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References & About the Author
References
Antonacci, P.A., and Colasacco, J.M. (1994). A literacy context for the 21st century child. In N. J. Ellsworth, C.N. Hedley, and A.N. Baratta, eds., Literacy: A redefinition (pp. 213-231). Hillsdale, NJ: Erlbaum.
Bronowski, J. (1973). The ascent of man. Boston: Little, Brown.
Bruer, J.T. (1993). Schools for thought. Cambridge: MIT Press.
Bruner, J.S. (1972). The nature and uses of immaturity. American Psychologist, 27 (8), 1-60.
Bruner, J.S., Jolly, A., and Silva, K., eds. (1990). Play: Its role in development and evolution. New York: Basic Books.
Collins, A., Brown, J.S., and Newman, S.E., eds. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Hillsdale, NJ: Erlbaum.
Daiute, C. (1989). Play as thought: Thinking strategies of young writers. Harvard Education Review, 59 (1), 1-23.
Edwards, S.A., and Maloy, R.M. (1992). Kids have all the write stuff: Inspiring your children to put pencil (or crayon or felt-tip marker or computer) to paper. New York: Penguin Books.
Fagen, R. (1976). Modeling how and why play works. In J. S. Bruner and K. Sylva, eds., Play: Its role in development and evolution. New York: Basic Books.
Gardner, H. (1983). Frames of mind. New York: Basic Books.
------. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
Lave, J. (1990). Situated learning: Legitimate peripheral participation. Institute for Research in Learning, Cambridge, England: Cambridge University.
Martinez, J., and Kesner, R. eds. (1991). Learning and memory: A biological view. New York: Academic Press.
Resnick, L.B., ed. (1989). Knowing, learning and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum.
Rogoff, B. (1990). Apprenticeship in thinking. New York: New York University Press.
Vanderbilt College; Cognition and Technology Group (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 20 (5), 2-10.
Vukelich, C. (1993). Play: A context for exploring the functions, features, and meaning of writing with peers. Language Arts, 70, 386-392.
Wells, G. (1990). Creating the conditions to encourage literate thinking. Educational Leadership, 47 (6), 13-17.
About the Author
Dr. David Rose is a founder and Executive Director of the Center for Applied Special Technology (CAST), a Boston-based organization that applies technology to meet the needs of students with special learning challenges. He is a clinical psychologist who specializes in developmental neuropsychology, with particular interest in the diagnosis of learning disabilities. Dr. Rose has taught all levels in public schools. As teacher, diagnostician, researcher, Harvard University lecturer, and author, he has written many articles and has presented papers at numerous national conferences. He is an author of WiggleWorks: The Scholastic Beginning Literacy System.
Page updated February 10, 2000
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