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Bibliography
Beane, James A Ed. Toward a Coherent Curriculum: 1995 ASCD Yearbook. Association for Supervision and Curriculum Development; Alexandria, VA: 1995. Children's Television Workshop, Online. Child Development at http://ctw.org/parents/. CTW Online; New York: 1997. Karnes, Frances A. And Bean, Suzanne M. Girls and Young Women Inventing. Free Spirit Publishing; Minneapolis: 1995 Layman, John W. Inquiry and Learning: Realizing Science Standards in the Classroom. The College Board; New York: 1996. National Research Council. National Science Education Standards. National Academy Press; Washington: 1996. Pulvermacher, William Dean and Vosburgh, Charles H. The World About Us: A General Science. D.C. Heath and Company; Boston, MA: 1930. Resnick, Lauren B and Klopfer, Leopold E. Ed. Toward the Thinking Curriculum: Current Cognitive Research. 1989 Yearbook. Association for Supervision and Curriculum Development; Alexandria, VA: 1989.

Everyday Classroom Tools: Bibliography


Everyday Classroom Tools: Bibliography


Journal Form
This is an opportunity for you to share your experiences with the Everyday Classroom Tools development team. If you wish to send us information about ECT in your classroom, please fill out the form below and send in an envelope to: Tania Ruiz, 60 Garden St. MS 83, Cambridge, MA 02138. If you are on the Internet, there is an online version of this questionnaire at the following URL: http://hea-www.harvard.edu/ECT/journal.html ________

Name of Thread
Teacher Name/Grade

______________________________________________
_______________________________________________________

If you took any photos or wish to share students' drawings or journals, please enclose.

Preparation
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In what way could we improve the content of the background information and the description of this Investigation which would make it easier to explore?

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How smooth do you feel the content and cognitive transitions were from the previous Investigation? Please explain.


Implementation
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How did you introduce this Investigation to the class? Which questions asked in the beginning of this Investigation sparked your class into discussion? What other questions did you ask them? What information did they bring to the Investigation from previous knowledge?

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What hypotheses and theories did your students propose during this Investigation regarding the emphasized scientific principles within? How did they develop and/or discard these during the course of the Investigation? In what ways did you guide their discoveries?

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In what ways did the students surprise you during this Investigation in terms of responses, questions, records, or abilities?


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Which new vocabulary words were introduced, if any, into the investigation? Please detail how you integrated them.

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Which additional topics or outside activities were you able to integrate into this Investigation? (Feel free to attach additional documents)

Reflection
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When were the points during the Investigation, if any, when you or your students felt confused or frustrated? Please explain, and also suggest how these trouble spots might be remedied.


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What are some of the questions you and your students now want answered from observations made during this Investigation? What would they like to explore next?

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Here please add your additional thoughts about student motivation, development, teamwork, and any other information gained from this Investigation which you feel would help us and other teachers.

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Lastly, please include any ways in which this journal questionnaire could be improved such that it provides you with sufficient topics for reflection and elaboration and also allows us to get a feel for what happened in your classroom when this Investigation was explored.