WorldCat Identities

Resnick, Lauren B.

Works: 153 works in 450 publications in 3 languages and 9,059 library holdings
Genres: Conference papers and proceedings  Abstracts 
Roles: Author, Editor, Compiler, Other, Commentator, Creator
Classifications: LB1590.3, 370.152
Publication Timeline
Most widely held works by Lauren B Resnick
Education and learning to think by Lauren B Resnick( )

27 editions published between 1987 and 2012 in 3 languages and held by 1,801 WorldCat member libraries worldwide

Committee on Mathematics, Science and Technology Education, Commission on Behavioral and Social Sciences and Education, National Research Council
The psychology of mathematics for instruction by Lauren B Resnick( Book )

28 editions published between 1981 and 2012 in English and Undetermined and held by 861 WorldCat member libraries worldwide

The nature of intelligence by Lauren B Resnick( Book )

16 editions published in 1976 in English and Undetermined and held by 850 WorldCat member libraries worldwide

The intelligence we test-an evolving concept / Leona E. Tyler / - Psychometric tests as cognitive tasks : a new structure of intellect / John B. Carroll / - Identifying basic abilities underlying intelligent performance of complex tasks / Herbert A. Simon / - General, academic, and artificial intelligence / Ulric Neisser / - Human intelligence as adaptation : an ethological approach / William R. Charlesworth / - Culture, technology, and intellect / David R. Olson / Problem solving and intelligence / Lauren B. Resnick / - Varieties of cognitive power / Earl Hunt / - Language comprehension and the deverbalization of intelligence / Charles A. Perfetti / - Intelligence and cognitive psychology / W.K. Estes / - Ordinal scales of infant development and the neture of intelligence / J. McVicker Hunt / - The processes of intelligence and education / Robert Glaser
Perspectives on socially shared cognition by Lauren B Resnick( Book )

45 editions published between 1991 and 2009 in English and Undetermined and held by 818 WorldCat member libraries worldwide

Aims to undo this figure-ground relationship between cognitive and social processes. The chapters in Part One, by developmental, social, and educational psychologists and an anthropologist, explore the role of the immediate social situation in cognition, offering challenges from the mild to the deeply unsettling to psychologists' traditional assumptions about cognition, competence, and performance. In Part Two, chapters by a psychologist/anthropologist explore from a linguistic perspective the various and often hidden ways in which the social permeates thinking, especially by shaping the forms of reasoning and language use available to members of a community. Part Three contains three chapters by psycholinguists, a sociologist, and social psychologists that examine the way language functions in face-to-face communication. Part Four, in chapters by an anthropologist, developmental psychologists, and social psychologists, examines the sources, individual and social, of shared cultural knowledge. Part Five contains chapters by an anthropologist and by social and cognitive psychologists examining the structure and processes of cognitive collaboration in work situations. In Part Six, several chapters by developmental psychologists consider the individual in sociocognitive activity. (PsycINFO Database Record (c) 2004 APA, all rights reserved)
Toward the thinking curriculum : current cognitive research by Lauren B Resnick( Book )

17 editions published between 1980 and 1989 in English and held by 749 WorldCat member libraries worldwide

A project of the Center for the Study of Learning at the University of Pittsburgh, this yearbook combines the two major trends/concerns impacting the future of educational development for the next decade: knowledge and thinking. The yearbook comprises the following chapters: (1) "Toward the Thinking Curriculum: An Overview" (Lauren B. Resnick and Leopold E. Klopfer); (2) "Instruction for Self-Regulated Reading" (Annemarie Sullivan Palincsar and Ann L. Brown); (3) "Improving Practice through Understanding Reading" (Isabel L. Beck); (4) "Teaching Mathematics Concepts" (Rochelle G. Kaplan and others); (5) "Teaching Mathematical Thinking and Problem Solving" (Alan H. Schoenfeld); (6) "Research on Writing: Building a Cognitive and Social Understanding of Composing" (Glynda Ann Hull); (7) "Teaching Science for Understanding" (James A. Minstrell); (8) "Research on Teaching Scientific Thinking: Implications for Computer-Based Instruction" (Jill H. Larkin and Ruth W. Chabay); and (9) "a Perspective on Cognitive Research and Its Implications for Instruction" (John D. Bransford and Nancy J. Vye). (Ms)
Knowing, learning, and instruction : essays in honor of Robert Glaser by Lauren B Resnick( Book )

