Frank B. Murray is H. Rodney Sharp Professor in the School of Education and the Department of Psychology at the University of Delaware and served as dean of the College of Education between 1979 and 1995. He received his B.A. degree from St.Johnís College in Annapolis, Maryland and his M.A.T. and Ph.D. degrees from the Johns Hopkins University. He has served in various capacities on the editorial boards of several journals in developmental and educational psychology and is a fellow in the American Psychological Association and the American Psychological Society. Currently, he is President of the Teacher education Accreditation Council (TEAC) in Washington, DC. Prior to that he was Executive Director of the Holmes Partnership and formerly he was chair of the National Board of its forerunner, the Holmes Group, a consortium of research universities engaged in educational reform. He was president and co-founder of the Project 30 Alliance, an organization of faculty in education and the liberal arts. Between 1994 and 1997, he co-edited the Review of Educational Research for the American Educational Research Association. In 1996 he edited The Teacher Educatorís Handbook for the American Association of Teacher Education. For his contributions to the fields of child development and teacher education, he was awarded an honorary doctorate from Heriot-Watt University in Edinburgh, Scotland in 1994.
Center for Educational Leadership and Policy Phone: (302) 831-2557
101 Willard Hall Education Building E-mail: firstname.lastname@example.org
University of Delaware FAX: (302) 831-3013
Newark, Delaware l9716
Teacher Education Accreditation Council Phone: (202) 466-7236
Suite 320 (302) 831-0400
One Dupont Circle
Washington, DC 20036
Home Address Vacation Residence
240 Orchard Road R.F.D. #2, North Kirby Road
Newark, DE 19711 Lyndonville, VT 05851
Phone: (302) 368-4834 Phone: (802) 626-8877
FAX: (302) 831-4427 FAX: (802) 626-8877
Sc.D. 1994 Heriot-Watt University, Edinburgh, Great Britain (honorary degree)
Ph.D. 1966 The Johns Hopkins University, Baltimore, Maryland,
Departments of Education and Psychology
M.A.T. 1961 The Johns Hopkins University, Baltimore, Maryland;
Departments of Education and History
B.A. 1960 St. John's College, Annapolis, Maryland; philosophy and mathematics
1969-present The University of Delaware
H. Rodney Sharp Professor, School of Education and Department of Psychology
Director, Center for Educational Leadership and Policy (1995- present)
Dean, College of Education (l979-1995)
Acting Chairperson, Department of Educational Studies (1978)
Director, Office of Graduate Studies in Education (1971-1977)
1970-73 Teachers College, Columbia University
Visiting Lecturer, Programs in Educational Psychology and Human Development
1966-69 The University of Minnesota
Associate Professor, Department of Psychological Foundations (1969)
Member-at-large, Center for Research in Human Learning (1967-1969)
Consultant, Minnesota School Mathematics and Science Center (1966-1969)
Assistant Professor, Department of Psychological Foundations (1966-1969)
1965-67 The Johns Hopkins University
Lecturer, Evening College (1965) and Summer College (1967)
in the psychology of learning and educational psychology
l964-67 Towson State University
Assistant Professor, Department of Psychology.
Co-director, Undergraduate Research Training Program, sponsored by the U.S. Office of Education
1963-64 Maryland Institute, College of Art
Instructor in general and educational psychology
1960-63 Biology teacher, Gwyn Falls Junior High School,
Baltimore, Maryland (1960-1961)
Children's School of Science, Woods Hole, Massachusetts (Summer 1961)
Junior Conservatory, Lyndon Center, Vermont (Summers 1962, 1963)
SELECTED PROFESSIONAL ACTIVITIES
Editor, The Genetic Epistemologist, quarterly journal of the Jean Piaget Society, 1976-1990.
Co-editor, Review of Educational Research, 1994-1997, quarterly journal of the American Educational Research Association.
Associate Editor, American Educational Research Journal, 1981-1984, monthly journal of the American Educational Research Association.
Member, Editorial Boards: Journal of Educational Psychology, (1972-1979); Reading
Research Quarterly, (1976-1979); Developmental Psychology, (1972-1986); Journal of Applied Developmental Psychology, (1978-1990); Journal of Experimental Education, (1988-1995 ).
