972­73; Research Associate, 1966­72 Institute for Learning, LRDC, University of Pittsburgh: Founder and Director Department of Psychology, University of Pittsburgh Professor, 1977­2006; Associate Professor, 1971­77; Assistant Professor, 1966­71 Achieve, Inc.: Senior Associate, Center for Philosophy of Science, University of Pittsburgh: Resident Fellow School of Education, University of Pittsburgh Professor, 1977­2005; Associate Professor, 1971­77; Assistant Professor, 1966­71 New Standards, Co­Founder and Co­Director National Center on Education and the Economy, Senior Fellow Basic Systems, Inc.: Senior Scientist and Staff Consultant City University of New York, Office of Research and Evaluation, Division of Teacher Education: Lecturer Harvard University Committee on Programmed Instruction and Laboratory for Research in Instruction: Research Associate American School of Paris: Teacher 2006­present 1972­present 1995­present 1966­present 1999­present 1989­present 1966­2005 1990­1999 1996­1999 1963­1966 1962­1963 1961­1962 1960­1961 7/17/2007 Professional Associations American Association for the Advancement of Science: Fellow American Educational Research Association: President, 1986­1987 Vice President, Division of Learning and Instruction, 1978­1980 Program Chair, 1974 American Psychological Association: Fellow, Divisions of Experimental Psychology, Developmental Psychology, Educational Psychology, Experimental Analysis of Behavior, and General Psychology: President, Division of Educational Psychology, 1979­1980 Publications and Communications Board, 1998­2003 American Psychological Society: Fellow Cognitive Science Society International Academy of Education International Association of Applied Psychology International Group in the Psychology of Mathematics Education International Society for the Study of Behavioral Development National Academy of Education National Council of Teachers of Mathematics The Psychonomic Society Sigma Xi, The Scientific Research Society of North America Society for Research in Child Development: Publications Committee, 1983­1985 Honors and Special Professional Activities Editorial Founding Editor: Research Points, American Educational Research Association, 2002­present Founding Editor: Cognition and Instruction, 1982­1993 Editorial Boards (varying periods, 1966­present): Developmental Review, Educational Assessment, Educational Psychologist, European Journal of Psychology of Education, Journal of Educational Psychology, Intelligence, Journal of Applied Developmental Psychology, American Journal of Education, International Journal of Direct Instruction, Cognitive Development, Mathematical Cognition, Infancia y Apprendizaje (Barcelona), American Educational Research Journal (Section on Teaching, Learning and Human Development), Substratum (Barcelona), Didaskalia (Lyon, France) 2 7/17/2007 Boards and Commissions PRTLI Steering Committee Advisory Board, 2003­2004 Journal of Research in Professional Learning, Review Board, September 2003 Advisory Board, Mayor’s Commission on Pittsburgh Public Education, 2002­2004 Helsinki Collegium for Advanced Study, Academic Advisory Board, 2001­ American Psychological Association, Publications and Communications Board, 1998­2003 The College Board, National Task Force on Minority High Achievement, 1997­2000 Carnegie Task Force on Learning in the Primary Grades, 1994­1996 Smithsonian Council, 1994­2000 Board of Overseers, Harvard University, 1992­1998 Advisory Board, SCANS/2000 Program, The Johns Hopkins University Institute for Policy Studies, 1992­ Secretary's Commission on Achieving Necessary Skills (SCANS), U. S. Department of Labor, 1990­ 1992 National Education Goals Panel, Chair of the Resource Group on Student Achievement, 1991 National Council on Education Standards and Testing, 1991 Board of Trustees, National Center on Education and the Economy, 1988­2000 Commission on the Skills of the American Workforce, 1989­1990 Carnegie Commission on Science, Technology, and Government Task Force on Precollege Science and Mathematics Education, 1990­1991 Advisory Board, The Literacies Institute, 1989­1992 Federation of Behavioral, Psychological, and Cognitive Sciences, Science Seminar Committee, 1986­ 1989 Board of Trustees, Carnegie Foundation for the Advancement of Teaching, 1979­1987 National Research Council: Committee on Title 1 Testing and Assessment, 1998­1999 Mathematical Sciences Education Board, National Academy of Sciences, 1987­1990 Chair, Working Panel on Cognitive Skill Instruction, 1984­1986 Commission on Behavioral and Social Sciences and Education, National Academy of Sciences, 1983­ 1989 Committee on Child Development Research and Public Policy, 1981­1984 Committee on Ability Testing, 1978­1981 Panel on Selection and Placement of Students in Programs for the Mentally Retarded, 1980­1981 Conseil Scientifique, Centre Mondial Informatique, Paris, 1984­1986 3 7/17/2007 Educational Broadcasting Corporation, Consultant to Learning Laboratory and Quantum Physics Project, 1984­1986 Advisory Panel, Institute for Research on Teaching, Michigan State University, 1985­1986 Elementary Education Study Commission, Department of Education, 1985­1986 Board of Trustees, Educational Testing Service, 1982­1984 National Children's Television Workshop, Research Advisory Committee, 1971­1973; 1984 Scientific Advisory Board, Center for the Study of Reading, University of Illinois, 1977­1982 Secondary Schools Panel, Carnegie Foundation for Advancement of Teaching, 1980­1982 Council for the Review of the National Assessment of Educational Progress, 1981 Panel Chair, Planning Conference