Annotated Bibliography

HPL 800 Communities of Practice

Lisa Cuzzo

Ambrose, A. A., Bridges M. W., Lovett, M. C., DiPietro M., Norman, M. K.

(2010). How learning
works. San Francisco: Jossey-Bass

This book organizes research on teaching and learning into seven

principles in order to "provide instructors with an understanding of
student learning that can help them: see why certain teaching
approaches are or are not supporting students learning, generate or
refine teaching approaches and strategies that more effectively foster
student learning in specific contexts, and transfer and apply these
principles to new courses." As an educational leader, this book will
help with evaluating what supports student learning.

Bart, M. (2011) How technology can improve learner-centered teaching.

Retrieved from
http://www.facultyfocus.com/articles/instructional-design/how-
technology-can-improve-learner-centered-teaching/

Bart mentions that to create a learner-centered environment educators

need to step aside and let the learner be more active. Technology is
one way that can help pave the way for both the learners and
teachers. Mary Bart lists 5 ways that technology can accommodate
the goals of a leaner-centered classroom. This website was very
helpful as I was creating my website and blog.

Bishop, C. F., Caston, M. I., & King, C. A. (2014). Learner-centered

environments:
creating effective strategies based on student attitudes and faculty
reflection. Journal of the Scholarship of Teaching and Learning,14(3),
46-63.

This article found in the Journal of the Scholarship of Teaching and

Learning provides strategies for educators in creating a successful
learner-centered classroom. The strategies provided came from
suggestions through the use of surveys, student focus group
interviews, and faculty discussions. The information gathered through
the surveys are examples of qualitative research, this study involves
an exploration of the eight reasons for learner-centered teaching found
in Terry Doyles 2008 book, Helping Students Learn in a Learner
Centered Environment.
Blumberg, P., Ph.D., (2008). Developing learner-centered teachers: a practical
guide for faculty.
San Francisco: Jossey-Bass. Retrieved from
http://www.usciences.edu/teaching/Learner-Centered/

This website summarizes the book by Phyllis Blumberg. This book

correlates with Maryellen Weimers book Learner-Centered Teaching,
which is one of the focal points I would like to focus on as an HPL
leader. As Weimer states this book handles the implementation of
learner-centered approaches to teaching with integrity, robustness,
and careful attention to detail. Blumberg gives suggestions on how to
execute learner-centered approaches in teaching and also discusses
the purpose and process of assessment.

Brookhart, S. M. (2014). How to design questions and tasks to assess student

thinking.
ASCD.

This book starts by discusses the five Ws and an H in higher-order

thinking; who, what, when, where, why and how. An interesting point
that is mentioned in the book and I found noteworthy as a learner is
how to take the viewpoint of students as problem solvers. Using the
lens of a student solving the problem presented by the question or task
makes it easier to identify questions or tasks according to any of the
categories teachers may use (or, sometimes, have to use): Blooms
taxonomy, Webbs Depth of Knowledge levels, the Common Core
Standards for Mathematical Practice, Science and Engineering
Practices, and so on. (pg. 12).
Burns, M., Pierson, E., & Reddy, S. (2014). Working together: How teachers
teach and students
learn in collaborative learning environments. International Journal of
Instruction, 7(1).

This article concentrates on how to help math and science teachers

integrate learner-centered instructional methods into their classrooms.
The Active Learning in Maths and Science Model is a professional
 development workshop that consists of a series of three weeks of
classes that are divided into three sessions. The first session focuses
on collaborative learning, the second session is on project-based
learning, and the third session focuses on strategies to promote higher-
order thinking.

Davis, J. (2015, September). Give teachers the time to collaborate. Education

Week, 35(4), 26-27.

Davis suggests that schools with longer days would allow teachers
time to collaborate with their grade level teams. Teachers at Preuss
Charter High School (ranked the No. 1 high school in San Diego County
by U.S. News & World Report.) are able to meet once a week for 105
minutes to better accommodate their students needs by modeling
lessons for their colleagues and how to integrate new curriculum.
Teachers state that without an expanded schedule they would feel
pressured to find time to better themselves and their teaching to
provide success for their students. As an educator, I found this article
particularly noteworthy because I agree that teachers need more time
to collaborate.