A Dictionary of Reading and Related Terms. Newark, DE: International Reading Association, (1981 and 1992).
Occasional Reviewer: Psychological Bulletin, Journal of Experimental Child Psychology, Child Development, Journal for Research in Mathematics Education, Philosophy of Science, Reading Research Quarterly, International Journal of Psychology, Merrill-Palmer Quarterly, Child Development Abstracts and Bibliography, Journal of Teacher Education, National Science Foundation; John Wiley; Allyn & Bacon; Prentice-Hall; Holt, Rinehart & Winston; Academic Press; Basic Books; Teachers College Press; W. H. Freeman; Oxford University Press; Kluwar Press; Carnegie Corporation of New York; Fund for Improvement of Post Secondary Education; PEW Charitable Trusts.
Fellow, Division 15 (elected 1974) and Division 7 (elected 1977) of the American Psychological Association. Division 15 Invited Address, 1978, 1982, 1983. Also Fellow of the American Psychological Society.
President, Jean Piaget Society, 1976-1978. Board of Directors, 1974-1990. Invited Address Annual Symposium, 1976, 1986, 1990.
Co-chairperson, Sixth Biennial Conference on Human Development, Alexandria, Virginia, 1980.
Member, Executive Committee, Piagetian Theory and Education Special Interest Group, American Educational Research Association, 1984-1990.
Member, New York State Doctoral Program Evaluation Project panel for psychology, 1988.
President, (1998 Ė present), Teacher Education Accreditation Council (TEAC).
Executive Director (1997- 1998) and Interim President (1996- 1997), The Holmes Partnership, Inc. (formerly, the Holmes Group). Program Area Director (1997-present), The National Partnership for Excellence and Accountability in Teacher Education (NPEAT).
Chair, (1990-1996) and member, Board of Directors, Holmes Group (1983-1996). Vice-President (1986- 1990) for Southeastern region of the Holmes Group.
Co-founder and co-director, Project 30, a national consortium of teacher education institutions working on the reform of the arts and science component of teacher preparation programs, sponsored by Carnegie Corporation of New York, 1988-1991.
President, Project 30 Alliance, 1992-1993, honorary Board member (1993-present).
Member, National Advisory Council, School of Education, Michigan State University. (1998-present)
Member, Board of Visitors, School of Education, University of Pittsburgh, (1996 - present).
Member, Board of Visitors, College of Education, Michigan State University (1999-present).
Member, Board of Directors, American Association of Colleges of Teacher Education, (1985-1990, 1991-1997). State Liaison Representative, 1982-1996. Chair, Task Force on the Knowledge Base for Beginning Teachers (1989-present).
Chair, Organization of Institutional Affiliates (OIA) of the American Educational Research
Coordinator, State Education Policy Seminars (SEPS) sponsored by the Education Commission of the States (ECS) and the Institute for Educational Leadership, Inc. (IEL), 1981-1996.
Member at-large, Executive Committee (1983-1986); Chair, Nominating Committee (1984), Summer Seminar (1985), Comparative Index Task Force (1984-1986), Chair, Quondam Deans Task Force (1997- present), Land-Grant Deans of Education Association (ACSESULGC)
Member, FIPSE (Fund for the Improvement of Post Secondary Education) National Advisory Committee, "The Foundations of American Citizenship": A New Direction for Education Graduates, 1986-1988.
Member, Program Effectiveness Panel (PEP), Office of Educational Research and Improvement, U.S. Department of Education, 1987-1996. Impact Review Panel, 1998 - present
Member, American Association of Higher Education Black Caucus, 1987-present.
Member, Teacher Program Council, Educational Testing Service, Princeton, New Jersey
Member, the National Advisory Group, Sigma Xi Committee on Science, Mathematics and Engineering Education, 1988-1995.
Member, NASULGC Commission on Education for the Teaching Professions, 1989-1992 .
Author, Elementary and Secondary Research Center Planning Group, Office of Research, U.S. Department of Education, 1989.
Member, Advisory Board for the National Center for Research on Teacher Learning, 1991-1995 .
Member, Advanced Standards Committee, National Council for Accreditation of Teacher Education, 1992.