on Essential Skills, National Institute of Education, 1974 Research Advisory Committee, National Program on Early Childhood Education, 1971­1973 Fellowships and Awards American Psychological Association 2007 Distinguished Contribution of Applications of Psychology to Education and Training Lifetime National Associate of the National Academies of Science, Engineering and Medicine Visiting Scholar, The College Board, 2001­2002 Oeuvre Award for Outstanding Contributions to the Science of Learning and Instruction, European Association for Research on Learning and Instruction, 1999 Edward L. Thorndike Award for Distinguished Psychological Contributions to Education, American Psychological Association, 1998 Distinguished Daughters of Pennsylvania, 1994 Phi Beta Kappa Visiting Scholar, 1993­1994 Chancellor's Distinguished Public Service Award, University of Pittsburgh, 1993 Fulbright Commission Research Scholar, The University of Gothenburg, Sweden, 1991­1992 Docteur es sciences de l'education honoris causa, Universite de Geneve, Switzerland, June 1991 Award for Distinguished Contributions to Research in Education, American Educational Research Association, 1990 Alumni Council Award for the Distinguished Contribution to the Field of Education, Harvard Graduate School of Education, 1990 Award for best research article in the Journal for Research in Mathematics Education, National Council of Teachers of Mathematics, 1989 Medal for Distinguished Service, Teachers College, Columbia University, 1988 Jerome S. Bruner Award from the Please Touch Museum for Children, 1984 Fellow, Center for Advanced Study in the Behavioral Sciences, Palo Alto, CA, 1976­1977 4 7/17/2007 Visiting Fellow, National Institute of Education, Washington, DC, 1974­1975 International Activities Invited Lecturer, Department of Education, Goteborg University, Goteborg, Sweden, October 2007 Invited Lecturer, EARLI conference, Budapest, Hungary, August, 2007 Organizer, EARLI Executive Committee, Athens, Greece, April 2007 Keynote Speaker, Kent Primary Head Teachers Conference, Ashford, Kent England, 2006 Invited Lecturer, Centre for Research on Teaching and Training, Rome Fiumicino, Italy, 2005 Invited Lecturer, International Academy of Education conference, Leuven, Belgium, 2004 Invited lecturer, EARLI conference, Padova, Italy, 2003 Forum Fellow, National College for School Leadership Forum, Nottingham, England 2002 Invited lecturer, EARLI conference, Zurich, Switzerland, 2001 Keynote lecturer, Economic and Social Research Council conference, Leicester, England, 2000 Keynote lecturer, Calouste Gulbenkian Foundation conference, Lisbon, Portugal, 2000 Taught short course, Faculdad Latinoamericano de Ciencias Sociales, Buenos Aires, 2000 Lectures, Universidad Catolica, Santiago, Chile, 2000 Keynote lecturer, Bank of Sweden Tercentenary Foundation conference, Stockholm, 2000 Keynote lecturer, Taiwan National Association in Science Education, Taipei, 1999 Forum Fellow, World Economic Forum, Davos, Switzerland, 1999 Visiting Professor, University of Helsinki, Finland, 1998 Organizer, Johann Jacobs Foundation conference, Marbach Castle, Öhningen, Germany, 1997 Keynote Address, Onderwijsresearchdagen (Dutch­Flemish Educational Research Council), Leuven, Belgium, 1997 Keynote Lecturer, National Taiwan Normal University, Taipei, 1996 Member, Australian Research Council research funding review panel, Canberra, 1996 Invited Lecturer and member of Commité d’Honneur, The Growing Mind Congress, Geneva, Switzerland, 1996 Speeches, National Industry Education Forum series, Sydney/Perth/Melbourne, Australia, 1995 Keynote Lecturer, Entretiens de la Sorbonne, Paris, 1994 Keynote Address, Jean Piaget Archives, Geneva, Switzerland, 1994 Keynote Speaker, Jena University, Jena, Germany, 1994 Director, NATO Advanced Research Workshop, Lucca, Italy, 1993 5 7/17/2007 Organizer/leader, Study Mission on National and State Standards and Assessment Systems, Australia, 1993 Consultant, Organization for Economic Cooperation and Development, Stockholm, 1993 Organizer/leader, National Science Council of the Republic of China conference, Taiwan, 1993 Invited Lecturer, Fondation Des Treilles, Nice, France, 1993 Consultant, French Ministry of National Education and Culture, Paris, 1993 Invited Lecturer, Ministry of Education, Stockholm, Sweden, 1992 Invited Lecturer, Universite de Geneve, Switzerland, 1991 Invited Lecturer, Resource Center for Science and Engineering, Puerto Rico, 1991 Invited Lecturer, Universita degli Studi di Roma “La Sapienza,” Rome, 1990 Invited Address, Second Meeting of the Greek Psychological Association, 1990 Lectures, Universities of Paris, Marseilles, and Aix­en­Provence, France, 1989 Lectures, University of Rome, 1989 Lectures, Tel Aviv and Haifa Universities, Israel, 1988 Lectures, Federal University of Pernambuco, Brazil, 1988 Thesis Committee Referee, Goteborgs Universitet, Sweden, 1987 Lectures, Beijing, Hangzhou, and Beijing Normal Universities, People's Republic of China, 1987 Lectures, Miyazaki University, Japan, 1987 Keynote Address, Italian Association of Educational Psychology, 1986 Lectures, Universities of Padova and Roma, 1986 Lectures, Hong Kong University and Hong Kong Educational Research Association, 1986 Lectures, Tokyo University, 1986 International Advisory Board of the Tel Aviv University Unit of Human Development and Education, 1986­1989 Keynote Address, Founding Convention of the European Association for Research in Learning and Instruction, 1985 Visiting Professor, Universidade Federal de Pernambuco, Recife, Brazil, 1984 External Examiner, University of Hong