Further Information

Listed below are sources for further information on the Components described in CEE.




Concepts Overview

CEE presents a depiction of curricular content organized by Components. Click on the link below to view a chart showing the physical science concepts as they are taught in sequence across the year.
Overview Science Concepts Across the Year.pdf

 

Planning

Blumenfeld, P., Krajcik, J., Marx, R., & Soloway, E. (1994). Lessons Learned: How Collaboration Helped Middle Grade Science Teachers Learn Project-based Instruction. The Elementary School Journal, v. 94, no. 5.

Eisner, E. (December 2003/January 2004). Preparing for Today and Tomorrow, Educational Leadership, p. 6.  
www.hawken.edu/pdf/eisner.pdf

Erickson, F. (1982). Classroom discourse as improvisation: Relationships between academic task structure and social participation structure in lessons. In Wilkinson, L. C. (ed.), Communication in the Classroom. New York: Academic Press.

Jurow, A.S., & Creighton, L. (Autumn 2005). Improvisational science discourse: Teaching science in 2 K-1 classrooms. Linguistics and Education, Vol. 16, Issue 3, pp. 275-297. 
http://dx.doi.org/10.1016/j.linged.2006.02.002

Jurow, S. (Winter 2003). Following Kids, Not Scripts. Connections, pp. 1, 4-8.
www.connect.gseis.ucla.edu/publications/

Katz, L.G., & Chard, S.C. (2000). Engaging Children’s Minds: The Project Approach. Second Edition. Stamford, CT: Ablex Publishing Corp.

Sawyer, R.K. (March, 2004). Creative Teaching: Collaborative Discussion as Disciplined Improvisation, Educational Researcher, Vol. 33, No. 2, pp. 12-20.
http://edr.sagepub.com/cgi/reprint/33/2/12

Selected Internet Resources for Teachers
http://blogs.labschool.ucla.edu/library/teacher_resources

 

Classroom Setup

Bartlett, S. (1993). Amiable Space in the Schools of Reggio Emilia: An Interview with Leila Gandini. Children’s Environments, 10(2): 23-38.

Tarr, P. (May, 2004). Consider the Walls, Journal of the National Association for the Education of Young Children, Beyond the Journal.

 

Classroom Culture

Enyedy, N. (2003). Knowledge construction and collective practice: At the intersection of learning, talk, and social configurations in a computer-mediated mathematics classroom.  The Journal of the Learning Sciences, 12(3) 361-408.

Enyedy, N., and Goldberg, J. (2004).Inquiry in interaction: Developing classroom communities for understanding through social interaction. Journal for Research in Science Teaching 41, 905-935.

Enyedy, N., Goldberg, J., and Welsh K. (2006). Complex dilemmas of identity and practice. Science Education 90(1) 68-93.

Erickson, F. (with Bagrodia, R., Cook-Sather, A., Espinoza, M., Jurow, S., Shultz, J. and Spencer, J.) (2007). Students' experience of school curriculum: The everyday circumstances of granting and withholding assent to learn, Chapter 10, pp. 198-218. In Connelly, F. M., Ming, F. H., and Phillion, J. (eds.), The Sage handbook of curriculum and instruction. Thousand Oaks, CA: Sage.

Erickson, F. (1996). Inclusion Into What?: Thoughts on the Construction of Learning, Identity, and Affiliation in the General Education Classroom. In D. Speece & B. Keogh (Eds.), Research on Classroom Ecologies: Implications for Inclusion of Children With Learning Disabilities. Mahwah, NJ: Lawrence Erlbaum Associates.

Schultz, K. (2003). Listening, A Framework for Teaching Across Differences. (Foreword by Frederick Erickson). New York: Teachers College Press.

 

Experiences

Dewey, J. (1938). Experience and education. New York: Macmillan.

Gallas, K. (1995). Talking their way into science: Hearing children’s questions and theories, responding with curricula. New York: Teachers College Press.

Lowery, L. (1998). The Biological Basis of Thinking and Learning (Monograph), Berkeley, CA: Lawrence Hall of Science.

Lowery, L. (1998). How New Science Curriculums Reflect Brain Research. Educational Leadership 56(4), 26-30.

 

Representation

Classroom Ecosystem Explorer (CEE) (2006). Guidelines for Choosing a Representational Format.
CEE_rep_chart.pdf

Crockett, C. (February 2004). What Do Kids Know--And Misunderstand--About Science?, Educational Leadership.

Danish, J. and Enyedy, N. (2007). Remember, We Have to do all the Parts of the Rose: Negotiated Representational Mediators in a K-1 Science Classroom. Science Education, 91:1-35.

Eisner, E. (December 2003/January 2004). Preparing for Today and Tomorrow, Educational Leadership.

Enyedy, N. (2005). Inventing Mapping: Creating cultural forms to solve collective problems. Cognition and Instruction 23(4), 427 - 466.

Erickson, F. (2008). Some thoughts on “proximal” formative assessment of student learning. In P. Moss (ed.) The 107th Yearbook of the National Society for the Study of Education. Chicago: NSSE Press.

Erickson, F., Weishaupt, L., Sutton, S., Elder, D., Alarcón, R., and Schaeffer, L. (2005). Using assessment to deepen students’ science knowledge. ASCD Express, 1(4). Association for Supervision and Curriculum Development.

Rosenthal, L. & Michaelson, A. (Winter 2002). Multiple Representations Aid Children’s and Teachers’ Work, Connections, pp. 1, 4-8.
www.connect.gseis.ucla.edu/publications/


Web Sites
The following web sites provide information about obtaining recycled or found materials and using them in instruction. Although the organizations listed are based in Southern California, there are similar agencies throughout the country.

Rediscover Center
http://www.rediscovercenter.org

Art from Scrap
http://www.artfromscrap.org

Trash for Teaching
http://www.trashforteaching.com