Edwards, C. P., (2002). Three approaches from Europe: Waldorf, Montessori,

and Reggio Emilia.
Retrieved from http://ecrp.uiuc.edu/v4n1/edwards.html

An article explaining Waldorf, Montessori and Reggio Emilia approaches

in Europe. These approaches are an example of a learner-centered
environment, which is a focal point in my website. It highlights key
points of similarities and differences of the three approaches in early
childhood education. As in High Performance Learning all three
approaches provide their students the opportunity to develop at their
own pace. The roles of the teachers are to create a learning
experience that is nurturing in a comfortable environment.

Gagnon, D. (2015). School location and teacher supply: Understanding the

distribution of
teacher effects. Current Issues in Education, 18(3). Retrieved from
http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1473

Douglas Gagnon wrote this article because there is significant variation

in how well teachers perform, understanding the delivery of teacher
effectiveness is important in the push for equality of opportunity.
Schools serving students from disadvantaged communities face
 significantly greater challenges due to the countless out-of-school
factors that impact learning. The sample used in the study in this
article was conducted in the state of New Hampshire. This quantitative
study suggests that lower-income schools have less effective teachers
than do more affluent schools. I found this article interesting because I
taught in a school that served students from disadvantaged
communities.

Geake, J., & Cooper, P. (2003) Cognitive neuroscience: Implications for

education? Oxford, UK:
Westminster Studies in Education

Geake & Cooper article is based on research on brain function and how
it is related to education. They argue that cognitive neuroscience may
offer helpful insights for all educators in and out of the classroom.
They make a great point that no two human brains are, have ever
been, or ever will be identical, therefore no two students in our
classroom may necessarily learn the same way. This point is a prime
example of why HPL is important to integrate into our schools.

Hannah, Ryan, (2013). The effect of classroom environment on student

learning. Honors Theses
Paper 2375.

Hannah discusses how to prepare students to be successful members

of society by providing a learning environment that will helps students
thrive. The article discusses that how a classroom environment is set
up and run will affect the outcome. For example if the teacher is not
motivating then there will be a direct impact on the students in the
classroom. There are strategies discussed in the article that can be
utilized by teachers to create an effective classroom environment.

Harder, A. F. MA, MFT (2012) Erik Eriksons developmental stages. Retrieved

from http://www.support4change.com/index.php?
option=com_content&view=article&id=47&Itemid=108

Arlene Harder discusses the stages of development that Erik Erikson

has organized into 8 stages from birth to death in a persons life. The
stages are Infancy (Birth to 18 Months), Early Childhood (18 Months to
3 Years), Play Age (3 to 5 Years), School Age (6 to 12 Years),
Adolescence (12 to 18 Years), Young Adult (18 to 35), Middle Adulthood
(35 to 55 or 65) and Late Adulthood (55 or 65 to Death). When
creating learning environments for students, its important to know all
 stages of development in order to create an environment to meet the
needs of all learners.

Immorodino-Yang, M., (2016). Emotions, Learning, and the Brain. New York,
NY., W. W. Norton
& Company, Inc.

Immorodino-Yang is a neuroscientist, human development psychologist,

and former public school teacher. In this book she presents over 1o
years of work with the potential to revolutionize educational theory and
practice by deeply enriching the understanding of the complex
connection between emotion and learning. She points out two main
ideas. The first is that emotions are such powerful motivators of
learning because they activate brain mechanisms that originally
evolved to manage our basic survival. The second is that meaningful
thinking and learning are inherently emotional, because we only think
deeply about things we care about.

Keagy, D., & Piper, D. (2013). Pennsylvania school business: A guide for
educational
administrators.

This book is a foundation for superintendents and principals. This book

helps administrators with the knowledge, understanding and practical
skills of basic school business operation. The text has two goals to
convey to the reader. The first is to help the reader understanding the
purpose of creating an essence of cooperation between education and
business leaders and managers. The second is to provide principals
and superintendents technical information to effectively execute their
job responsibilities.