Kong, Department of Psychology, 1982­1986 Visiting Scholar, Laboratoire de Psychologie, Maison des Sciences de l'Homme, Paris, 1982­1983 Presidente, Comite Sur l'Apprentissage, Centre Mondial Informatique et Ressource Humaine, Paris, 1983 Lectures, University of Geneva, Switzerland, 1982 7/17/2007 6 Invited Lecturer, Beijing Normal University, People's Republic of China, 1981 (sponsored by the Foundation for Child Development Exchange Program with the Institute of Psychology, 4/10/01Chinese Academy of Sciences) Visiting Scholar, University of Tubingen, Tubingen, West Germany, 1981 Research Travel Grants for Comparative Study of the Social Functions of Testing: England 1981; France 1979, The Ford Foundation Member, United States Delegation to India, Seminar on the Effects of Deprivation in Early Childhood Learning, New Delhi, 1980 Invited Lecturer, 50th Anniversary of the Universidad Nacional Autonoma de Mexico, Mexico City, 1979 Member, Scientific Exchange Delegation to the Union of Soviet Socialist Republics, Moscow, 1977 Visiting Scholar, Tel Aviv University, Israel, 1977 Publications Books and Monographs Perret­Clermont, A.­N., Pontecorvo, C., Resnick, L. B., Zittoun, T., & Burge, B. (2004). Joining society: Social interaction and learning in adolescence and youth. Cambridge, UK; New York: Cambridge University Press. Resnick, L. B. (1999). La educación y el aprendizaje del pensamiento [Education and learning to think; introduction added]. Buenos Aires: Aigue. Resnick, L. B., Saljo, R., Pontecorvo, C., & Burge, B. (Eds.). (1997). Discourse, tools, and reasoning: Essays on situated cognition. Berlin: Springer­Verlag. Pontecorvo, C., Orsolini, M., & Burge, B., & Resnick, L. B. (Eds.). (1996). Children's early text construction. Mahwah, NJ: Erlbaum. Resnick, L. B., & Wirt, J. (Eds.). (1996). Linking school and work: Roles for standards and assessment. San Francisco: Jossey­Bass. Resnick, L. B., Levine, J. M., & Teasley, S. D. (Eds.). (1991). Perspectives on socially shared cognition. Washington, DC: American Psychological Association. Resnick, L. B. (Ed.). (1989). Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum. Resnick, L. B., & Klopfer, L. E. (Eds.). (1989). Toward the thinking curriculum: Current cognitive research (ASCD Yearbook). Alexandria, VA: Association for Supervision and Curriculum Development. Also in Spanish: Curriculum y cognicion. Buenos Aires, Argentina: Aique. Resnick, L. B. (1987). Education and learning to think. Washington, DC: National Academy Press. Resnick, L. B., & Ford, W. W. (1981). The psychology of mathematics for instruction. Hillsdale, NJ: Erlbaum. Resnick, L. B., & Weaver, P. A. (Eds.). (1979). Theory and practice of early reading (Vols. 1­3). Hillsdale, NJ: Erlbaum. Resnick, L. B. (Ed.). (1976). The nature of intelligence. Hillsdale, NJ: Erlbaum. 7 7/17/2007 Articles and Book Chapters 2007 Resnick, L.R, Besterfield­Sacre, M., Mehalik, M.M., Sherer, J.Z. and Halverson, E.R. (2007, in press). A framework for effective management of school system performance. In Moss, P.A. (Ed.). National Society for the Study of Education (NSSE) yearbook on evidence and decision making, 106 (1). Resnick, L.R., & Matsumura, L.C. (Winter, 2007). Academic proficiency: Bright hopes, blurry vision. Voices in education (14). <http://www.annenberginstitute.org/VUE/index.html> 2006 Resnick, L.B. (2006). Giving psychology away: From individual learning to earning organizations. In Jing, Q., Rosenzweig, M.R., d'Ydewalle , G., Zhang, H., Chen, H., & Zhang, K. (Eds.). Progress in psychological science around the world. Volume 2: Social and applied issues. Proceedings of the 28th International Congress of Psychology. London: Taylor & Francis Group, Psychology Press. McConachie, S., Hall, M., Resnick, L., Ravi, A.K., Bill, V.L., Bintz, J., & Taylor, J.A. (2006) Task, Text, and Talk: Literacy for All Subjects. Educational Leadership, 64(2), 8­14. Resnick, L.B. (2006) Making Accountability Really Count. Educational Measurement: Issues and Practice, 25(1), 33­37. Resnick, L.B. and Spillane, J. P. (2006) “From Individual Learning to Organizational Designs for Learning.” In Verschaffel, L., Dochy, F., Boekaerts, M., & Vosniadou, S. (Eds). Instructional psychology: Past, present and future trends. Sixteen essays in honor of Erik De Corte (Advances in Learning and Instruction Series). Oxford: Pergamon. 2005 Resnick, L. B. and Zurawsky, C. (2005). Getting Back on Course: Fixing Standards­Based Reform and Accountability. American Educator, 29(1), 8­46. Resnick, L.B., Lesgold, A., & Hall, M.W. (2005). Technology and the new culture of learning: Tools for education professionals. In P. Gardenfors & P. Johansson (Eds.), Cognition, education, and communication technology (pp. 77­107). Mahwah, NJ: Erlbaum. 8 7/17/2007 2004 Glennan, T.K., Jr. and L. Resnick, (2004) "School Districts as Learning Organizations: A Strategy for Scaling Education Reform." In T.K. Glennan, Jr., S.J. Bodilly, J. Galegher, and K. Kerr, (Eds.) Expanding the Reach of Education Reforms: Collected Essays by Leaders in the Scale­up of Educational Interventions. Santa Monica, CA: RAND, MG­177­FF. 2003 Resnick, L. B., Rothman R., Slattery, J. B, & Vranek, J. L. (2003). Benchmarking and alignment of standards and testing. Educational Assessment, 9(1 & 2), 1–27. 2002 Resnick, L. B., and T. K. Glennan, Jr.,. (2002) “Leadership for learning: A theory of action for urban school districts,” In Hightower, A. M., M. S. Knapp, J. A. Marsh, and M. W. McLaughlin, (Eds.), School Districts and Instructional Renewal, New York: Teachers College Press, pp. 160­ 172. 