This page contains links to articles and news and opinion pieces that will be of interest to readers of the NYC HOLD web pages. The collection is edited and annotated by Bas Braams and NYC HOLD.
The Equivalence of Learning Paths in Early Science Education: Effects of Direct Instruction and Discovery Learning, by David Klahr and Milena Nigam, Psychological Science, 2004. "We found not only that many more children learned from direct instruction than from discovery learning, but also that when asked to make broader, richer scientific judgements the (many) children who learned about experimental design from direct instruction performed as well as those (few) children who discovered the method on their own"... [more] (PDF format)
Applications and Misapplications of Cognitive Psychology to Mathematics Education, by John R. Anderson, Lynne M. Reder, and Herbert A. Simon (1995?). A critical look at situated learning and constructivism. "Situated learning commonly advocates practices that lead to overly specific learning outcomes while constructivism advocates very inefficient learning and assessment procedures"... [more]
Ask the Cognitive Scientist, a column by Daniel T. Willingham in the AFT magazine The American Educator. Sample titles: Practice Makes Perfect - But Only If You Practice Beyond the Point of Perfection... [more]; Why Students Think They Understand - When They Don't... [more]; The Privileged Status of Story... [more]; Students Remember...What They Think About... [more]; Allocating Student Study Time, "Massed" versus "Distributed" Practice... [more]
Math and Science Curriculum
Philosophy of Education
Standards and Assessment
Illinois Loop, by Kevin Killion. Articles are organized thematically under these headings: Reading; Literature; Math; Science; Computers; Social Studies; Art and Music; Projects vs. Learning; Tests and Assessment; Textbooks; Homework; and several others.