“How Obvious”: Personal reflections on the database of educational psychology and effective teaching research

References

• Aberson , C. L. , Healey , M. and Romero , V. 2000 . Ingroup bias and self‐esteem: A meta‐analysis . Personality and Social Psychology Review , 4 : 157 – 173 .
   Web of Science ®Google Scholar
• Anderson , J. R. , Corbett , A. T. , Koedinger , K. and Pelletier , R. 1995 . Cognitive tutors: Lessons learned . Journal of the Learning Sciences , 4 : 167 – 207 .
   Web of Science ®Google Scholar
• Bargh , J. A. and Chartrand , T. L. 1999 . The unbearable automaticity of being . American Psychologist , 54 : 462 – 479 .
   Web of Science ®Google Scholar
• Baumeister , R. F. , Campbell , J. D. , Krueger , J. I. and Vohs , K. D. 2003 . Does high self‐esteem cause better performance, interpersonal success, happiness or healthier lifestyles? . Psychological Science in the Public Interest , 4 : 1 – 44 .
   PubMed Web of Science ®Google Scholar
• Berliner , D. C. 1984 . “ The half‐full glass. A review of research on teaching ” . In Using what we know about teaching , Edited by: Hosford , P. 51 – 77 . Alexandria, VA : Association for Supervision and Curriculum Development .
   Google Scholar
• Berliner , D. C. 1986 . In pursuit of the expert pedagogue . Educational Researcher , 15 (7) : 5 – 13 .
   Google Scholar
• Berliner , D. C. 1987 . “ Simple views of effective teaching and a simple theory of classroom instruction ” . In Talks to teachers: A festschrift for N. L. Gage , Edited by: Berliner , D. C. and Rosenshine , B. V. 93 – 110 . New York : Random House .
   Google Scholar
• Berliner , D. C. 1994 . “ Expertise: The wonders of exemplary performance ” . In Creating powerful thinking in teachers and students , Edited by: Mangieri , J. N. and Collins Block , C. 161 – 186 . Fort Worth, TX Holt : Rinehart and Winston . Available online at http://courses.ed.asu.edu/berliner/readings/expertise.htm
   Google Scholar
• Berliner , D. C. 2004a . Toiling in Pasteur’s quadrant: The contributions of N. L. Gage to educational psychology . Teaching and Teacher Education , 20 : 329 – 340 .
   Web of Science ®Google Scholar
• Berliner , D. C. 2004b . Describing the behavior and documenting the accomplishments of expert teachers . Bulletin of Science, Technology and Society , 24 : 200 – 212 .
   Google Scholar
• Berliner , D. C. 2005 . The near impossibility of testing for teacher quality . Journal of Teacher Education , 56 : 205 – 213 .
   Web of Science ®Google Scholar
• Brainerd , C. J. 2003 . “ Jean Piaget, learning research, and American education ” . In Educational psychology: A century of contributions , Edited by: Zimmerman , B. J. 251 – 287 . Mahwah, NJ : Lawrence Erlbaum .
   Google Scholar
• Borko , H. and Livingston , C. 1989 . Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers . American Educational Research Journal , 26 : 473 – 498 .
   Web of Science ®Google Scholar
• Brophy , J. E. 1988 . Research on teacher effects: Uses and abuses . Elementary School Journal , 89 : 3 – 21 .
   Web of Science ®Google Scholar
• Brophy , J. E. and Good , T. L. 1986 . “ Teacher behaviour and student achievement ” . In Handbook of research on teaching , (3rd ed.) , Edited by: Wittrock , M. C. 328 – 375 . New York : Macmillan .
   Google Scholar
• Chall , J. S. 1999 . The achievement challenge: What really works in the classroom , New York : Guilford Press .
   Google Scholar
• Chan , C. , Burtis , J. and Bereiter , C. 1997 . Knowledge building as a mediator of conflict in cognitive change . Cognition and Instruction , 15 : 1 – 40 .
   Web of Science ®Google Scholar
• Chinn , C. A. and Malhotra , B. A. 2002 . Children’s responses to anomalous scientific data: How is conceptual change impeded? . Journal of Educational Psychology , 94 : 327 – 343 .
   Web of Science ®Google Scholar
• Darling‐Hammond , L. and Sclan , E. 1992 . “ Policy and supervision ” . In Supervision in transition , Edited by: Glickman , C. D. 7 – 29 . Alexandria, VA : Association for Supervision and Curriculum Development .