2001 Resnick, L. B. (2001). Making America smarter: The real goal of school reform. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking (3rd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Collins, A., Greeno, J. G. & Resnick, L. B. (2001) Education learning theories. In: Smelser, N. J., Baltes, P. B. (Eds.) The International Encyclopedia of the Social and Behavioral Sciences.Elsevier Science Ltd, Oxford. Fink, E., & Resnick, L. B. (2001). Developing principals as instructional leaders. Phi Delta Kappan 82, 598­606. Resnick, L., M. W. Hall, and Fellows of the Institute for Learning, (2001) The Principles of Learning: Study tools for educators. [CD­ROM]. Pittsburgh, PA: Institute for Learning, Learning Research and Development Center, University of Pittsburgh. 9 7/17/2007 Resnick, L. B. (2001). The mismeasure of learning [Review of books: Will standards save public education, One size fits few: The folly of educational standards, The schools our children deserve: Moving beyond traditional classrooms and tougher standards, Standardized minds: The high price of America's testing culture and what we can do to change it, The big test: The secret history of the American meritocracy]. Education Next, 1(3), 78­83) 2000 Briars, D. and Resnick, L. (2000). Standards, Assessments – and What Else? The Essential Elements of Standards­Based School Improvement. Los Angeles, CA: The National Center for Research on Evaluation, Standards, and Student Testing. Keefer, M. W., Zeitz, C. M., & Resnick, L. B. (2000). Judging the quality of peer­led student dialogues. Cognition and Instruction, 18, 53­81. Reiner, M., Slotta, J. D., Chi, M. T. H., & Resnick, L. B. (2000). Naïve physics reasoning: A commitment to substance­based conceptions. Cognition and Instruction, 18, 1­34. Resnick, L. B. (2000). Developing mathematical knowledge. In P. K. Smith & A. D. Pelligrini (Eds.), Psychology of education: Major themes (Vol. 3, pp. 223­238). London/New York: Routledge. Resnick, L. B. (2000). From aptitude to effort: A new foundation for our schools. In L. Abbeduto (Ed.), Taking sides: Clashing views on controversial issues in educational psychology (pp. 206­ 210). Guilford, CT: Dushkin/McGraw­Hill. Resnick, L. B. (2000). Literacy in school and out. In M. A. Gallego & S. Hollingsworth (Eds.), What counts as literacy: Challenging the school standard (pp. 27­41). New York: Teachers College Press. 1999 Resnick, L. B. (1999). From aptitude to effort: A new foundation for our schools. American Educator, 23, 14­17. Resnick, L. B. (1999, June 16). Making America smarter. Education Week, pp. 38­40. 1998 Nelson­Le Gall, S., & Resnick, L. B. (1998). Help seeking, achievement motivation, and the social practice of intelligence in school. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 39­60). Mahwah, NJ: Erlbaum. Resnick, L. B., & Hall, M. W. (1998). Learning organizations for sustainable education reform. Daedalus, 127, 89­118. 10 7/17/2007 1997 Resnick, L. B. (1997). Getting to work: Thoughts on the function and form of the school­to­work transition. In A. Lesgold, M. J. Feuer, & A. M. Black (Eds.), Transitions in work and learning: Implications for assessment (pp. 249­263). Washington, DC: National Academy Press. Resnick, L. B. (1997). It's learning all the way down—and up! Some thoughts on systemic reform in math and science education. In W. H. Clune, S. B. Millar, S. A. Raizen, N. L. Webb, D. C. Bowcock, E. D. Britton, R. L. Gunter, & R. Mesquita, Research on systemic reform: What have we learned? What do we need to know? Synthesis of the Second Annual National Institute for Science Education Forum. Vol. 2: Proceedings of the panel on The Role of Teaching and Learning in Systemic Reform (pp. 62­64). Madison: University of Wisconsin. Resnick, L. B. (1997). Research and public policy activism: What relationship? "The vision thing": Educational research and AERA in the 21st century. Part 2: Competing visions for enhancing the impact of educational research [Presidents' Essay Series]. Educational Researcher, 26(5), 12­27. Resnick, L. B. (1997). Student performance portfolios. In H. J. Walberg & G. D. Haertel (Eds.), Psychology and educational practice (pp. 158­175). Berkeley, CA: McCutchan. Resnick, L. B., & Nelson­Le Gall, S. (1997). Socializing intelligence. In L. Smith, J. Dockrell, & P. Tomlinson (Eds.), Piaget, Vygotsky and beyond (pp. 145­158). London/New York: Routledge. Singer, J. A., Kohn, A. S., & Resnick, L. B. (1997). Knowing about proportions in different contexts. In T. Nunes & P. Bryant (Eds.), Learning and teaching mathematics: An international perspective (pp. 115­132). Hove, England: Psychology Press. 1996 Greeno, J. G., Collins, A., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15­46). New York: Macmillan. Resnick, D. P., & Resnick, L. B. (1996). Performance assessment and the multiple functions of educational measurement. In M. B. Kane & R. Mitchell (Eds.), Implementing performance assessment: Promises, problems, and challenges (pp. 23­38). Mahwah, NJ: Erlbaum. Resnick, L. B. (1996). Schooling and the workplace: What relationship? Paper prepared for The Aspen Institute's Congressional Program, Preparing Youth for the 21st Century, February 16­29, Palm Beach, FL. Resnick, L. B. (1996). Situated learning. In E. De Corte & F. E. Weinert (Eds.), International encyclopedia of developmental and instructional psychology (pp. 341­347). Oxford, England: Elsevier Science. Resnick, L. B. (1996). Situated rationalism: The biological and cultural foundations for learning. Prospects [UNESCO], 26, 37­53. Also published in French as Le rationalisme situe: Les fondements biologiques et culturels de l'apprentissage. Perspectives, 26, 39­58; and in Spanish as El racionalismo situado: Los fundamentos biologicos y culturales del aprendizaje. Perspectivas, 26, 39­57. Resnick, L. B., Nolan, K. J., & Resnick, D. P. (1996). Caution heeded­­A response to "High standards and cultural diversity: Cautionary tales of comparative research." Educational Evaluation and Policy Analysis, 18(3), 262­264. 