Learner-centered classrooms (2015). Retrieved from

http://lfonetwork.uoregon.edu/learnercentered-classrooms/

This link was found on LinguaFolio Online. LinguaFolio Online allows

students to showcase their ability to use another language. The
website is designed to provide a holistic picture of the students
language learning experience and abilities. The Learner-Centered link
help educators in the program to create goals that are purposeful and
meaningful from the students point of view. Characteristics are given
that define learner-centered classrooms and examples of learner-
centered classroom activities are given.
Learner-Centered Psychological Principles: A framework for school reform &
redesign. (1997,
November) Retrieved from
http://www.kolumbus.fi/seanhype/luckan/senior-it/lcp_14_principles.htm

14 key principles that were compiled by the Learner-Centered

Principles Work Group of the American Psychological Associations
Board of Educational Affairs. These principles are made to work off of
one another and apply to every learner and the learning process. They
are particularly noteworthy to children, teachers, administrators and
parents because they pertain to internal and external environments.

Lytle, R. (2011). Study: Emerging technology has positive impact in

classroom. U. S. News &
World Report. Retrieved from http://www.usnews.com/education/high-
schools/articles/2011/07/14/study-emerging-technology-has-positive-
impact-in-classroom?int=96e908

This article discusses the benefits of having technology in the

classroom. Ryan Lytle mentioned a study that shows an average
increase of .52 on an AP test from students who used technology over
students who were taught in the traditional classroom. The article also
mentions a good point in that for the same amount spent on a few
thousand books, you could have access to digital databases that give
students access to literally millions of sources.

Mendenhall, D. R. (2012). What is competency-based education? Retrieved

April
25, 2016, from http://www.huffingtonpost.com/dr-robert-
mendenhall/competency-based-learning-_b_1855374.html.

Competency-Based learning is a measure of learning and not time,

which means they progress by demonstrating their competence. The
article discusses that since students learn at different paces
competency-based learning allows them to master skills no matter how
long it takes. The benefits of competency-based learning have been
recognized by many in higher education. The article discusses the four
benefits, which are: measures learning rather than time, technology
gives the ability to individualize instruction, change in faculty role, and
define and develop assessments for students that are reliable.

Miller, A. (2015). Using assessment to create student-centered learning.

Retrieved April
 16, 2015, from http://www.edutopia.org/blog/assessment-create-
student-centered-learning-andrew-miller

This article discusses how to assess students in the 21st century by

focusing on their passion and learning styles, which represents the HPL
philosophy. Andrew Miller states that if we truly want to know our
students, we must view them as a stained-glass window with test data
as only one of many pieces. The article also discusses how if
formative assessment is used carefully, then it can help tell educators
if students are ready for independent practices and application or if
they need more collaborative learning.

Phillips, M. (2014). A place for learning: the physical environment of

classrooms. Retrieved from
http://www.edutopia.org/blog/the-physical-environment-of-classrooms-
mark-phillips

Mark Phillips is a teacher and educational journalist that is focusing on

setting up a classroom for students in this article. He mentions that
classrooms are set up more to meet the needs of custodians than the
students. He discusses desk and table arrangements and the benefits
of having a classroom set up in a semicircle because it encourages
interaction and enables all students to see each other. Since students
spend all day in a classroom its imperative for it to feel warm and
homelike. This article is a great reference when discussing the
importance of a learner-centered environment to my faculty and staff.

Posner, B. Z., & Kouzes, J. M. (2012). The leadership challenge: How to make
extraordinary
things happen in organizations. Jossey-Bass.

This book came highly recommended by the professors at Carlow as

well as the Supervisors. It is a wonderful book for new professional
leaders to lead them in becoming better leaders. The book discusses
the Five Practices of Exemplary Leadership Model the Way, Inspire a
Shared Vision, Challenge the Process, Enable Others to Act, and
Encourage the Heart. This book encourages leaders to understand
that leadership is a relationship and when using the five practices they
become better suited to start and sustain their ongoing journey of
success and significance.
Sadeghi, L., & Callahan, K. (Eds.). (2015). Educational leadership in action: A
casebook for
aspiring educational leaders. Routledge.
 This book has 24 complex cases that include a wide range of real-life
situations which include social media. Educational Leadership in Action
provides tools for leaders and educators such as concepts, readings
and examples that encourage learning and develop strategies to meet
different challenges. As a HPL leader this book is a great reference to
have in ones library to see how experts respond to different cases.