16 editions published between 1989 and 2016 in English and Undetermined and held by 521 WorldCat member libraries worldwide

Learning from text / Walter Kintsch / - Expository text for young readers : the issue of coherence / Isabel L. Beck / - Development of an expert explanation : an analysis of a sequence of subtraction lessons / Gaea Leinhardt / - On the nature of competence : principles for understanding in a domain / Rochel Gelman / - Microworlds in mathematical education : a pedagogical realism / Pearla Nesher / - Informal reasoning and subject matter knowledge in the solving of economics problems by naive and novice individuals / James F. Voos / - Learning from examples via self-explanations / Michelene T.H. Chi / - What kind of knowledge transfers? / Jill H. Larkin / - There are generalized abilities and one of them is reading / Charles A. Perfetti / - Toward intelligent systems for testing / Alan Lesgold / - Intentional learning as a goal of instruction / Carl Bereiter / - Guided, cooperative learning and individual knowledge acquisition / Ann L. Brown / - Cognitive apprenticeship : teaching the g
Theory and practice of early reading( Book )

in English and held by 498 WorldCat member libraries worldwide

Linking school and work : roles for standards and assessment by Lauren B Resnick( Book )

8 editions published between 1995 and 1998 in English and held by 380 WorldCat member libraries worldwide

Content matters : a disciplinary literacy approach to improving student learning by Stephanie M McConachie( )

5 editions published between 2009 and 2013 in English and held by 224 WorldCat member libraries worldwide

"This book offers a guide for improving teaching, learning, and literacy in content area classrooms. Edited by two experts on the topic, Content Matters introduces teachers to the Disciplinary Literacy instructional framework developed by the Institute for Learning at the University of Pittsburgh. Grounded in the Principles of Learning that were developed by educator Lauren B. Resnick, the framework is designed to prepare students in grades 6 and up to master the rigorous academic content learning required for college success. Unlike most 'generic' teaching models, the framework is specifically tailored for each of the content disciplines. The content chapters offer cases of teachers and students in middle and high schools working together in English/language arts, history, mathematics, and science. The chapters tell the story of teaching and learning in the disciplines. Designed to be a practical resource, the book shows teachers how to integrate literacy development and thinking practices into their routine content instruction. Comprehensive in scope, the book also shows how school instructional leaders can support teachers in learning and using this instructional approach"--Publisher's description
Discourse, tools, and reasoning : essays on situated cognition by Tools, and Reasoning: Situated Cognition and Technologically Supported Environments NATO Advanced Research Workshop on Discourse( Book )

10 editions published in 1997 in English and held by 208 WorldCat member libraries worldwide

This volume in the NATO Special Programme on Advanced Educational Technology focuses on the role of discourse in cognition, tools as constituents of cognitive activity, the social nature of reasoning, and how individuals reconstitute knowledge in social interaction
Reading and writing with understanding : comprehension in fourth and fifth grades by Sally Hampton( Book )

2 editions published between 2008 and 2009 in English and held by 143 WorldCat member libraries worldwide

Reading and writing grade by grade by Lauren B Resnick( Book )

5 editions published between 2008 and 2009 in English and held by 137 WorldCat member libraries worldwide

Speaking and listening for preschool through third grade by Lauren B Resnick( Book )

4 editions published between 2008 and 2009 in English and held by 133 WorldCat member libraries worldwide

Standards, assessments-- and what else? : the essential elements of standards-based school improvement by Diane J Briars( Book )

5 editions published in 2000 in English and held by 91 WorldCat member libraries worldwide