11 7/17/2007 Schwarz, B. B., Nathan, M. J., & Resnick, L. B. (1996). Acquisition of meaning for arithmetic structures with The Planner. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the design of technology­supported learning environments (pp. 61­ 80). Mahwah, NJ: Erlbaum. 1995 Hill, C. A., & Resnick, L. B. (1995). Creating opportunities for apprenticeship in writing. In J. Petraglia (Ed.), Reconceiving writing, rethinking writing instruction (pp. 145­158). Mahwah, NJ: Erlbaum. Joram, E., Resnick, L. B., & Gabriele, A. J. (1995). Numeracy as cultural practice: An examination of numbers in magazines for children, teenagers, and adults. Journal for Research in Mathematics Education, 26, 346­361. Nathan, M. J., & Resnick, L. B. (1995). Less can be more: Unintelligent tutoring based on psychological theories and experimentation. In S. Vosniadou, E. De Corte, & H. Mandl (Eds.), Technology­based learning environments: Psychological and educational foundations (pp. 183­ 192). (NATO ASI Series F, Computer and Systems Sciences, Vol. 137, Subseries on Advanced EducationalTechnology). NewYork:Springer. Resnick, L. B. (1995). From aptitude to effort: A new foundation for our schools. Daedalus, 124, 55­ 62. Resnick, L. B. (1995). Inventing arithmetic: Making children's intuition work in school. In C. A. Nelson (Ed.), Basic and applied perspectives on learning, cognition, and development (pp. 75­ 101). Mahwah, NJ: Erlbaum. Also published as Inventer l'arithmetique: Faire appel a l'intuition des enfants a l'ecole. Actes des entretiens Nathan: "Savoirs et savoir­faire" (pp. 41­71). Paris: Nathan. Resnick, L. B. (1995). Making high school count. In M. Higginbotham (Ed.), What governors need to know about education reform (pp. 85­89). Washington, DC: National Governors' Association. Resnick, L. B., & Nolan, K. J. (1995). Standards for education. In D. Ravitch (Ed.), Brookings dialogues on public policy (pp. 94­119). Washington, DC: Brookings Institution. Resnick, L. B., & Nolan, K. (1995). Where in the world are world­class standards? Educational Leadership, 52(6), 6­10. Resnick, L. B., Nolan, K. J., & Resnick, D. P. (1995). Benchmarking education standards. Educational Evaluation and Policy Analysis, 17, 438­461. 1994 Collins, A., Greeno, J. G., & Resnick, L. B. (1994). Learning environments. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., Vol. 6, pp. 3297­3302). Oxford: Pergamon. Resnick, L. B. (1994). Performance puzzles. American Journal of Education, 102, 511­526. Resnick, L. B. (1994). Situated rationalism: Biological and social preparation for learning. In L. A. Hirschfeld & S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 474­493). New York: Cambridge University Press. 12 7/17/2007 Resnick, L. B., & Collins, A. (1994). Cognition and learning. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., Vol 2, pp. 835­838). Oxford: Pergamon. Also published in 1996 as Cognicion y aprendizaje. Anuario de Psicologia, 69, 189­ 197 (Barcelona). 1993 Levine, J. M., Resnick, L. B., & Higgins, E. T. (1993). Social foundations of cognition. Annual Review of Psychology, 44, 585­612. Resnick, L. B. (1992­1993). Standards, assessment, and educational quality. Stanford Law & Policy Review, Winter, 53­59. Resnick, L. B. (1993). Working, thinking, and assessment. In Restructuring learning: 1990 Summer Institute papers and recommendations (pp. 1­8). Washington, DC: Council of Chief State School Officers. Resnick, L. B., Salmon, M. H., & Zeitz, C. M. (1993). The structure of reasoning in conversation. In C. Pontecorvo (Ed.), La condivisione della conoscenza [Shared knowledge]. Firenze: La Nuova Italia. Resnick, L. B., Salmon, M. H., Zeitz, C. M., Wathen, S. H., & Holowchak, M. (1993). Reasoning in conversation. Cognition and Instruction, 11, 347­364. Resnick, L. B., & Singer, J. A. (1993). Protoquantitative origins of ratio reasoning. In T. P. Carpenter, E. Fennema, & T. A. Romberg (Eds.), Rational numbers: An integration of research (pp. 107­ 130). Hillsdale, NJ: Erlbaum. Schwarz, B. B., Kohn, A. S., & Resnick, L. B. (1993). Positives about negatives. The Journal of Learning Sciences, 3(1), 37­92. Simmons, W., & Resnick, L. B. (1993). Assessment as the catalyst of school reform. Educational Leadership, 50(5), 11­15. 1992 Bill, V. L., Leer, M. N., Reams, L. E., & Resnick, L. B. (1992). From cupcakes to equations: The structure of discourse in a primary mathematics classroom. Verbum, 15(1), 63­85. Resnick, L. B. (1992). From protoquantities to operators: Building mathematical competence on a foundation of everyday knowledge. In G. Leinhardt, R. T. Putnam, & R. Hattrup (Eds.), Analysis of arithmetic for mathematics teaching (pp. 373­429). Hillsdale, NJ: Erlbaum. Resnick, L. B., Bill, V., & Lesgold, S. (1992). Developing thinking abilities in arithmetic class. In A. Demetriou, M. Shayer, & A. Efklides (Eds.), Neo­Piagetian theories of cognitive development: Implications and applications for education (pp. 210­230). London: Routledge. Resnick, L. B., Briars, D., & Lesgold, S. (1992). Certifying accomplishments in mathematics: The New Standards examining system. In I. Wirszup & R. Streit (Eds.), Developments in school mathematics education around the world. Vol. 3. Proceedings of the Third University of Chicago School Mathematics Project International Conference (pp. 186­207). Reston, VA: National Council of Teachers of Mathematics. Resnick, L. B., & Resnick, D. P. (1992). Assessing the thinking curriculum: New tools for educational reform. In B. R. Gifford & M. C. O'Connor (Eds.), Changing assessments: Alternative views of aptitude, achievement, and instruction (pp. 37­75). Boston: Kluwer. 