Saxena, S. Using technology to create student-centered learning

environment. Retrieved from
http://edtechreview.in/trends-insights/insights/743-using-technology-
for-student-centered-learning-environment

When technology is included in a learner-centered environment

students are able to work in teams and use higher level thinking to
solve problems. I found this article particularly noteworthy as I was
creating my website and blog. Technology can help facilitate a learner-
centered classroom by empowering the learner, help to organize
activities, helps make the student responsible for his or her own
learning and subject students to regular evaluation.

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing

times. Corwin Press.

This book by Eric Sheninger is filled with many examples of how

technology is impacting learning in the classroom. This is a great
resource for leaders to lead students, parents and teachers away from
their fears of technology and into understanding the importance of
communication and public relations. HPL leaders could use this book
to learn ways to prepare their students to be successful in the twenty-
first century.

Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives

on learning,
teaching, and technology. Retrieved from http://epitt.coe.uga.edu/

This website defines behaviorism as all observable and measurable

aspects of human behavior. The reading includes the views of John B.
Watson and B. F. Skinner, both behaviorism advocates. All behavior is
learned and it can also be unlearned and replaced by new behaviors.
Modeling is also discussed on this website. Modeling is known as
observational learning.
TeachThought Staff. (2015). 21 Simple ideas to improve student motivation.
Retrieved from http://www.teachthought.com/uncategorized/21-simple-ideas-
to-improve-student-motivatio/

This article discusses concepts to help educators improve their

students motivation. As we have learned in the HPL program
motivation and engagement is a key for students to achieve optimal
success. A few examples include giving the students a sense of control,
give students responsibility and allowing students to work together.

Tokuhama-Espinosa, T., (2014). Making Classrooms Better: 50 Practical

Applications of Mind,
Brain, and Education Science. New York, NY., W. W. Norton & Company,
Inc.

Tokuhama-Espinosa took Leslie Harts concept that designing

educational experiences without knowledge of the brain is like
designing a glove without knowledge of the hand, and took it one step
further. Building from general knowledge of brain-based education
science and current educational research to offer specific suggestions
for how teachers can improve student learning outcomes. There are a
wide range of topics from creating an optimal classroom climate to
maximizing metacognitive skill development. There are 50 evidence-
based classroom best practices that have proven positive impact on
student learning outcomes and explains why they work.

Weimer, M. (2002). Learner-centered teaching: five key changes to practice.

San Francisco, CA.: Jossey-Bass.

Weimer discusses five key changes needs to make teaching learner-

centered. They include: the balance of power, the function of content,
the role if the teacher, the responsibility for learning, and the purpose
and processes of evaluation. All five changes are in some ways
connected and overlap. Weimer not only discusses the changes that
need to take place, but she also discusses instructional practices that
promote better learning.

Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Introduction to communities

of practice: A
 brief overview of the concept and its uses. Grass Valley, CA: Wenger-
Trayner.

This article defines the term Community of Practice as being a group

of people who share a concern or a passion for something they do and
learn how to do it better as they interact regularly. Etienne & Beverly
Wenger-Trayner go on to discuss different activities that can develop
practices. Community of Practices can also be titled various names
such as learning networks. The article concludes with myths about
communities of practice.

Wiliam, D. (2002). Embedded formative assessment. Solution Tree Press.

Embedded Formative Assessment is a book compiled of thirty-five
years of experience. Dr. Wiliam explains the importance of education
achievement, the struggle in raising student achievement and the
impact of teachers on learning. There is also a brief outline of reforms
that have not worked, such as changes to the structure of schooling
and to the governance of school. The following three points need to be
considered in order for a reform to work: The quality of teachers is the
most important factor in the education system, teacher quality is
highly variable and teacher quality has a greater impact on some
students than others. Dr. Wiliam discussed five key strategies of
formative assessment, where he presents a summary of the research
evidence that shows the impact of the strategy. He also includes
techniques for teachers to use to implement the strategies into the
classroom.