The effects of a nearly complete standards-based system in mathematics were evaluated. The Pittsburgh Public School system, Pennsylvania, has adopted a standards-based system that has been largely put into place between 1992 and 1998. The program includes content and performance standards, standards-based assessments, standards-based instructional materials, and standards-based professional development for teachers and administrators. Data on elementary school mathematics assessments from 1995-1996 through 1997-1998 were used to explore the effects of the implementation of this system. The New Standards Reference Examination and the Iowa Tests of Basic Skills were used to assess mathematics achievement. Taken as a whole, the standards-based policy has produced an overall rise in mathematics achievement in the school district. The most dramatic increases were achieved by the 1998 cohort of fourth graders, the first group to experience the standards-based program from kindergarten through first grade. Program implementation varied throughout the schools, but strong implementation was associated with an increase in measured achievement. Some barriers to program implementation are discussed. (Contains 8 figures, 3 tables, and 10 references.) (SLD)
Performance puzzles : issues in measuring capabilities and certifying accomplishments by Lauren B Resnick( Book )

2 editions published between 1994 and 1996 in English and held by 87 WorldCat member libraries worldwide

Reflections on the future of NAEP : instrument for monitoring or for accountability? by Lauren B Resnick( Book )

4 editions published between 1998 and 1999 in English and held by 86 WorldCat member libraries worldwide

The National Assessment of Educational Progress (NAEP) is now accepted as the nation's report card, but getting there took over 30 years and a convoluted process beset by technical and political issues. After a summary of the history of the NAEP and its successful use as a monitoring instrument, the ramifications of the use of the NAEP as an accountability instrument are discussed, including how it could negatively affect educational outcomes and the validity of the NAEP tests. (Author/SLD)
Instructional validity, opportunity to learn and equity : new standards examinations for the California Mathematics Renaissance by Bokhee Yoon( Book )

2 editions published in 1998 in English and held by 85 WorldCat member libraries worldwide

Data from the Spring 1996 administration of the New Standards Mathematics Reference Examination for Middle Grades were used to examine the instructional validity of the Reference Examination, opportunity to learn, and equity in the context of the California Mathematics Renaissance program. Student (n=1,936) and teacher (n=105) responses to the opportunity to learn questionnaires and student performance were compared between the Renaissance (classes of 43 teachers) and nonRenaissance groups (called the multi-state group). Results show that Renaissance teachers had more opportunities to participate in reform-oriented professional development activities than teachers in a multi-state comparison group and that Renaissance classroom practice reflected these teacher learning opportunities. Renaissance students also showed significantly higher levels of performance on Skills and Problem Solving clusters of the New Standards examination compared to students in the multi-state group, after adjusting for student background characteristics. Furthermore, the achievement results on Skills show a smaller performance gap between white and minority students in the Renaissance group than the multi-state group regardless of levels of socioeconomic status (I.E., parent education). The results also show a positive effect of reform-oriented instructional strategies on the outcomes in all three clusters. These results suggest the instructional validity of the New Standards Reference Examinations and a generally positive effect on equity of educational opportunity in the Renaissance program. (Contains 12 tables and 33 references.) (Author/SLD)
From protoquantities to number sense by Lauren B Resnick( Book )

2 editions published in 1990 in English and held by 80 WorldCat member libraries worldwide

