Having trouble coming up with a topic for your portfolio and/or paper? The following list make help you to decide.
Books:
Bandler, Richard. Using Your Brain for a Change. Moab: Real People Press
Bateman, W. Open to question: The art of teaching and learning by inquiry. Jossey-Bass.
Buzan, Tony and Terence Dixon. The Evolving Brain. New York: Holt, Rinehart & Winston, 1978.
Buzan, Tony. Use Both Sides of Your Brain. New York: Plume, 1989.
Debono, Edward. Learn to Think. Santa Barbara: Capra/New, 1982.
Dryden, Gordon. Jeannette Vos., Ed.D. The Learning Revalution. Rolling Hills Estates: Jalmar Press., 1994.
Gardner, Howard. Frames of Mind. New York: Basic Books, 1983.
Joyce, Bruce, Marsha Weil. Models of Teaching. Boston: Allyn and Bacon, 1996.
Langer, Ellen J. Mindfulness Reading: Merloyn Lawrence, 1989.
Nadel, Laurie with Judy Haims and Robert Stempson. Sixth Sense – The Whole Brain Book of Intuition, Hunches, Gut Feelings and Their Place in Your Everday Life. New York: Prentice Hall, 1990.
Ostrander, Sheila and Lynn Schroeder. Super Memory-The Revolution. New York: Carrroll & Graf, 1991.
Ornstein , Robert and Charles Swencionis. The Healing Brain – A Scientific Reader. New York: The Guilford Press, 1990.
Ornstein, Robert and Richard F. Thopmson. The Amazing Brain. Boston: Houghton Mifflin, 1984.
Ostrander, Sheila and Lynn Schroeder. Superlearning. New York: Delacorte Press, 1985
Resak, Richard. The Brain. Toronto: Batam Books, 1984
Rose, Colin. Accelerated Learning. New York: Dell, 1985
Schmeck, Ronald, K., Ed. Learning Strategies and Learning Styles. New York: Plenum Press, 1988.
Segalowitz, Sid J. Two Sides of the Brain: Brain Lateralization Explored. Englewood Cliffs: Prentice-Hall Inc., 1983.
Stearn, Jess. The Power of Alpha Thinking. New York: Signet, 1976
Willaims, Linda Verlee. Teaching for the Two-Sided Mind: A Guide to Right Brain / Left Brain Education. Engelwood Cliffs: Prentice-Hall Inc., 1983.
Wonder, Jacquelyn, and Pricilla Donavan. Whole Brain Thinking. New York: Ballantine Books, 1984
D. F. Halpern (Ed), Changing college classroom: New teaching And learning strategies for an increasingly complex San Francisco, CA: Jossey-Bass.
Westbury, & A. A. Bellack (Eds), Research into classroom. Recent developments and next steps (pp. 175-224). New York: Teachers College Press.
Cohen, E. G. (1986). Designing groupwork. Strategies for heterogeneous classroom. New York: Teachers College Press.
Gardner, H. (1997). Extraordinary Minds: Portraits of Exceptional Individuals and an Examination of our Extraordinariness. New York: Basic Books.
Williams, W., Blythe, T., White, N., Li, J., Sternberg, R., & Gardner, H. (1996). Practical intelligence for school. New York: HarperCollins.
Gardner, H. (1993). Multiple Intelligences: The theory in practice. New York: Basic Books.
Gardner, H. (1993). Creating Minds: An anatomy of creativity seen through the lives of Freud, Einstein,
Picasso, Stravinsky, Eliot, Graham, and Gandhi. New York: Basic Books.
Gardner, H. (1991). The Unschooled Mind: How children think and how schools should teach. New York: Basic Books.
Gardner, H. (1990). Art education and human development. Los Angeles: The Getty Center for Education in the Arts.
Gardner, H. (1989). To Open Minds: Chinese clues to the dilemma of contemporary education. New York: Basic Books. Basic Books Paperback with new introduction, 1991.
Gardner, H. (1985). The Mind's New Science: A history of the cognitive revolution. New York: Basic Books. Basic Books Paperback with new Epilogue, 1987.
Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York: Basic Books. Basic Books Paperback, 1985. Tenth Anniversary Edition with new introduction, New York: Basic Books, 1993.
Gardner, H. (1982). Art, Mind, and Brain: A cognitive approach to creativity. New York: Basic Books. Basic Books Paperback, 1984.
Gardner, H. (1980). Artful Scribbles: The significance of children's drawings. New York: Basic Books. Basic Books Paperback, 1982.
Gardner, H. (1978). Developmental Psychology: An introduction. Boston: Little Brown, International Edition. Second Edition, 1982.
Gardner, H. (1975). The Shattered Mind. New York: Knopf. Vintage Paperback, 1976.
