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July 20, 2005
Prospect-related Publications
Alberty, B. (1984). House and dwelling: Common themes in children's art. School Arts, 83(8), 23-81.
Alberty,B. (1986). The Child’s Stance as Artist. Paper presented at the College Art Association.
Allen, S. (l992). Student-sustained discussion: When students talk and the teacher listens. In N. A. Branscombe, D. Goswami & J. Schwartz (Eds.), Students teaching, teachers learning (pp. 81-92). Portsmouth, NH: Boynton/Cook Heinemann.
Andrias, J., Kanevsky, R. D., Strieb, L. Y., & Traugh, C. (1992). Exploring values and standards: Implications for assessment (NCREST monograph). New York: Teachers College Press.
Bradbury, J. (l993). A reflection on the word "curriculum" at the 1992 Prospect Summer Institute. Pathways: A Forum For Progressive Educators, 10(1), 3-9.
Buchanan, J. (1993). Listening to the voices. In M. Cochran-Smith & S. L. Lytle (Eds.), Inside/outside: Teacher research and knowledge (pp. 212-220). New York: Teachers College Press.
Buchanan, J., Edelsky, C., Kanevsky, R., Klausner, E., Lieberman, G., Mintier, J., Montoya, B., Morris, E., Streib, L., & Wice, B. (1984). On becoming teacher experts: Buying time. Language Arts, 61(7), 731-736.
Bussis, A., Chittenden, T., Amarel, M., & Klausner, E. (1985). Inquiry into meaning: An investigation of learning to read. Hillsdale, NJ: Erlbaum.
Carini, P. F. (1975). Observation and description: An alternative methodology for the investigation of human phenomena. Grand Forks, ND: North Dakota Study Group on Evaluation.
Carini, P. F. (1979). The art of seeing and the visibility of the person. Grand Forks, ND: North Dakota Study Group on Evaluation.
Carini, P. F. (1982). The school lives of seven children. Grand Forks, ND: North Dakota Study Group on Evaluation.
Carini, P. F. (1986). Building from children's strengths. Journal of Education, 168(3), 13-24.
Carini, P. F. (1987). On value in education. City College Workshop Center Monograph.
Carini, P. F. (l988). Another way of looking. In K. Jervis & A. Tobier (Eds.), Education for democracy: Proceedings from the Cambridge School conference on progressive education (pp. 10-28). Weston, MA: The Cambridge School.
Carini, P. F. (l989). Honoring diversity/striving for inclusion. In K. Jervis & C. Montag (Eds.), Progressive education for the 1990s: Transforming practice (pp. 17-31). New York: Teachers College Press.
Carini, P. F. (l993). Images and immeasurables (II). Talk presented at Patterson Award for Excellence in Education to Teacher's Learning Cooperative. Philadelphia: Prospect Occasional Papers.
Carini, P. F. (1994). Dear sister Bess: An essay on standards, judgement and writing. Assessing Writing, 1(1), 29-65.
Carini, P. F. (1995). What would we create? Paper presented at the November Fall Conference of the Prospect Center, Pawling, NY.
Carini, P. F. (1997) ... in the thick of the tangle what clear line persists... Walker Gibson Lecture, University of Massachusetts, Amherst.
Carini, P. F. (in press). Schools in the making. New York: Teachers College Press.
Carroll, D., & Carini, P. (1991). Tapping teacher's knowledge. In V. Perrone (Ed.), Expanding student assessment (pp. 40-46). Alexandria, VA: Association for Supervision and Curriculum Development.
Chittenden, T. (1990). Young children’s discussions of science topics. In G. Hein (Ed.), The assessment of hands-on elementary science programs (pp. ). Grand Forks, ND: North Dakota Study Group on Evaluation.
Colgan-Davis, P. (1993). Learning about diversity. In M. Cochran-Smith & S. L. Lytle (Eds.), Inside/outside: Teacher research and knowledge (pp.163-169). New York: Teachers College Press.
Doan, A. (1996). Prospect, reflection and voice. Paper presented at the Conference on Reflection and Voice, Princeton Friends School.
Edelstein, L. (l995). Buddy and the zoobooks. New York City Writing Project Newsletter, 15, 4-7.
Engel, B. S. (l980). Prospect archives: Documenting children's growth. Principal, 60(2), 28-31.
Engel, B. S. (l98l). Book review: The art of seeing and the visibility of the person. Harvard Educational Review, 51(14), 602-605.
Engel, B. S. (l986). Book review: Inquiry into meaning: An investigation of learning to read. Harvard Educational Review, 56(1), 85-89.
Engel, B. S. (1987). Between feeling and fact. Grand Forks, ND: North Dakota Study Group on Evaluation.
Engel, B. S. (1995). Considering children's art: Why and how to value their works. Washington, D.C.: National Association for the Education of Young Children.
