Richland's A Framework for Understanding Poverty professional development series is underway again, with this year's sessions highlighting ways in which concepts from Ruby Payne's book have impacted the Richland campus.
The library wants to support this endeavor by helping faculty, staff, and administrators find the articles featured in Payne's companion book Research-Based Strategies: Narrowing the Achievement Gap for Under-Resourced Students.
Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press. (Located in the Richland Teaching Collection at LB 1060 .H672 2000.) Also available as an ebook (access requires a DCCCD I.D.).
Donovan, M.S., & Bransford, J.D. (2005). How students learn: History, mathematics, and science in the classroom. Washington, DC: National Academies Press.
Hill, H.C., Blunk, M.L., Charalambous, Y., Lewis, J.M., Phelps, G.C., Sleep, L., et. Al. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430-511.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds.) (2001). Adding it up: Helping children learn mathematics. Washington, DC: Mathematics Learning Study Committee, National Research Council.
Krauss, S., Burnner, M., Kunter, M., Baumert, J., Neubrand, M., Blum, W., et al. (2008) Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100(3), 716-725. Available for purchase at APA PsychNET or request through interlibrary loan.
Senge, P., Ross, R., Smithe, B., Roberts, C., & Kleiner, A. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Doubleday-Currency.
Shulman, L.S. (1987). Assessment for teaching: An initiative for the profession. Phi Delta Kappan, 69(1), 38-44. Request through interlibrary loan.
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