   Google Scholar
• Demant , M. S. and Yates , G. C. R. 2003 . Primary teachers’ attitudes toward the direct instruction construct . Educational Psychology , 23 : 483 – 489 .
   Google Scholar
• Dunkin , M. J. 1997 . Assessing teachers’ effectiveness . Issues in Educational Research , 7 : 37 – 51 .
   Google Scholar
• Emler , N. 2001 . Self‐esteem: The costs and consequences of low self‐worth , York, , UK : York Publishing .
   Google Scholar
• Evertson , C. M. 1987 . “ Managing classrooms: A framework for teachers ” . In Talks to teachers: A festschrift for N. L. Gage , Edited by: Berliner , D. C. and Rosenshine , B. V. 54 – 74 . New York : Random House .
   Google Scholar
• Gage , N. L. 1985 . Hard gains in the soft sciences , Bloomington, IN : Phi Delta Kappa .
   Google Scholar
• Gage , N. L. 1991 . The obviousness of social and educational research results . Educational Researcher , 20 (1) : 10 – 16 .
   Google Scholar
• Gage , N. L. and Needels , M. C. 1989 . Process–product research on teaching: A review of the criticisms . Elementary School Journal , 89 : 253 – 300 .
   Web of Science ®Google Scholar
• Gardner , H. 2002, September 4 . The quality and qualities of educational research . Education Week , 22 : 49
   Google Scholar
• Gilovich , T. 1991 . How we know what isn’t so: The fallibility of human judgment in everyday life , New York : Free Press .
   Google Scholar
• Gilovich , T. , Griffin , D. and Kahneman , D. , eds. 2002 . Heuristics and biases: The psychology of intuitive judgment , Cambridge, , UK : Cambridge University Press .
   Google Scholar
• Goleman , D. 1995 . Emotional intelligence , New York : Bantam Books .
   Google Scholar
• Good , T. L. and Brophy , J. E. 2002 . Looking in classrooms , (9th ed.) , Boston : Allyn and Bacon .
   Google Scholar
• Harter , S. 1993 . “ Causes and consequences of low self‐esteem in children and adolescents ” . In Self‐esteem: The puzzle of low self‐regard , Edited by: Baumeister , R. F. 87 – 116 . New York : Plenum Press .
   Google Scholar
• Hertwig , R. , Fanselow , C. and Hoffrage , U. 2003 . Hindsight bias: How knowledge and heuristics affect our reconstruction of the past . Memory , 11 : 357 – 377 .
   PubMed Web of Science ®Google Scholar
• Hogan , T. , Rabinowitz , M. and Craven , J. A. 2003 . Representation in teaching: Inferences from research of experts and novice teachers . Educational Psychologist , 38 : 235 – 247 .
   Web of Science ®Google Scholar
• Hoffrage , U. , Hertwig , R. and Gigerenzer , G. 2000 . Hindsight bias: A by‐product of knowledge updating . Journal of Experimental Psychology: Learning, Memory and Cognition , 26 : 566 – 581 .
   PubMed Web of Science ®Google Scholar
• Houston , J. P. 1983 . Psychology: A closed system of self‐evident information . Psychological Reports , 52 : 203 – 208 .
   Web of Science ®Google Scholar
• Kahneman , D. , Slovic , P. and Tversky , A. 1982 . Judgement under uncertainty: Heuristics and biases , Cambridge, , UK : Cambridge University Press .
   Google Scholar
• Klahr , D. and Nigam , M. 2004 . The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning . Psychological Science , 15 : 661 – 667 .
   PubMed Web of Science ®Google Scholar
• Kruger , J. M. and Dunning , D. 1999 . Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self‐assessments . Journal of Personality and Social Psychology , 77 : 1121 – 1134 .
   PubMed Web of Science ®Google Scholar
• Leinhardt , G. and Greeno , J. G. 1986 . The cognitive skill of teaching . Journal of Educational Psychology , 78 : 75 – 95 .
   Web of Science ®Google Scholar
• Lepper , M. R. , Ross , L. and Lau , R. R. 1986 . Persistence of inaccurate beliefs about the self: Effects in the classroom . Journal of Personality and Social Psychology , 50 : 482 – 491 .