13 7/17/2007 Schwarz, B. B., Kohn, A. S., & Resnick, L. B. (1992). Bootstrapping mental constructions: A learning system about negative numbers. In C. Frasson, G. Gauthier, & G. McCalla (Eds.), Intelligent tutoring systems (pp. 286­293). Montreal: Springer­Verlag. Singer, J. A., & Resnick, L. B. (1992). Representations of proportional relationships: Are children part­part or part­whole reasoners? Educational Studies in Mathematics, 23, 231­246. 1991 Resnick, L. B., Bill, V., Lesgold, S., & Leer, M. (1991). Thinking in arithmetic class. In B. Means, C. Chelemer, & M. S. Knapp (Eds.), Teaching advanced skills to at­risk students: Views from research and practice (pp. 27­53). San Francisco: Jossey­Bass. 1990 Resnick, L. B. (1990). Instruction and the cultivation of thinking. In N. J. Entwistle (Ed.), Handbook of educational ideas and practices (pp. 694­707). London: Routledge. Resnick, L. B. (1990). Literacy in school and out. Daedalus, 119, 169­185. Resnick, L. B., & Resnick, D. P. (1990). Tests as standards of achievement in schools. In G. R. Anrig (Ed.), The uses of standardized tests in American education: Proceedings of the 1989 ETS Invitational Conference (pp. 63­80). Princeton, NJ: Educational Testing Service. 1989 Resnick, D. P., & Resnick, L. B. (1989). Varieties of literacy. In A. E. Barnes & P. N. Stearns (Eds.), Social history and issues in human consciousness: Some interdisciplinary connections (pp. 171­ 196). New York: New York University Press. Educational Review, 33(4), 551­555. Resnick, L. B. (1989). Developing mathematical knowledge. American Psychologist, 44, 162­169. Resnick, L. B., Nesher, P., Leonard, F., Magone, M., Omanson, S., & Peled, I. (1989). Conceptual bases of arithmetic errors: The case of decimal fractions. Journal for Research in Mathematics Education, 20(1), 8­27. Nersessian, N. J., & Resnick, L. B. (1989). Comparing historical and intuitive explanations of motion: Does "naive physics" have a structure? In Proceedings of the 11th conference of the Cognitive Science Society (pp. 412­417). Hillsdale, NJ: Erlbaum. 1988 Reiner, M., Chi, M. T. H., & Resnick, L. B. (1988). Naive materialistic belief: An underlying epistemological commitment. In Proceedings of the 10th conference of the Cognitive Science Society (pp. 544­551). Hillsdale, NJ: Erlbaum. Resnick, D. P., & Resnick, L. B. (1988). Understanding achievement and acting to produce it: Some recommendations for the NAEP. Phi Delta Kappan, 69, 576­579. Resnick, L. B. (1988). Treating mathematics as an ill­structured discipline. In R. I. Charles & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving (pp. 32­60). Hillsdale, NJ/Reston, VA: Erlbaum/National Council of Teachers of Mathematics. 14 7/17/2007 Resnick, L. B., & Chi, M. T. H. (1988). Cognitive psychology and science learning. In M. Druger (Ed.), Science for the fun of it: A guide to informal science education (pp. 24­31). Washington, DC: National Science Teachers Association. Resnick, L. B., & Johnson, A. (1988). Intelligent machines for intelligent people: Cognitive theory and the future of computer­assisted learning. In R. S. Nickerson & P. P. Zodhiates (Eds.), Technology in education: Looking toward 2020 (pp. 139­168). Hillsdale, NJ: Erlbaum. 1987 Cauzinille­Marmeche, E., Mathieu, J., & Resnick, L. B. (1987). L’integration de nouvelles Connaissances: Entre arithmetique et algebre. European Journal of Psychology of Education, 1987, 2, 41­57. Peled, I., & Resnick, L. B. (1987). Building semantic computer models for teaching number systems and word problems. In J. C. Bergeron, N. Herscovics, & C. Kieran (Eds.), Proceedings of the 11th International Conference on the Psychology of Mathematics Education, 2, 184­190. Montreal: IGPME. Putnam, R. T., Lesgold, S. B., Resnick, L. B., & Sterrett, S. G. (l987). Understanding sign change transformations. In J. C. Bergeron, N. Herscovics, & C. Kieran (Eds.), Proceedings of the 11th International Conference on the Psychology of Mathematics Education, 1, 338­344. Montreal: IGPME Resnick, L. B. (1987). Constructing knowledge in school. In L. S. Liben (Ed.). Development and learning: Conflict or congruence? (pp. 19­50). Hillsdale, NJ: Erlbaum. Resnick, L. B. (1987). Instruction and the cultivation of thinking. In E. De Corte, H. Lodewijks, R. P. Parmentier, & P. Span (Eds.), Learning and instruction: European research in an international context (Vol. 1, pp. 415­442). Oxford: Leuven University Press/Pergamon Press. Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16(9), 13­20. Resnick, L. B., Cauzinille­Marmeche, E., & Mathieu, J. (1987). Understanding algebra. In J. A. Sloboda & D. Rogers (Eds.), Cognitive processes in mathematics (pp. 169­203). Oxford: Clarendon Press. Resnick, L. B., & Nelson­Le Gall, S. (1987). Meaning construction in mathematical problem solving. In J. C. Bergeron, N. Herscovics, & C. Kieran (Eds.), Proceedings of the 11th International Conference on the Psychology of Mathematics Education, 3, 215­221. Montreal: IGPME. Resnick, L. B., & Omanson, S. F. (1987). Learning to understand arithmetic. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 3, pp. 41­95).Hillsdale, NJ: Erlbaum. 