Member, The Blueprint Advisory Panel for Project 2061 of the American Association for the Advancement of Science and the American Association of Higher Education in Washington, DC, 1993.
Member, Title II Consultative Committee, National Center for Education Statistics (NCES), 1999 Ė present.
State of Delaware
Member, National Experts Panel, Delaware Accountability Task Force (1997-present).
Commissioner, Education Commission of the States, appointed by Governor Castle, 1992 and Governor Carper, 1993-1995.
Awardee, Order of Excellence, Delaware State Board of Education 1990 and 1995. Delaware State Superintendent Merit Award, 1990 and 1995.
Chair, Committee on Competency Testing of Teachers (1984), Legislative Committee on Mastery Testing (1984-1985); Executive Consultant, Governor's Task Force on Education for Economic Growth (1983); State Superintendents Council (1980-present); Member, Governor's Cadre for RE:Learning Project (1989-present); Member of the Advisory Committee on the Allocation of Chapter 2 Funds (1990-1997); Member, Delaware Professional Standards Council, (1991-1995).
Member, Community Advisory Board, Wilmington News Journal (1995-1998).
Developmental and Educational Psychology
Conservation of illusion-distorted lengths and areas by primary school children. Journal of Educational Psychology, 56, 62-65. 1965.
Conservation of illusion-distorted length and illusion strength. Psychonomic Science, 7(2), 65-66. 1967.
The effect of familiarization on reading comprehension. Psychonomic Science, 8(10), 431-432. 1967. (With W. B. Gillooly)
Cognitive conflict and reversibility training in the acquisition of length conservation. Journal of Educational Psychology, 59, 82-87. 1968.
Phenomenal-real discrimination and the conservation of illusion-distorted length. Canadian Journal of Psychology, 22(2), 114-121. 1968.
Operational conservation of illusion-distorted length. British Journal of Educational Psychology, 38(2), 189-193. 1968.
Conservation aspects of the concept of time in primary school children. Journal of Research in Science Teaching, 6(3), 257-264. 1969.
Reversibility in the nonconservation of weight. Psychonomic Science, 16(6), 285-286. 1969. (With P. E. Johnson)
Conservation and connotative-denotative meaning. Psychonomic Science, 16(6), 323-324. 1969. (With S. Nummedal)
Conservation in self and object. Psychological Reports, 25, 941-942. 1969.
Verbal and nonverbal assessment of conservation of illusion-distorted length. Journal for Research in Mathematics Education, 1, 9-15. 1970.
Stimulus mode and the conservation of weight and number. Journal of Educational Psychology, 61, 287-291. 1970.
Credibility of information for educational innovation. Journal of Educational Research, 64(1), 17-20. 1970.
Notes on some logical and empirical difficulties in perceptual motor training programs. American Corrective Therapy Journal, 24, 23-24. 1970.
Note on the utility of advanced organizers. Journal of Educational Research, 64, 141. 1970. (With J. Jenkins)
A note on using curriculum models in analyzing the child's concept of weight. Journal of Research in Science Teaching, 7, 377-381. 1970. (With P. E. Johnson)
The effects of familiarization on competency in a learning task. Irish Journal of Education, 2, 116-126. 1970. (Invited article with W. B. Gillooly)
Memory and conservation. Psychonomic Science, 21, 334-335. 1970. (With R. Barker Bausell)
The acquisition of conservation through social interaction. Developmental
Psychology, 6(1), 1-6. 1972.
Also in F. Monks, W. Hartup, J. DeWit (Eds.), Determinants of behavioral development, 531-538. New York: Academic Press. 1972.
Also in B. Sutton-Smith (Ed.), Readings in child psychology, 187-192. New York: Appleton-Century Crofts. 1973.
Abridged in E. M. Hetherington & R. Parke (Eds.), Child psychology: A contemporary viewpoint, 264-265. New York: McGraw-Hill. 1975.
Chapter Introduction to Cognitive and Affective Development. Bedingungen des Bildungsprozesses. In Psychologisch and padagogische Forschungen zum Lehren und Lernen in der Schule, 150-153. W. Edelstein & D. Hopf (Eds.). Stuttgart: Ernst Klett Verlag. 1973.