Gardner, H. (1973). The Quest for Mind: Jean Piaget, Claude Levi-Strauss, and the Structuralist Movement. New York: Knopf. Vintage paperback, 1974. Second Edition, 1981, University of Chicago Press.
George, P. S., & Alexander, W. M. (1993). The examplary middle school. Forth Worth, FL: Harcourt Brace College Publishers.
Hanna, G. S. (1993). Better teaching through better measurement. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers.
Postman, Neil, The end of education: Redefining the value of school. Vintage Books.w
Pintrich, D. R. Brown, & C. E. Weinstein (Ed), Student motivation, cognition, and learning Hillsdale, NJ: Erlbaum.
Mckeachie, W. J. (1986). Teaching tips. A guidebook for the Beginning college teacher. Lexington, MA: D.C. Heath & Company.
McAninch, A. R. (1993). Teacher thinking and the case method. New York: Teachers College Press.
Sims, R. and Sims, S. (Eds), The Importance of Learning Styles: Understanding the Implications for Learning, Course Design and Education. Contributions to the study of education, Number 64. Greenwood Press.
Willinom & Naylor. The abandoned generation: Rethinking higher education. Wm Eerdmans Publ.
Articles:
1. King, A. (1994). Inquiry as a tool in critical thinking. D. F. Halpern(Ed), Changing college classroom: New teaching and learning strategies for an increasingly complex world , Chap. Vol. 2, (pp. 13-38). San Francisco, CA: Jossey-Bass.
2. Backer, P. A., & Yabu, J. K. (1994). Hypermedia as an instructional resource. D. F. Halpern (Ed), Changing college classroom: New teaching and learning strategies for an increasingly complex world , Chap. Vol. 2, (pp.230-253). San Francisco, CA: Jossey-Bass.
3. Kay Crouch, M., & Fontaine, S. I. (1994). Student portfolios as an assessment tool. D. F. Halpern (Ed), Changing college classroom: New teaching and learning strategies for an increasingly complex world Chap. Vol. 2, (pp. 306-328). San Francisco, CA: Jossey-Bass.
4. Pintrich, P. R.Implications of psychological research on student learning and college teaching for teacher education. W. R. Houston (Ed), Handbook of research on teacher education (pp. 826-857). New York: Macmillan.
5. Kraft, R. G. (1985). Group-inquiry turns passive students active. College Teaching, 33, 149-154.
6. Gage, N. L. (1971). Explorations of the teacher's effectiveness in lecturing. I. Westbury, & A. A. Bellack (Eds), Research into classroom. Recent developments and next steps (pp. 175-224). New York: Teachers College Press.
7. Gage, N. L. (1971). The microterion of effectiveness in explaining. I. Westbury, & A. A. Bellack (Eds), Research into classroom processes. Recent developments and next steps (pp. 175-181). New York: Teachers College Press.
8. Belgard, M., Rosenshine, B., & Gage, N. L. (1971). Study I. Effectiveness in explaining: Evidence on its generality and correlation with pupil ratings. I. Westbury, & A. A. Bellack (Eds), Research into classroom. Recent developments and next steps (pp. 182-191). New York: Teachers College Press.
9. Unruh, W. R. (1971). Study II. The modality and validity of cues to lecture effectiveness. I. Westbury, & A. A. Bellack (Eds), Research into classroom processes. Recent developments and next steps (pp. 191-201). New York: Teacher College Press.
10. Rosenshine, B. (1971). Study III. Objectively measured behavioral predictors of effectiveness in explaining. I. Westbury, & A. A. Bellack (Eds), Research into classroom processes. Recent development and next steps (pp. 201-209). New York: Teacher College Press.
11. Dell, D., & Hiller, J. H. (1971). Study IV. Computer analysis of teacher's explanations. I. Westbury, & A. A. Bellack (Eds), Research into classroom processes. Recent developments and next steps (pp. 209-217). New York: Teacher College Press.
12. Aiken, E. G., Thomas, G. S., & Shennum, W. A. (1975). Memory for a lecture: Effects of notes, lecture rate, and informational density. Journal of Educational Psychology, 67, 439-444.
13. Ruja, H. (1954). Outcomes of lecture and discussion procedures in three college courses. Journal of Experimental Education, 22, 385-394.
14. Smith, L. R., & College, A. (1986). Improving teacher clarity: A preliminary investigation. Educational and Psychological Research, 6, 1-8.
15. Klein, J. D., & Frettag, E. T. (1991). Effects of using an instructional game on motivation and performance. Journal of Educational Research, 84, 303-308.