Engel, B. S. (1996). Learning to look: Appreciating child art. Young Child, 51(3), 74-79.
Featherstone, H. (1998). Studying children: The Philadelphia teachers' learning cooperative. In D. Allen (Ed.), Assessing student learning: From grading to understanding (pp. 66-83). New York: Teachers College Press.
Futterman, A. (l996, February). Expanding the possible: A teacher's perspective on descriptive review. Net News: The Lower East Side Network, p. 7.
Gallas, K. (l998). Teacher initiated professional development: The Lawrence school teacher study groups. Research Report for the MacArthur/Spencer Professional Development Research and Documentation Program, Brookline, MA.
Hanhan, S. E (1988). A qualitative and qualitatively different format for the evaluation of student teachers. Action in Teacher Education, 10(2), 51-55.
Hanhan, S. E (1993). Final report teaching evaluation development grant. Grand Forks: Center for Teaching and Learning, University of North Dakota.
Harwood, L. (1987). A perspective on a child study group. Reflections: The Brookline Education Journal, 4(2).
Himley, M. (1989). A reflective conversation: "Tempos of meaning." In B. Lawson, S. S. Ryan, & W. R. Winterowd (Eds.), Encountering student texts: Interpretive issues in reading student writing (pp. 5-19). Urbana, IL: National Council of Teachers of English.
Himley, M. (1991). Shared territory: Understanding children's writing as works. New York: Oxford University Press.
Himley, M. (1993). Deep talk. Pathways: A Forum For Progressive Educators, 9(2), 10-12.
Howard, J. (l988). On teaching, knowledge and "middle ground". In K. Jervis & A. Tobier (Eds.) Education for democracy: Proceedings from the Cambridge School conference on Progressive Education (pp. 118-125). Weston, MA: The Cambridge School.
Jervis, K. (1986). A teacher's quest for a child's questions. Harvard Educational Review, 56(2), 132-150.
Jervis, K. (l996). Eyes on the child: Three portfolio stories. New York: Teachers College Press.
Jervis, K. (l996). How come there are no brothers on that list?: Hearing the hard questions all children ask. Harvard Educational Review, 66(3), 546-576.
Jervis, K., with Carr, E., Lockhart, P., & Rogers, J. (1996). Multiple entries to teacher inquiry: Dissolving the boundaries between research and teaching. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Engaging readers in school and home communities (pp. 247-268). Mahwah, NJ: Erlbaum.
Jervis, K., & McDonald, J. (1997). Standards: The philosophical monster in the classroom. Phi Delta Kappan, 563-569.
Jervis, K., Mullins, D., & Stern, B. (1998). In the face of my resistance.: Stephanie's parent and teacher gain a working trust. Unpublished manuscript.
Jervis, K., & Wiener, A. (1991). Looking at children's work. In K. Jervis & C. Montag (Eds.), Progressive education for the 1990s: Transforming practice (pp. 114124). New York: Teachers College Press.
Kanevsky, R. D. (l993). Descriptive review of a child: A way of knowing about teaching and learning. In M. Cochran-Smith & S. L. Lytle (Eds.), Inside/outside: Teacher research and knowledge (pp. 150-162). New York: Teachers College Press.
Martin, A. (198l). The words in my pencil. Grand Forks, ND: North Dakota Study Group on Evaluation.
Martin, A. (1983a). Two writers. Outlook, 44 3-13.
Martin, A. (1983b). Reading your students: Their writing and their selves. New York: Teachers & Writers.
Martin, A. (1984, June). Preschool screening. Reflections: The Brookline Educational Journal, pp. 20-21.
Martin, A. (1985). Back to kindergarten basics. Harvard Educational Review, 55(3), 318-320.
Martin, A. (l986, March). Reporting on children by checklist: Sometimes/usually/always--or never! Reflections: The Brookline Educational Journal, pp. 6-7.
Martin, A. (1987, July/August). Encouraging youngsters to discuss their feelings. Learning, pp. 80-81.
Martin, A. (1988, November). Screening, early intervention and remediation: Obscuring children's potential. Harvard Educational Review, 58(4), 488-501.
Martin, A. (1989). Allowing the unconventional. Teachers & Writers, 20(5), 1-4.
Martin, A. (1990). Social studies in kindergarten: A case study. The Elementary School Journal, 90(3), 305-317.
Martin, A. (1992a). Response to Chapter 2. In N. A. Branscombe, D. Goswami, & J. Schwartz (Eds.), Students teaching, teachers learning (pp. 42115). Portsmouth, NH: Boynton/Cook Heinemann.
Martin, A. (l992b). Narrative description: An alternative form of assessment. Reflections: The Brookline Educational Journal, 9(2), 5-7.
