Lauren Β Resnick
Biographic Data
| ID | 3428241 |
|---|---|
| NAME | Lauren Β Resnick |
| GIVEN NAMES | Lauren Β |
| FAMILY NAME | Resnick |
| SIGNATURE | RESNICK L Β |
| AFFILIATIONS | University of Pittsburgh |
| VERIFIED | No |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 183 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1973 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 4 |
Efficacy of video-based teacher professional development for increasing classroom discourse and student learning
Background Although professional development (PD) programs often use video, extraneous information during video viewing can distract teachers. We developed a discourse visualization tool, the Classroom Discourse Analyzer (CDA), to support teachers' reflections on classroom discourse in video-based PD workshops.Methods We used a randomized controlled trial with an embedded case study to examine the efficacy of a year-long video-based PD program us…
The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students ( N 7th grade = 1,146 and N 8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with other…
Student agency to participate in dialogic science discussions
Discourse, Tools and Reasoning: Essays on Situated Cognition
Social Networks in “Nested Learning Organizations”—a Commentary
It is widely recognized today that a teacher’s surrounding professional community inevitably affects the kind of teaching that students are offered. However, until recently, it has been difficult to quantify and systematically study the nature of professional relationships in schools and districts. The articles in this special issue provide a much-needed collection of techniques to study the complex social interactions, or lack thereof, that shap…
Nested Learning Systems for the Thinking Curriculum
The 21st century will require knowledge and skill well beyond the basic levels of reading and arithmetic that American schools know how to produce more or less reliably. Delivering a “thinking curriculum” to all American students requires major reform in the ways schools and districts organize their work. The transformation of the institution of schooling that will be needed to make this aspirational goal a real achievement is daunting. This arti…
Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life
The Vision Thing: Educational Research and Aera in the 21st Century. Part 2: Competing Visions for Enhancing the Impact of Educational Research
David C. Berliner, Lauren B. Resnick, Larry Cuban, Nancy Cole, W. James Popham, John I. Goodlad, "The Vision Thing": Educational Research and AERA in the 21st Century. Part 2: Competing Visions for Enhancing the Impact of Educational Research, Educational Researcher, Vol. 26, No. 5 (Jun. - Jul., 1997), pp. 12-18+27
Situated rationalism: Biological and social preparation for learning
The human sciences can be characterized as a working out of two sets of tensions in interpreting human experience: tensions between the biological and the social and between the particular and the general. In this chapter, I examine the relations between two lines of thinking, each commanding increasing attention among psychologists and social scientists, that appear to be contradictory. The first, a position I term conceptual rationalism, seeks …
Performance Puzzles
This article explores issues involved in using assessments as a means of defining standards and encouraging efforts to meet them. It compares the European examination system with the present American testing system. It also considers issues that must be faced in defining learning domains in ways that do not encourage narrowly focused training on specific assessment items
Perspectives on Socially Shared Cognition
Developing mathematical knowledge
L’Intégration de Nouvelles Connaissances: Entre Arithmétique et Algèbre
The 1987 Presidential Address Learning In School and Out
opular wisdom holds that common sense outweighs school learning for getting along in the world-that there exists a practical intelligence, different from school intelligence, that matters more in real life. As is often the case, this wisdom is difficult to assess directly from a base of scholarly research. But recent research on the nature of everyday, practical, real-world intelligence and learning is beginning to provide a basis for understandi…
Standards, Curriculum, and Performance: A Historical and Comparative Perspective
This article considers how educational standards are established and maintained, and how they can be improved in American schools. The authors argue that curriculum (what is taught) and assessment (the way we judge what is learned) play the largest role in shaping what is demanded in schools and thus what our students can be expected to learn. Neither issue has received adequate attention in current debate over the state of our schools and the co…
Issues in the Instruction of Mildly Mentally Retarded Children
It is a basic assumption of special education that children experienc-ing particular types of learning dif-ficulty achieve best with instruction-al strategies different from those that are provided readily in the regular school program. If the prin-ciple of matching instruction to relatively homogeneous groups of children were correct and effective-ly applied in practice, there would be considerably less concern about racial disproportion in grou…
American Educational Research Association: 1974 Annual Meeting Call for Proposals Chicago, Illinois April 15– 19, 1974
The 1987 Presidential Address Learning In School and Out
opular wisdom holds that common sense outweighs school learning for getting along in the world-that there exists a practical intelligence, different from school intelligence, that matters more in real life. As is often the case, this wisdom is difficult to assess directly from a base of scholarly research. But recent research on the nature of everyday, practical, real-world intelligence and learning is beginning to provide a basis for understandi…
Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life
Standards, Curriculum, and Performance: A Historical and Comparative Perspective
This article considers how educational standards are established and maintained, and how they can be improved in American schools. The authors argue that curriculum (what is taught) and assessment (the way we judge what is learned) play the largest role in shaping what is demanded in schools and thus what our students can be expected to learn. Neither issue has received adequate attention in current debate over the state of our schools and the co…
Nested Learning Systems for the Thinking Curriculum
The 21st century will require knowledge and skill well beyond the basic levels of reading and arithmetic that American schools know how to produce more or less reliably. Delivering a “thinking curriculum” to all American students requires major reform in the ways schools and districts organize their work. The transformation of the institution of schooling that will be needed to make this aspirational goal a real achievement is daunting. This arti…