The efficacy of peer modeling and social conflict in the acquisition of conservation. Child Development, 46, 796-799. 1975. (With G. Botvin)
Relevant and some irrelevant factors in the child's concept of weight. Journal of Educational Psychology, 67, 705-711. 1975. (With P. Johnson)
Necessity in conservation and nonconservation. Developmental Psychology, 12, 483-484. 1976. (With S. Armstrong)
Some cautions on the implications of Piaget's theory for education of the handicapped. In S. Modgil (Ed.), Piagetian research: Handbook of recent studies, 5, 282-286. Windsor Berks, UK: NFER Publishing Company. 1976.
Also in J. Magary (Ed.), Piagetian theory and the helping professions. Los Angeles: USC Bookstore. 1977.
Conservation deductions and ecological validity. In S. Modgil (Ed.), Piagetian research: Handbook of recent studies, 7, 139-144. Windsor Berks, UK: NFER Publishing Company. 1976.
The acquisition of conservation through cognitive dissonance. Journal of Educational Psychology, 69, 519-527. 1977. (With G. Botvin & G. Ames) Also presented in G. Brown & C. Desforges (Eds.), Piaget's theory: A psychological critique, 157-159. London: Routledge & Kegan Paul. 1979.
The logic of nonconservation. The Genetic Epistemologist, VI(5), 10-11. 1977.
Teaching strategies and conservation training. In A. M. Lesgold, J. W. Pellegrino, S. Fokkema, & R. Glaser (Eds.), Cognitive psychology and instruction, 419-428. New York: Plenum. 1978.
Also in L. Smith (Ed.), Jean Piaget: Critical assessments. London: Routledge. 1992.
Implications of Piaget's theory for reading instruction. In S. J. Samuels (Ed.), What research has to say about reading instruction, 98-108. Newark, DE: International Reading Association. 1978.
Models of human behavior and reading instruction. In J. Gallagher & J. Easley (Eds.), Piaget and education, 177-197. New York: Plenum. 1978.
The adequacy of conservation reasons. The Genetic Epistemologist, VII(1), 5-6. 1978.
Adult nonconservation of numerical equivalence. Merrill-Palmer Quarterly, 24(4), 10-15. 1978. (With S. Armstrong)
Also presented in M. Small (Ed.), Cognitive development, 227-228. New York: Harcourt Brace Jovanovich. 1990.
Semantic characteristics of the conservation transformation. Psychological Reports, 42, 1051-1054. 1978. (With S. J. Tyler)
Development of intellect and reading. In F. B. Murray & J. Pikulski (Eds.), The acquisition of reading, 55-60. Baltimore: University Park Press. 1978.
The future of Piaget's theory in education. The Genetic Epistemologist, VIII(4). 7-10. 1979.
The generation of educational practice from development theory. In S. Modgil (Ed.), Toward a theory of psychological development within the Piagetian framework. London: National Foundation for Educational Research in England and Wales.
Also in Educational Psychologist, 14, 30-43. 1979.
Also abridged in Partnership, Fall, 4-5. 1979.
Educational implications of developmental theory. In H. Klausmeier and Associates, Cognitive development from a Piagetian and an information-processing view. New York: Ballinger Publishing Co. 1979.
Conservation of physical attributes of animate and inanimate objects. Journal of Psychology, 104, 105-110. 1980.
The legacy of Jean Piaget. The Genetic Epistemologist, 9(4), 9. 1980.
The conservation paradigm: Conservation of conservation research. In I. Sigel, D. Brodzinsky, & R. Golinkoff (Eds.), New Directions and Applications of Piaget's theory. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1981.
Long-term memory of operativity figures. The Journal of General Psychology, 105, 85-92. 1981.
Teaching children to reason. Enquiry, 1(4), 2-6. 1981
Structure of children's reasoning about attributes of school success and failure. American Educational Research Journal, 19(3), 473-480. 1982. (With K. Cauley). Data table presented in J. H. McMillan & S. Schumacher (Eds.),
Research in education: A conceptual introduction. Boston: Little, Brown & Company. 1984.
A semantic basis of nonconservation of weight. The Psychological Record, 32, 375-379. 1982. (With J. Markessini)
The pedagogical adequacy of children's conservation explanations. Journal of Educational Psychology, 74(5), 656-659. 1982.