   PubMed Web of Science ®Google Scholar
• 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 : 14 – 19 .
   PubMed Web of Science ®Google Scholar
• Nuthall , G. 2000 . The role of memory in the acquisition and retention of knowledge in science and social study units . Cognition and Instruction , 18 : 83 – 139 .
   Web of Science ®Google Scholar
• Nuthall , G. 2004 . Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory–practice gap . Harvard Education Review , 74 : 273 – 306 .
   Web of Science ®Google Scholar
• Pronin , E. , Puccio , C. and Ross , L. 2002 . “ Understanding misunderstanding: Social psychological perspectives ” . In Heuristics and biases: The psychology of intuitive judgment , Edited by: Gilovich , T. , Griffin , D. and Kahneman , D. 636 – 665 . Cambridge, , UK : Cambridge University Press .
   Google Scholar
• Rosenshine , B. and Stevens , R. 1986 . “ Teaching functions ” . In Handbook of research on teaching , 3rd ed. , Edited by: Wittrock , M. C. 376 – 39 . New York : Macmillan .
   Google Scholar
• Shanahan , T. 2002 . “ What reading research says: The promises and limitations of applying reading research to education ” . In What reading research has to say about reading instruction , Edited by: Farstrup , A. E. and Samuels , S. J. 8 – 24 . Newark, Delaware : International Reading Association .
   Google Scholar
• Stallings , J. and Kaskowitz , D. 1974 . Follow through classroom observation evaluation , Menlo Park, CA : SRI International .
   Google Scholar
• Stanovich , K. E. 1993 . Distinguished educator series: Romance and reality . The Reading Teacher , 47 : 280 – 291 . Available online at http://tortoise.oise.utoronto.ca/∼kstanovich/pdfs/reading/rdtch93.pdf
   Web of Science ®Google Scholar
• Stanovich , K. E. 2003 . “ The fundamental computational biases of human cognition: Heuristics that (sometimes) impair decision making and problem solving ” . In The psychology of problem solving , Edited by: Davidson , J. E. and Sternberg , R. J. 291 – 342 . New York : Cambridge University Press .
   Google Scholar
• Sternberg , R. J. and Horvath , J. A. 1995 . A prototype view of expert teaching . Educational Researcher , 24 (6) : 9 – 17 .
   Google Scholar
• Townsend , M. A. R. 1995 . Effects of accuracy and plausibility in predicting results of research on teaching . British Journal of Educational Psychology , 65 : 359 – 365 .
   Web of Science ®Google Scholar
• Tuovinen , J. E. and Sweller , J. 1999 . A comparison of cognitive load associated with discovery learning and worked examples . Journal of Educational Psychology , 91 : 334 – 341 .
   Web of Science ®Google Scholar
• Wang , M. C. , Haertel , G. D. and Walberg , H. J. 1993 . Toward a knowledge base for school learning . Review of Educational Research , 63 : 249 – 294 .
   Web of Science ®Google Scholar
• Wong , L. Y. 1995 . Research on teaching: Process–product findings and the feeling of obviousness . Journal of Educational Psychology , 87 : 504 – 511 .
   Web of Science ®Google Scholar
• Yates , G. C. R. 1974 . Influence of televised modelling and verbalization on children’s delay of gratification . Journal of Experimental Child Psychology , 18 : 333 – 339 .
   Web of Science ®Google Scholar
• Yates , G. C. R. and Chandler , M. 1991 . Cognitive psychology of knowledge: Basic findings and educational implications . Australian Journal of Education , 35 : 131 – 153 .
   Web of Science ®Google Scholar
• Yates , G. C. R. , Lippett , R. M. K. and Yates , S. M. 1981 . The effects of age, positive affect induction, and instructions on children’s delay of gratification . Journal of Experimental Child Psychology , 32 : 169 – 180 .
   Web of Science ®Google Scholar
• Yates , G. C. R. and Yates , S. M. 1990 . Teacher effectiveness research: Towards describing user‐friendly classroom instruction . Educational Psychology , 10 : 225 – 238 .
   Google Scholar
• Yates , G. C. R. , Yates , S. M. and Beasley , C. J. 1987 . Young children’s knowledge of strategies in delay of gratification . Merrill‐Palmer Quarterly Journal of Developmental Psychology , 33 : 159 – 169 .
   Web of Science ®Google Scholar