The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students ( N 7th grade = 1,146 and N 8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with other…
Social Networks in “Nested Learning Organizations”—a Commentary
It is widely recognized today that a teacher’s surrounding professional community inevitably affects the kind of teaching that students are offered. However, until recently, it has been difficult to quantify and systematically study the nature of professional relationships in schools and districts. The articles in this special issue provide a much-needed collection of techniques to study the complex social interactions, or lack thereof, that shap…
Performance Puzzles
This article explores issues involved in using assessments as a means of defining standards and encouraging efforts to meet them. It compares the European examination system with the present American testing system. It also considers issues that must be faced in defining learning domains in ways that do not encourage narrowly focused training on specific assessment items
Issues in the Instruction of Mildly Mentally Retarded Children
It is a basic assumption of special education that children experienc-ing particular types of learning dif-ficulty achieve best with instruction-al strategies different from those that are provided readily in the regular school program. If the prin-ciple of matching instruction to relatively homogeneous groups of children were correct and effective-ly applied in practice, there would be considerably less concern about racial disproportion in grou…
American Educational Research Association: 1974 Annual Meeting Call for Proposals Chicago, Illinois April 15– 19, 1974
American Educational Research Association: 1974 Annual Meeting Call for Proposals Chicago, Illinois April 15– 19, 1974
Issues in the Instruction of Mildly Mentally Retarded Children
It is a basic assumption of special education that children experienc-ing particular types of learning dif-ficulty achieve best with instruction-al strategies different from those that are provided readily in the regular school program. If the prin-ciple of matching instruction to relatively homogeneous groups of children were correct and effective-ly applied in practice, there would be considerably less concern about racial disproportion in grou…
Standards, Curriculum, and Performance: A Historical and Comparative Perspective
This article considers how educational standards are established and maintained, and how they can be improved in American schools. The authors argue that curriculum (what is taught) and assessment (the way we judge what is learned) play the largest role in shaping what is demanded in schools and thus what our students can be expected to learn. Neither issue has received adequate attention in current debate over the state of our schools and the co…
L’Intégration de Nouvelles Connaissances: Entre Arithmétique et Algèbre
The 1987 Presidential Address Learning In School and Out
opular wisdom holds that common sense outweighs school learning for getting along in the world-that there exists a practical intelligence, different from school intelligence, that matters more in real life. As is often the case, this wisdom is difficult to assess directly from a base of scholarly research. But recent research on the nature of everyday, practical, real-world intelligence and learning is beginning to provide a basis for understandi…
Developing mathematical knowledge
Perspectives on Socially Shared Cognition
Situated rationalism: Biological and social preparation for learning
The human sciences can be characterized as a working out of two sets of tensions in interpreting human experience: tensions between the biological and the social and between the particular and the general. In this chapter, I examine the relations between two lines of thinking, each commanding increasing attention among psychologists and social scientists, that appear to be contradictory. The first, a position I term conceptual rationalism, seeks …
Performance Puzzles
This article explores issues involved in using assessments as a means of defining standards and encouraging efforts to meet them. It compares the European examination system with the present American testing system. It also considers issues that must be faced in defining learning domains in ways that do not encourage narrowly focused training on specific assessment items
The Vision Thing: Educational Research and Aera in the 21st Century. Part 2: Competing Visions for Enhancing the Impact of Educational Research
David C. Berliner, Lauren B. Resnick, Larry Cuban, Nancy Cole, W. James Popham, John I. Goodlad, "The Vision Thing": Educational Research and AERA in the 21st Century. Part 2: Competing Visions for Enhancing the Impact of Educational Research, Educational Researcher, Vol. 26, No. 5 (Jun. - Jul., 1997), pp. 12-18+27
Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life
Nested Learning Systems for the Thinking Curriculum
The 21st century will require knowledge and skill well beyond the basic levels of reading and arithmetic that American schools know how to produce more or less reliably. Delivering a “thinking curriculum” to all American students requires major reform in the ways schools and districts organize their work. The transformation of the institution of schooling that will be needed to make this aspirational goal a real achievement is daunting. This arti…
Social Networks in “Nested Learning Organizations”—a Commentary
It is widely recognized today that a teacher’s surrounding professional community inevitably affects the kind of teaching that students are offered. However, until recently, it has been difficult to quantify and systematically study the nature of professional relationships in schools and districts. The articles in this special issue provide a much-needed collection of techniques to study the complex social interactions, or lack thereof, that shap…
Discourse, Tools and Reasoning: Essays on Situated Cognition
Student agency to participate in dialogic science discussions
Efficacy of video-based teacher professional development for increasing classroom discourse and student learning
Background Although professional development (PD) programs often use video, extraneous information during video viewing can distract teachers. We developed a discourse visualization tool, the Classroom Discourse Analyzer (CDA), to support teachers' reflections on classroom discourse in video-based PD workshops.Methods We used a randomized controlled trial with an embedded case study to examine the efficacy of a year-long video-based PD program us…
The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students ( N 7th grade = 1,146 and N 8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with other…
Psychology (15 works) · Mathematics education (12 works) · Sociology (12 works) · Pedagogy (10 works) · Political science (6 works) · Teacher Education and Leadership Studies (6 works) · Computer Science (5 works) · Education and Critical Thinking Development (4 works) · Engineering (4 works) · Innovative Teaching and Learning Methods (4 works)