Cognition and memory. Encyclopedia of Educational Research, Fifth Edition, 1, 279-285. American Educational Research Association. 1982. (With L. Mosberg)
Teaching through social conflict. Contemporary Educational Psychology, 7, 257-271. 1982.
When two wrongs make a right: Promoting cognitive change by social conflict. Developmental Psychology, 18(6), 892-895. 1982. (With G. Ames)
The absence of lag in conservation of discontinuous and continuous materials. The Journal of Genetic Psychology, 141, 213-217. 1982. (With J. Holm)
The cognitive benefits of teaching on the teacher. The Genetic Epistemologist, XII(3), 2-7. 1983.
Learning and development through social interaction and conflict: A challenge to social learning theory. In L. Liben (Ed.), Piaget and the foundations of knowledge, 231-247. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1983.
Cognition of physical and social events. In W. Overton (Ed.), The relationship between social and cognitive development, 91-101. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1983.
Equilibration as cognitive conflict. Developmental Review, 3, 54-61. 1983.
The application of theories of cognitive development. In B. Gholson, & T. L. Rosenthal (Eds.), Applications of cognitive-developmental theories, 3-18. New York: Academic Press. 1984.
Piaget's theory. Wiley encyclopedia of psychology, 49-52. New York: John Wiley & Sons. 1984.
Cognitive development. In Torstein Husen & N. Postlethwaite (Eds.), International encyclopedia of education, 778-787. New York: Pergamon Press. 1985.
Also in R. Murray Thomas (Ed.), The encyclopedia of human development and education theory, research and studies, 205-213. Oxford: Pergamon Press. 1990
Pre-operative necessity in the acquisition of operativity. Abstract in Cahiers de psychologie cognitive, 5, 314-315. 1985. (With D. Smith).
Operativity training: The necessity of necessity. In C. J. Brainerd & V. F. Reyna (Eds.), Developmental Psychology, 6, XXIII International Congress of Psychology, 227-232. North-Holland. 1986.
Micro-mainstreaming. In J. Meisel (Ed.), The consequences of mainstreaming handicapped children, 43-54. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1986.
Necessity: The developmental component in school mathematics. In L. Liben (Ed.), Development and learning, 51-69. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1987.
The equilibration mechanism for social interaction. The Genetic Epistemologist, XV(2), 1-5. 1987.
Piaget's Theory. In R. Corsini (Ed.), Concise encyclopedia of psychology, 853-855. New York: Wiley-Intersciences. 1987.
The child-computer dyad and cognitive development. In G. Forman & P. Pufall (Eds.), Constructivism in the computer age, 217-231. Lawrence Erlbaum Associates, Inc. 1988.
Also in J. Collins, N. Estes, D. Walker (Eds.), Proceedings of the Fifth International Conference on Technology and Education, I, 263-266. Norwich: Page Brothers Ltd. 1988.
The conversion of truth into necessity. In W. Overton (Ed.), Reasoning,
necessity & logic: Developmental perspectives, 183-203. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1990.
Four stages in the development of the genetic epistemologist. The Genetic Epistemologist, XVIII(2), 3-5. 1990.
Questions a satisfying developmental theory would answer: The scope of a complete explanation of development phenomena. In H. W. Reese (Ed.), Advances in child development and behavior, 23, 39-47. Orlando, FL: Academic Press, Inc. 1991.
Also in P. VanGeert and L. Mos (Eds.), Annals of theoretical psychology: 7, 237-247. New York: Plenum Press. 1991.
Restructuring and constructivism: The development of American educational reform. In H. Beilin and P. Pufall (Eds.), Piaget's theory: Prospects and possibilities, 287-308. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1992.
Beyond reform slogans: Developmental psychology and teacher education. In S. Paris and H. Wellman (Eds.), Global Prospects for Education, 309-344. Washington, DC: American Psychological Foundation, (1998).
Teacher Education and Educational Policy
The doctoral portfolio. Kappan, 9(2), 18-19. 1979.
Paradoxes of a university at risk. In J. Blits (Ed.), The American university: Problems, prospects and trends, 101-118. New York: Prometheus Books, (Higher Education Series). 1985.