1986 Resnick, L. B. (1986). The development of mathematical intuition. In M. Perlmutter (Ed.), Perspectives on intellectual development: The Minnesota Symposia on Child Psychology (Vol. 19, pp. 159­194). Hillsdale, NJ: Erlbaum. 15 7/17/2007 1985 Lesgold, A. M., Resnick, L. B., & Hammond, K. (1985). Learning to read: A longitudinal study of word skill development in two curricula. In G. E. MacKinnon & T. G. Waller (Eds.), Reading research: Advances in theory and practice (Vol. 4, pp. 107­138). New York: Academic Press. Resnick, D. P., & Resnick, L. B. (1985). Standards, curriculum, and performance: A historical and comparative perspective. Educational Researcher, 14(4), 5­20. Resnick, L. B. (1985). Cognition and instruction: Recent theories of human competence and how it is acquired. In B. L. Hammonds (Ed.), Psychology and learning: The master lecture series (Vol. 4, pp. 123­186). Washington, DC: American Psychological Association. Resnick, L. B. (1985). Instructional psychology. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education: Research and studies (Vol. 5, pp. 2569­2581). Oxford: Pergamon Press. 1984 Resnick, L. B. (1984). Beyond error analysis: The role of understanding in elementary school arithmetic. In H. N. Cheek (Ed.), Diagnostic and prescriptive mathematics: Issues, ideas, and insights (pp. 2­14). Kent, OH: Research Council for Diagnostic and Prescriptive Mathematics. Resnick, L. B. (1984). Cognitive science as educational research: Why we need it now. In M. von Koch (Ed.), Improving education: Perspectives on educational research (pp. 36­41). Pittsburgh: National Academy of Education. Resnick, L. B. (1984). Comprehending and learning: Implications for a cognitive theory of instruction. In H. Mandl, N. L. Stein, & T. Trabasso (Eds.), Learning and comprehension of text (pp. 431­ 443). Hillsdale, NJ: Erlbaum. Resnick, L. B. (1984). Toward an applied developmental theory. In B. Gholson & T. L. Rosenthal (Eds.), Applications of cognitive­developmental theory (pp. 263­280). New York: Academic Press. Resnick, L. B., & Gelman, R. (1984). Mathematical and scientific knowledge: An overview. Issues in cognition: Proceedings of a joint conference in psychology (pp. 267­285). Washington, DC: National Academy of Sciences/American Psychological Association. Resnick, L. B., & Neches, R. (1984). Factors affecting individual differences in learning ability. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 2, pp. 275­323). Hillsdale, NJ: Erlbaum. 1983 Resnick, D. P., & Resnick, L. B. (1983). Improving educational standards in American schools. Phi Delta Kappan, 65(3), 178­180. Resnick, D. P., & Resnick, L. B. (1983, August). Standards, curriculum, and performance: A historical and comparative perspective. (Report to the National Commission on Excellence in Education). Resnick, L. B. (1983). A developmental theory of number understanding. In H. P. Ginsburg (Ed.), The development of mathematical thinking (pp. 109­151). New York: Academic Press. Resnick, L. B. (1983). Mathematics and science learning: A new conception. Science, 220, 477­478. 16 7/17/2007 Resnick, L. B. (1983). Toward a cognitive theory of instruction. In S. Paris, G. Olson, & H. Stevenson (Eds.), Learning and motivation in the classroom (pp. 5­38). Hillsdale, NJ: Erlbaum. 1982 Lesgold, A. M., & Resnick, L. B. (1982). How reading difficulties develop: Perspectives from a longitudinal study. In J. P. Das, R. F. Mulcahy, & A. E. Wall (Eds.), Theory and research in learning disabilities (pp. 155­187). New York: Plenum. Resnick, L. B. (1982). Syntax and semantics in learning to subtract. In T. P. Carpenter, J. M. Moser, & T. A. Romberg (Eds.), Addition and subtraction: A cognitive perspective (pp. 136­155). Hillsdale, NJ: Erlbaum. Resnick, L. B, & Resnick, D. P. (1982). Testing in America: The current challenge. International Review of Applied Psychology, 31, 75­90. (Special Issue on the Status of Psychological Tests in Western Europe). 1981 Resnick, L. B. (1981). Instructional psychology. Annual Review of Psychology, 32, 659­704. Resnick, L. B. (1981). Introduction: Research to inform a debate. Phi Delta Kappan, 62(9), 623­624. (Kappan Special Section on Standardized Testing). Resnick, L. B. (1981). Social assumptions as a context for science: Some reflections on psychology and education. Educational Psychologist, 16(1), 1­10. Also in H. D. Gideonse, R. Koff, & J. J. Schwab (Eds.). (1980). Values, inquiry, and education (pp. 289­305). Los Angeles: University of California, Center for the Study of Evaluation. (Monograph Series in Evaluation). 1980 Resnick, L. B. (1980). The role of invention in the development of mathematical competence. In R. H. Kluwe & H. Spada (Eds.), Developmental models of thinking (pp. 213­244). New York: Academic Press. Also in German: Die bedeutung von erfindungen in der entwicklung mathematischer kompetenz. 1979 Bisanz, J., Danner, F., & Resnick, L. B. (1979). Changes with age in information processing efficiency. Child Development, 50, 132­141. Resnick, L. B. (1979). The future of IQ testing in education. Intelligence, 3(3), 241­253. Reprinted in R. J. Sternberg & D. K. Detterman (Eds.), Human intelligence: Perspectives on its theory and measurement (pp. 203­214). Norwood, NJ: Ablex. Resnick, L. B. (1979). Retardates read­­but is it surprising? (Review of In search of the IQ correlation). Contemporary Psychology, 24(3), 191­192. Resnick, L. B. (1979). Theories and prescriptions for early reading instruction. In L. B. Resnick & P. A. Weaver (Eds.), Theory and practice of early reading (Vol. 2, pp. 321­338). Hillsdale, NJ: Erlbaum. 