Anti Constructivist References

This bibliography is intended to help provide balance in contemporary educational philosophy.
Comments suggestions and additions are strongly encouraged. Email athe0007@umn.edu.

Anderson, J. R., Reder, L. M. & Simon, H. A. (1999). Applications and misapplications of cognitive psychology to mathematics education. http://act.psy.cmu.edu/personal/ja/misapplied.html

Agne, K. (1998). The dismantling of the great American public school. Educational Horizons, 76(3), 127-31.

Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.

Anderson, J. R., Reder, L. M., & Simon, H. A. (1997). Situative versus cognitive perspectives: Form versus substance. Educational Researcher, 26(1), 18-21.

Bodemer, D., & Faust, U. (2006). External and mental referencing of multiple representations. Computers in Human Behavior, 22, 27-42.

Bosse, M. J. (1995). The NCTM standards in light of the new math movement: A warning! Journal of Mathematical Behavior, 14, 171-201.

D'Souza, D. (1991). Illiberal education: the politics of race and sex on campus. New York: Vintage Books.

Egan, K. (2001). Getting it wrong from the beginning: The mismatch between school and children's minds. http://www.educ.sfu.ca/kegan/Wrong-article.html

Egan, K. (2002). Getting it wrong from the beginning: our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale New Haven, CT: University Press.

Engleman, S. (1992). War against school academic child abuse. Portland, Oregon: Halcyon House. ISBN 0-89420-287-1. http://www.halcyon.org/policy.html

Gross, P. R., Levitt, N. & Lewis, M. W. (1996). The flight from science and reason. New York: The New York Academy of Sciences.

 

Hirsch, E. D. (1996). The schools we need and why we don't have them. New York: Doubleday.

 

Hofstadter, R. (1964). Anti-intellectualism in American life. New York: Alfred A. Knopf.

Howe, R. (1998). The AMS and mathematics education: The revision of the "NCTM Standards," Notices of the AMS, 45(2), 243-247. http://www.ams.org/notices/199802/howe.pdf

Howe, R. (1998). Reports of AMS Association Resource Group," Notices of the AMS, 45(2), 270-276. http://www.ams.org/notices/199802/comm-amsarg.pdf

Jackson, A. (1997). The math wars: California battles it out over mathematics education reform (part I). Notices of the AMS, 44(6), 695-701. http://www.ams.org/notices/199706/comm-calif.pdf

Jackson, A. (1997). The math wars: California battles it out over mathematics education reform (part II). Notices of the AMS, 44(7), 817-823. http://www.ams.org/notices/199707/comm-calif2.pdf

Kirschner, P. A., Sweller, J., Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. http://www.cogtech.usc.edu/publications/kirschner_Sweller_Clark.pdf

Klahr, D. & Nigam, M. (2004). The equivalence of learning paths in early science instruction: effects of direct instruction and discovery learning. Psychological Science, 15(10), 661-667. http://www.psy.cmu.edu/faculty/klahr/KlahrNigam.2-col.pdf

Kozloff, M. A. (1998). Constructivism in education: Sophistry for a new age. http://www.uncwil.edu/people/kozloffm/ContraConstructivism.html

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14-19.

Moreno, R., & Mayer, R. E. (2005). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97(1), 117-128.

Philips, D. C. (Ed.). (2000). Constructivism in education: opinion and second opinions on controversial issues. Chicago: University of Chicago Press.

Ravitch, D. (2000). Left back: A century of failed school reforms. New York: Simon & Schuster.

Saetrevik, B., Reber, R., & Sannum, P. (2006). The utility of implicit learning in the teaching of rules. Learning and Instruction, 16(4), 363-373.

Saxon, J. (1984). The way we teach our children math is a disgrace. American Education, 20(4), 10-13.

Smeeton, N. J., Williams, A. M., Hodges, N. J., & Ward, P. (2005). The relative effectiveness of various instructional approaches in developing anticipation skill. Journal of Experimental Psychology – Applied, 11(2), 98-110.

Steffe, L. P. & Kieren, T. (1994). Radical constructivism and mathematics education. Journal for Research in Mathematics Education, 25(6), 711-733.

Stone, J. E. (1996). Developmentalism: An obscure but pervasive restriction on educational improvement. Educational Policy Analysis Archives, 4(8). http://olam.ed.asu.edu/epaa/v4n8.html

Stone, J. E. & Clements, A. (1998). Research and innovation: Let the buyer beware. In Robert R. Spillane & Paul Regnier (Eds.). The Superintendent of the Future (pp.59-97). Gaithersburg, MD: Aspen Publishers. http://www.education-consumers.com/articles/research_and_innovation.shtm

Wu, H. (1996). The mathematician and the mathematics education reform. Notices of the American Mathematical Society, 43, 1531-1537. http://math.berkeley.edu/~wu/reform2.pdf

Wu, H. (1997). The mathematics education reform: What is it and why should you care? American Mathematical Monthly, 104, 946-954. http://math.berkeley.edu/~wu/reform3.pdf

Mathematicians' Letter to the Secretary of Education, http://www.mathematicallycorrect.com/riley.htm