Tomorrow's teachers, a report of the Holmes Group, (one of nine authors). East Lansing, MI: The Holmes Group, Inc., 1986.
Also in Chronicle of Higher Education, April 9, 27-37. 1986.
Goals for the reform of teacher education, Phi Delta Kappan, 68(1), 28-32. 1986.
Teacher education: Words of caution about popular reforms. Change Magazine, September/October, 18-25. 1986.
Abridged, State Education Leader, Education Commission of the States, Fall, 5-7. 1986. Reprinted in Educational Excellence Network, 7(3) March, 19-25. 1988.
Common reforms in teacher education, Journal of Thought, 22(2), 47-55. 1987.
Also, University Report, 12(12). 1986.
Holmes group pursues reform agenda. The School Administrator, 44(2), February, 29-34. 1987.
The reform of teacher education for the 21st Century. Report of Project 30. Newark, Delaware. 1989. (With D. Fallon).
Explanations in education. In M. Reynolds (Ed.), Knowledge base for the beginning teacher, 1-12. New York: Pergamon Press. 1989.
Cooperative learning. In N. Entwistle (Ed.), Handbook of educational ideas and practices, 859-864. New York: Routledge. 1990.
The academic major for elementary education students: A collaborative project between faculty in education and arts and sciences at the University of Delaware. In H. Schwartz (Ed.), Collaboration: Building common agendas, 64-68. Washington, DC: ERIC Clearinghouse on Teacher Education. 1990.
Core professional knowledge of teaching: The structure of the teacher's reasoning. Draft policy paper for the Certification Standards Working Group of the National Board for Professional Teaching Standards meetings. Denver. 1990.
The structure of teacher education reform in the United States: Some projects at the University of Delaware. In M. Cipro (Ed.), Scientific and technological innovations and education for the world of tomorrow, 629-644. Prague: WAER. 1990.
Alternative conceptions of academic knowledge for prospective elementary teachers. In M. Pugach and H. Barnes (Eds.), Changing the practice of teacher education: The role of the knowledge base, 63-82. Washington, DC: AACTE. 1991
All or none criteria for professional development schools. Educational Policy, special issue on Professional Development Schools. 7(1), 61-73. 1993.
A convergence of flawed measures of teacher ability: Or how many wrongs does it take to make a right? Essays on emerging assessment issues. A monograph developed by AACTE's Task Force on Assessment. 1993.
Why understanding the theoretical basis of cooperative learning enhances teaching success. In A. I. Nevin, J. S. Thousand, & R. A. Villa (Eds.), Creativity and collaborative learning: A practical guide to empowering students and teachers, 3-11. Baltimore: Paul H. Brookes Publishing Co. 1994.
Meno and the teaching of teachers to teach excellently. Journal of Teacher Education, 45(5), 379-390. 1994.
Design principles and criteria for professional development schools. In H. Petrie (Ed.), Professionalization, partnership and power: Building professional development school, 23 -38. New York: SUNY Press. 1995.
Also in Iram, I. (Ed.), The Humanities in education, Tel Aviv: WAER. 1995
Tomorrow's schools of education. Report of The Holmes Group (one of eight authors). 1995.
Four reasons for graduate level teacher education programs: Two good ones and two poor ones. Proceedings of the Forty-Eighth Annual Meeting: Midwestern Association of Graduate Schools, 111-123.
Broad and Narrow Readings of Tomorrowís Schools of Education. Educational Researcher. 25,(5) June/July, 28-31. 1996
Beyond natural teaching: The case for professional education. In F. B. Murray (Ed.), The teacher educatorís handbook, 3-13. San Francisco: Jossey-Bass. 1996.
Pathway from the liberal arts curriculum to lessons in the schools. In F. B. Murray, (Ed.), The teacher educatorís handbook, 155-178. San Francisco: Jossey-Bass. 1996.
(With A. Porter)
Educational psychology and the teacherís reasoning. In F. B. Murray, (Ed.), The teacher educatorís handbook, 419-437. San Francisco: Jossey-Bass. 1996.
The decoupling of RER articles, critiques, and rejoinders in the educational literature. Review of Educational Research. Winter 1996, Vol. 66, No. 4. 657-658. (With J. Raths and L. Blanteno).