16. Cohen, E. G. (1986). Designing groupwork. Strategies for heterogeneous classroom. New York: Teachers College Press.
17. Cognition and technology Goup Learning Technology Center Peabody College of Vanderbilt University. (1991). Technology and the design of generative learning environments. Educational Technology, 31, 34-40.
18. George, P. S., & Alexander, W. M. (1993). The examplary middle school. Forth Worth, FL: Harcourt Brace College Publishers.
19. Hanna, G. S. (1993). Better teaching through better measurement. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers.
20. Weinstein, C. E. (1994). Strategic leraning/Strategic teaching: Flip sides of a coin. P. R. Pintrich, D. R. Brown, & C. E. Weinstein (Ed), Student motivation, cognition, and learning (pp. 257-273). Hillsdale,NJ: Erlbaum.
21. Mckeachie, W. J. (1986). Teaching tips. A guidebook for the beginning college teacher. Lexington, MA: D.C. Heath & Company.
22. McAninch, A. R. (1993). Teacher thinking and the case method. New York: Teachers College Press.
23. Shulman, L. S. (1992). Toward a pedagogy of cases. J. H. Shulman (Ed), Case methods in teacher education (pp. 1-30). New York: Teachers College Press.
24. Shulman, J. H. (1992). Teacher-written cases with commentaries. J. H. Shulman (Ed), Case methods in teacher education (pp. 131-152). New York: Teachers College Press.
25. Grossman, P. L. (1992). Teaching and learning with cases. J. H. Shulman (Ed), Case methods in teacher education (pp. 227-239). New York: Teachers College Press.
26. Easterly, J. L. (1992). Classroom management in elementary school. J. H. Shulman (Ed), Case methods in teacher education (pp. 194-208). New York: Teachers College Press.
27. Richert, A. E. (1992). Writin cases. A vehicle for inquiry into the teaching process. J. H. Shulman (Ed), Case methods in teacher education (pp. 155-174). New York: Teachers College Press.
28. Carter, K. (1992). Towars a cognitive conception of classroom management. A case of teacher comprehension. J. H. Shulman (Ed), Case methods in teacher education (pp. 11-130). New York: Teachers College Press.
29. Kleinfeld, J. (1992). Learning to think like a teacher. The study of cases. J. H. Shulman (Ed), Case methods in teacher education (pp. 11-130). New York: Teachers College Press.
30. Pollard, R. (1995). Research priorities in teacher education: Perspective of Deans of College of Education. Journal of Instructional Psychology, 22(3), 250-258.
31. Lonka, K., & Ahola, K. (1995). Activating instruction: How to foster study and thinking skilss in higher education. European Journal of Psychology of Education, 10(4), 351-368.
32. Vermunt, J. D. (1995). process-oriented instruction in leraning and thinking strategies. European Journal of Psychology of Education, 10(4), 325-349.
33. Wisker, G. (1996). Assessment for learning: Encouraging personal development and critical response on a writing module by student-centred assessemnt and teaching/Learning strategies. IETI, 33(1), 58-65.
34. Searfoss, L. W., & Enz, B. J. (1996). Can teacher evaluation reflect holistic instruction. Educational Leadership, 53(8), 38-41.
35. Bruning, R. H. (1994). The college classroom form the perspective of cognitive psychology. K. W. Prichard, & R. Sawyer-McLaran (Ed), Handbook of college teaching: Theory and applications (pp. 3-22). Westport, CT: Greenwoods Press.
36. Pintrich, P. R. (1994). Student motivation in the college classroom. K. W. Prichard, & R. Sawyer-McLaran (Ed), Handbook of college teaching: Theory and applications (pp. 23-43). Westport, CT: Greenwoods Press.
37. Leigh Smith, B. (1994). Team-teaching methods. K. W. Prichard, & R. Sawyer-McLaran (Ed), Handbook of college teaching: Theory and applications (pp. 127-137). Westport, CT: Greenwoods Press.
38. Michaelesen, L. K. (1994). Team learning: Making a case for the small-group option. K. W. Prichard, & R. Sawyer-McLaran (Ed), Handbook of college teaching: Theory and applications (pp. 139-153). Westport, CT: Greenwoods Press.
39. Weaver, R. A., Kowalski, T. J., & Pfaller, J. E. (1994). Case-method teaching. K. W. Prichard, & R. Sawyer-McLaran (Ed), Handbook of college teaching: Theory and applications (pp. 171-178). Westport, CT: Greenwoods Press.
40. Higgins, R. D. (1994). Classroom management and organization. K. W. Prichard, & R. Sawyer-McLaran (Ed), Handbook of college teaching: Theory and applications (pp. 403-414). Westport, CT: Greenwoods Press.
41. Meyers, S. A. (1997). Increasing student partecipation and productivity in smal-group activities for psychology class. Teaching of Psychology, 24(2), 105-115.