The efficacy of an early mathematics program aimed at developing number sense and built entirely on children's invented procedures and on their informally acquired quantitative knowledge was studied. To socialize children to think of themselves as reasoners about numbers, the classroom program routinely provided daily conversation about numbers and drew attention to quantitative examples in everyday living situations. The program, initiated in 1988-89, was based on the following principles: draw children's informal knowledge into the classroom, develop children's trust in their own knowledge, use formal notations as a public record of discussions and conclusions, introduce the whole additive structure as quickly as possible, talk about mathematics in addition to practicing it, and encourage everyday problem finding. All children in the first through third grade classes in a school serving a largely minority and poor population participated. First graders were interviewed three times during the year. To assess whether the computational aspects of the standard curriculum were being met, data from the standardized mathematics achievement test that the school annually gives its first graders at the end of March were examined. The test scores of second and third graders who were introduced to a modified version of the program part-way through the 1988-89 school year were also assessed. The program produced large improvements both in number sense and in computational competence across all ability levels. Thinking-based programs successfully teach basic number facts and arithmetic procedures that are the core of the traditional primary mathematics program. An invention-based mathematics program is suitable even for children who are not socially favored or initially educationally able. (Rlc)
Social sense-making in mathematics : children's ideas of negative numbers by Swapna Mukhopadhyay( Book )

1 edition published in 1990 in English and held by 80 WorldCat member libraries worldwide

This study investigated children's ability to interpret a natural social situation, depicted in a narrative story, and to use their understanding of that situation to generate and apply a mental model of debts and assets in solving problems including negative quantities. Fifty-one American students from a parochial school in a predominantly middle class, suburban community, and five Indian boys between the ages of 10 and 13 years old from Calcutta were subjects for the study. The American children were approximately half boys and half girls, 10 second-graders, 12 third-graders, 17 fourth-graders, and 12 fifth-graders. The Indian children only occasionally attended school and were all employed as houseboys. Each child participated individually in a two-part procedure. The first task was to reply to a series of questions about a story concerning the financial difficulties of a character named Sam. The second task was to solve a total of 16 equations by adding or subtracting negative numbers that paralleled the signed number problems presented in the story situation. Results indicated that children showed superior performance on problems posed in the context of the story, in contrast to their ability to solve isomorphic problems presented as formal equations. Those children whose performance was most enhanced were unschooled children from India. The debts and assets analogue appeared to encourage the use of a Divided Number Line model, resulting in difficulties when children had to perform calculations involving crossing over the zero amount from a debts to an assets status. (MDH)
Tests as standards of achievement in schools by Lauren B Resnick( Book )

2 editions published in 1989 in English and held by 79 WorldCat member libraries worldwide

The question of whether tests can be both curriculum-neutral and effective means of monitoring and motivating educational practice is discussed. Educational reform and testing are intimately linked, as tests are widely viewed as a means of educational improvement. Tests/assessments influence educator behavior by stimulating them to assure that their students perform well. Tests/assessments used for public accountability or program evaluation purposes affect the curriculum. A new vision of education--a thinking-oriented curriculum (tc) for all students--is considered, in which education focuses on higher-order abilities, problem solving and thinking, and the ability to go beyond the routine and exercise personal judgment. Current tests that are inimical to a tc are discussed. To assess the extent to which decomposition and decontextualization--two key assumptions underlying standardized testing--permeate today's achievement tests, reading comprehension, language, and mathematics test batteries that are widely used in educational assessment are analyzed. Standardized tests fare badly when judged against the criterion of assessing and promoting a tc. They embody a view of education that defines knowledge and skill as a collection of bits of information and they demand fast non-reflective replies. Alternative performance assessments for a tc, including open-ended writing examinations (essays) and portfolio assessments, help release educators from the pressure toward fractionated low-level forms of learning that are rewarded by most current tests, and they also set positive standards for an educational system that strives to cultivate thinking. Tied to curriculum and designed to be taught to, performance assessments can be essential tools for raising authentic educational achievement. A 25-item list of references is included. (Rlc)
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Audience level: 0.35 (from 0.07 for Education ... to 0.66 for Discourse, ...)

The psychology of mathematics for instruction
The psychology of mathematics for instructionPerspectives on socially shared cognitionTheory and practice of early readingLinking school and work : roles for standards and assessmentContent matters : a disciplinary literacy approach to improving student learningDiscourse, tools, and reasoning : essays on situated cognitionReading and writing with understanding : comprehension in fourth and fifth gradesReading and writing grade by gradeSpeaking and listening for preschool through third grade
English (196)

Spanish (2)

German (1)