Martin, A. (1994). Deepening teacher competence through skills of observation. In S. Goffin & D. Day (Eds.), New perspectives in early childhood education (pp. 95-107). New York: Teachers College Press.
Martin, A. (1998, May). Child study group: How it shaped my assessment methods. Research Report for the MacArthur/Spencer Professional Research and Documentation Program, Brookline, MA.
Mishler, E. G. (1979). Meaning in context: Is there any other kind? Harvard Educational Review, 49(1), 1-19.
Mullins, D. (1988). What parents and teachers want for children. Pathways: A Forum for Progressive Educators, 4(3), 11-13.
Mullins, D. (1992). Narrative reports from parents and children. Pathways: A Forum for Progressive Educators, 8(3), 3-9.
Mullins, D. (1995). Journal excerpts. Pathways: A Forum for Progressive Educators, 8(2), 13-16.
Prospect Center. (l985). Reference edition of the Prospect Archives. The Prospect Center and Archive, North Bennington, VT.
Prospect Center. (1993-present). The Prospect Review. The Prospect Center and Archive, North Bennington, VT.
Schwartz, E. (1992). The round table: Emergent curriculum in a primary class. In N. A. Branscombe, D. Goswami, & J. Schwartz (Eds.), Students teaching, teachers learning (pp. 22-41). Portsmouth, NH: Boynton/Cook Heinemann.
Schwartz, E. (1996). Clay boats. Connect: K-8 Hands-On Science and Math, 9
Schwartz, E. (1998, November). Teaching at the boundaries. Process Papers, 3, 6-19.
Seletsky, A. (1985, May). Where the action is. The Nation, pp. 634-637.
Seletsky, A. (1988). My name is Alice: A fifth grade story of naming and family history. In V. Rogers, A. D. Roberts, & T. P. Weinland (Eds.). Teaching social studies: Portraits from the classroom (pp. 10-18). Bulletin #82. Washington, D.C.: National Council for the Social Studies.
Seletsky, A. (1989). How to build a Trojan horse. New York Teacher, p. 8.
Seletsky, A. (1990). The mark on the brick and other museum matters. Journal of Museum Education, 15(1), 15-17.
Stevenson, J. (1991). Expanding children's choice. Writing Teacher, 4(1), 17-20.
Strieb, L. Y. (1984). Trees: Excerpts from a teacher's journal. Outlook, 50, 3-33.
Strieb, L. (1985). A (Philadelphia) teacher’s journal. Grand Forks, ND: North Dakota Study Group on Evaluation.
Strieb, L. Y. (1993). Visiting and revisiting the trees. In M. Cochran-Smith & S. L. Lytle (Eds.), Inside/outside: Teacher research and knowledge (pp. 121-13 New York: Teachers College Press.
Strieb, L. Y. (1999). Communicating with parents: One teacher's story. In J. Lindfors & J. S. Townsend (Eds.), Teaching language arts: Learning through dialogue (pp. 251-274). Urbana, IL: National Council of Teachers of English.
Strieb, L. Y. & D. Jumpp. (1993). Journals for collaboration, curriculum, and assessment. In M. Cochran-Smith & S. L. Lytle (Eds.), Inside/outside: Teacher research and knowledge (pp. 121-130). New York: Teachers College Press.
Traugh, C. (1989). Creating knowledge in a school setting: A story. Paper presented at the Progressive Education Conference, Chicago, IL.
Traugh, C. (1995, November). Schools as workplaces for children and adults: Valuing work, collaboration, inquiry. Paper presented at the November conference ol Prospect Center, Litchfield, CT.
Traugh, C. (1996, November). Keywords. Paper presented at the Fall conference of Prospect Center, Litchfield, CT.
Traugh, C. (1996) Tree: A curriculum about observation and description. Unpublished manuscript.
Traugh, C. (1997, November). The authority of the question. Paper presented at the Fall conference of Prospect Center, Litchfield, CT.
Traugh, C., Seletsky, A., Kanevsky, R., Woolf, K., Martin, A., & Strieb, L. (1986). Speaking out: Teachers on teaching. Grand Forks, ND: North Dakota Study Group on Evaluation.
Weber, L. (1997). Inquiry, noticing, joining with, and following after. In B. Alberty (Ed.), Looking back and thinking forward: Reexaminations of teaching and schooling (pp. 48-67). New York: Teachers College Press.
Wice, B., Paul, P., Daniels, M., Lieberman, G., & Mitchel, K. (1992). Savoring children's work: Why do we collect children's work? Pathways: A Forum for Progressive Educators, 8(3), 10-15.
Woolf, K. (1986). Thoughts on continuity and community. Pathways: A Forum for Progressive Educators, 2(3), 1-7.
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Posted by Prospect Center at July 20, 2005 1:03 PM