Factors in peer review of the reviews. Review of Educational Research. Winter 1996, Vol. 66, No. 4. 417-421. (With J. Raths).
Ed schools: The key to school reform. AACTE Briefs. 18,7, 4-5. May 12, 1997.
Also in Education Week. XVI(23) (1997, March 5). Ed schools are the key to school reform., p. 40.
The challenge teacher education presents for higher education. In , R. Roth, (Ed.), The role of the university in the preparation of teachers, 59-86. Falmer Press. 1998.
The challenge teacher education presents for higher education. In M. Timpane and L. White, (Eds.), Higher education and school reform, 83-113. San Francisco: Jossey-Bass. 1998.
Reforming teacher education: Issues and the joint effort of education and liberal arts faculty. The History Teacher. Vol. 31, No. 4, 1-17. August 1998.
Special session : National perspectives on education. In M. Dupuis and J. Hicks, (Eds.), Proceedings of the Pennsylvania Congress on Teacher Education. The Pennsylvania Association of Colleges and Teacher Educators, Pissburgh, PA. September 14-16, 1998. (p. 103-104)
Whatís so good about choice? Education Week. XVIII(20) (1999, January 27).
The myth of the "lost" best and brightest. In G. Dershemer, (Ed.), Myths of Teacher Education, AACTE. June, 1999.
Multicultural centrality of the profession of education. World Association of Educational Research. (In press).
Three faces of Piaget. Contemporary Psychology, 15, 1-3. 1970.
Review of Measurement & Piaget by Green, Ford, & Flammer, American Educational Research Journal, 10(1), 79-84. 1973.
Review of H. Gruber & J. Voneche, The Essential Piaget. The Genetic Epistemologist, VIII(1), 7-8. 1979.
Also in Educational Researcher, 8, 20-21. 1979.
When the whole is less than the sum of its parts. Journal of Structural Learning, 6, 331-333. 1980.
A developing development theory: Jean Piaget's ideas, 1965-1980.
Contemporary Psychology, 27(2), 102-103. 1982. (With R. Golinkoff)
Mortmain of Piaget's theory. Contemporary Education, 1, 67-68. 1982.
When conservation is not conservation, Contemporary Psychology, 27(6), 462-463. 1982.
Bridging gaps. Contemporary Psychology, 27. 1982.
Conservation's components. Contemporary Education, 2(3), 241-243. 1983.
Was Piaget too successful? Review of the D. Cohen's Piaget: Critique and reassessment. Contemporary Psychology, 30(8), 645-646. 1985.
Review of P. Marsh. Contesting the boundaries of liberal and professional education: The Syracuse experiment. Educational Studies, 21(3), 311-314. 1990.
Review of J. Goodlad. Teachers for our nation's schools. Journal of Teacher Education, 42(2), 148-152. 1991.
Review of C. B. McCormick, G. Miller, and Michael Pressley (Eds.), Cognitive strategy research: From basic research to educational applications. American Scientist, 79, March-April, 179. 1991.
The uses of a liberal arts education in teacher education. Review of B. Kimball's Orators and philosophers: A history of the idea of liberal education. Educational Policy, (in press).
Review of H. Judge, M. Lemosse, L. Paine and M. Sedlak. The university and the teachers. Comparative Education Review (May 1999).
Foreword. In W. F. Overton, & J. M. Gallagher (Eds.), Knowledge and development, 1, vii-viii. New York: Plenum. 1977.
Preface. In F. B. Murray (Ed.), Impact of Piagetian Theory, ix-xiii. Baltimore: University Park Press. 1978.
Foreword. In R. Golinkoff (Ed.), The transition from prelinguistic to linguistic communication, xiii-xv. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1983.
Foreword. In J. Meisel (Ed.), The consequences of mainstreaming handicapped children. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1986.
Foreword. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1986.
Aspects of Piaget's theory of the development of thought. New York: Simon & Schuster. 1971.
Critical features of Piaget's theory of the development of thought. New York: MSS Information Co. 1972. (hard and paperback).