17 7/17/2007 Resnick, L. B. (1979). Toward a usable psychology of reading. In L. B. Resnick & P. A. Weaver (Eds.), Theory and practice of early reading (Vol. 3, pp. 355­372). Hillsdale, NJ: Erlbaum. 1978 Bisanz, J., & Resnick, L. B. (1978). Changes with age in two components of visual search speed. Journal of Experimental Child Psychology, 25(1), 129­142. Resnick, L. B., & Ford, W. W. (1978). The analysis of tasks for instruction: An information­processing approach. In A. C. Catania & T. A. Brigham (Eds.), The handbook of applied behavior research: Social and instructional processes (pp. 378­409). New York: Irvington. 1977 Groen, G. J., & Resnick, L. B. (1977). Can preschool children invent addition algorithms? Journal of Educational Psychology, 69(6), 645­652. Resnick, D. P., & Resnick, L. B. (1977). The nature of literacy: An historical exploration. Harvard Educational Review, 47(3), 370­385. Also in M. Wolf, M. K. McQuillan, & E. Radwin (Eds.), Thought and language/language and reading (pp. 396­411). Cambridge, MA: Harvard University Press. Resnick, L. B. (1977). Assuming that everyone can learn everything, will some learn less? (Review of Human characteristics and school learning). School Review, 85(3), 445­452. Resnick, L. B. (1977). New directions in education. In J. Kagan & C. Lang, Educational psychology: An introduction. New York: Harcourt Brace Jovanovich. Resnick, L. B. (1977). On holding an instructional conversation: Comments on Chapter 10 by Collins. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 365­372). Hillsdale, NJ: Erlbaum. Resnick, L. B., Wang, M. C., & Rosner, J. (1977). Adaptive education for young children: The Primary Education Project. In M. C. Day & R. K. Parker (Eds.), The preschool in action: Exploring early childhood programs. Boston: Allyn & Bacon. 1976 Resnick, L. B. (1976). Task analysis in instructional design: Some cases from mathematics. In D. Klahr (Ed.), Cognition and instruction (pp. 51­80). Hillsdale, NJ: Erlbaum. Resnick, L. B., & Beck, I. L. (1976). Designing instruction in reading: Interaction of theory and practice. In J. T. Guthrie (Ed.), Aspects of reading acquisition (pp. 180­204). Baltimore: Johns Hopkins University Press. Resnick, L. B., & Glaser, R. (1976). Problem solving and intelligence. In L. B. Resnick (Ed.), The nature of intelligence (pp. 205­230). Hillsdale, NJ: Erlbaum. 1975 Resnick, L. B. (1975). The science and art of curriculum design. In J. Schaffarzick & D. H. Hampson (Eds.), Strategies for curriculum development. Berkeley, CA: McCutchan. Resnick, L. B., & Robinson, B. H. (1975). Motivational aspects of the literacy problem. In J. B. Carroll & J. S. Chall (Eds.), Toward a literate society (pp. 257­277). New York: McGraw­Hill. 18 7/17/2007 1974 Rosenthal, J. A., & Resnick, L. B. (1974). Children's solution processes in arithmetic word problems. Journal of Educational Psychology, 66(6), 817­825. 1973 Resnick, L. B. (1973). Hierarchies in children's learning. Instructional Science, 2, 311­362. Resnick, L. B., Wang, M. C., & Kaplan, J. (1973). Task analysis in curriculum design: A hierarchically sequenced introductory mathematics curriculum. Journal of Applied Behavior Analysis, 6(4), 679­710. Sola, K. L., & Resnick, L. B. (1973). Auto control of sensory reinforcement in children. Journal of Comparative and Physiological Psychology, 83(1), 113­119. 1972 Caruso, J., & Resnick, L. B. (1972). Task structure and transfer in children's learning of double classification skills. Child Development, 13(4), 1297­1308. Glaser, R., & Resnick, L. B. (1972). Instructional psychology. Annual Review of Psychology, 23, 207­ 276. Resnick, L. B. (1972). Open education: Some tasks for technology. Educational Technology, 12(1), 70­76. Resnick, L. B. (1972). Teacher behavior in an informal British infant school. School Review, 81(1), 63­68. Resnick, L. B. (1972). Teacher behaviour in the informal classroom. Journal of Curriculum Studies (Great Britain), 4(2), 99­100. 1971 Resnick, L. B. (1971). Applying applied reinforcement. In R. Glaser (Ed.), The nature of reinforcement (pp. 326­333). Columbus, OH: Charles E. Merrill. Resnick, L. B. Siegel, A., & Kresh, E. (1971). Transfer and sequence in learning double classification skills. Journal of Experimental Child Psychology, 11, 139­149. Wang, M. C., Resnick, L. B., & Boozer, R. (1971). The sequence of development of some early mathematics behaviors. Child Development, 42(6), 1768­1778. 1970 Resnick, L. B. (1970). Defining the discipline of educational psychology (Review of Readings in school learning). Contemporary Psychology, 15(7), 461­462. Resnick, L. B. (1970). Relations between perceptual and syntactic control in oral reading. Journal of Educational Psychology, 61(5), 382­385. 1969 19 7/17/2007 Resnick, L. B., & Wang, M. C. (1969). Approaches to the validation of learning hierarchies. In Proceedings of the 18th Western Regional Conference on Testing Problems. Princeton, NJ: Educational Testing Service. 1963 Resnick, L. B. (1963). Programmed instruction and the teaching of complex intellectual skills: Problems and prospects. Harvard Educational Review, 33, 439­471. Also in German: In Programmiertes Lernen und Programmierter Unterricht. Resnick, L. B. (1963). Programmed instruction and the teaching of social studies skills. In H. M. Carpenter (Ed.), Skill Development in the social studies. Washington, DC: National Council for the Social Studies. Resnick, L. B. (1963). Review of Programmed instruction today and tomorrow. New Era (Great Britain). Resnick, L. B. (1963). Review of The learning process and programmed instruction. Harvard University Press. 20 7/17/2007

Source Links