The development of the reading process. International Reading Association Monograph Series 1-7:
1. Social Class and Ethnic Group Differences in Learning to Read, 1977.
2. Think First, Read later!, 1977.
3. The Recognition of Words, 1978.
4. Efficient Processing Activities in Reading, 1978.
5. Sensory and Perceptual Prerequisites for Reading, 1980.
6. Language Awareness and Reading, 1980.
7. Reading and Understanding, 1980.
The impact of Piaget's theory. Baltimore, MD: University Park Press. 1978.
The acquisition of reading. Baltimore, MD: University Park Press. 1978. (With J. Pikulski)
The teacher educator's handbook: Building a knowledge base for the preparation of teachers. Washington, DC: American Association of Colleges of Teacher Education. San Francisco, CA: Jossey Bass, 1996.
The human lifespan (with C. Harding and M. Stanford). New York: Macmillan, in preparation and under contract (chapters completed).
Teaching strategies for conceptual development. Boston: Allyn & Bacon, in preparation and under contract.
Dictionary of Piagetian psychology (with E. Stotko). Greenwood Press, in preparation and under contract.
Take your choice. Sunday News Journal, September 6, 1998
Good teachers have big impact. Sunday News Journal, July 19, 1998
Tests miss a big part of learning. Sunday News Journal, February 1, 1998
Public schools, private purpose. Sunday News Journal, November, 9, 1997.
The truth in testing. Sunday News Journal, October, 12, 1997.
Making pupils repeat grade doesnít work. The News Journal, July, 5, 1997.
Tests box schools in a corner. Sunday News Journal, May 25, 1997.
Getting beyond educational slogans. New Castle County Business, April 1992.
Teaching teachers is serious business. Sunday News Journal, October 8, 1989.
Teacher testing. The News Journal, Friday, June 10, 1988.
It is more complicated than that. Sunday News Journal, July 13, 1986.
In Delaware teachers are trained thoroughly and well. Sunday News Journal, December 6, 1981.
Participant, Institute of Cognitive Department. Sponsored by the Social Science Research Council, Committee on Intellective Processes, University of Minnesota, Summer, 1964.
Participant, Seminar on Learning and the Educational Process (SOLEP). Sponsored by UNESCO (Hamburg), Swedish Social Science Research Council, and the Ford Foundation in Skepparholmen, Sweden, Summer, 1968.
Staff, Forschungsseminar uber Lernud Bildungsprozesse (FOLEB). Sponsored by UNESCO Institute for Pedagogy, the International Association for the Evaluation of Educational Achievement (IEA), Stockholm, Max-Planck Institute and funded by Stiftung Vokswagenwerk in Munich, Germany, summer, 1971. Instructor in cognitive and affective development and its relation to schooling.
Director, Interdisciplinary Institute on Reading and Child Development. Sponsored by the Society for Research in Child Development and Grant Foundations, University of Delaware, Summer, 1974.
Member, National Institute of Education, Panel on Reading, Washington, DC, 1974.
Staff, Interdisciplinary Institute on the Origins and Growth of Communication. Sponsored by the Society for Research in Child Development and the Carnegie Corporation, University of Delaware, Summer, 1979.
COURSES DEVELOPED AND TAUGHT (UNIVERSITY OF DELAWARE)
EDST 101 Psychological Foundations of Education (3). The scientific study of education; psychological factors in schooling; theories of human behavior; independent reading, tutoring, and research projects.
EDST 630 The Psychology of Curriculum (3). Review of research literature in the developmental psychology of logical, mathematical, physical, biological,and social concepts found in elementary and secondary curricula.
EDST 820 Proseminar in Educational Psychology I (3). Philosophy of science; learning and developmental phenomena and theory; theories of instruction and schooling.
EDST 832 Nature of Human Intelligence (3). Definition and measurement of human intelligence; common variables related to intelligence (heredity, culture, creativity, achievement, problem solving); psychometric structure; artificial intelligence; manipulation of intelligence.
EDST 833 Educational Implications of Theories of Human Development (3). Overview of research methodology in developmental theory; major developmental changes in perception, language, cognition, and intelligence; detailed treatment of Piaget's developmental theory; implications for assessment, curriculum design, and instruction.
EDST 837 Seminar of Human Development (3). Selected research literature in developmental psychology.