03 April 2011

Citations from Shaffer

Shaffer, D. W. 2006. How Computer Games Help Children Learn.

Citations to look up:

AAC&U News. 2004. Facts & figures: surveys show declining foreign enrollment at U.S. colleges & universities. Retrived july 10, 2005, from www.aacu_news/AACUNews04/November04/facts_figures.cfm

Adams, P.C. 1998. Teaching and learning with SimCity 2000. Journal of Geography, 97(2), 47-55.

Anderson, C. A. 2004. An update on the effects of playing violent video games. Journal of Adolescence, 27, 113-112.

Anderson, J. R. 1993. Rules of the mind. Hillsdale, NJ: Erlbaum.

Bandura, A. 1997. Self-efficacy: The exercise of control. New York: W. H. Freeman.

Bartle, R. A. 1990. Who plays MUAs? Comms Plus! 18-19

Bartle, R. A. 1996. Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD Research, 1(1).

Beckett, K.L., & Shaffer, D. W. (in press). Augmented by reality: The pedagogical praxis of urban planning as a pathway to ecological thinking. Journal of Educational Computing Research.

Bereiter, C. & Scardamalia, M. 1993. Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.

Bettelheim, B. 1977. The uses of enchantment: The meaning and importance of fairy tales. New York: Vintage Books.

Boyd, S. 2004. Being wired encourages human contact: The Third Space, from www.corante.com/general/archives/004843.html

Bransford, J., Brown, A., & Cocking, R. R. (eds). 2000. How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Bridgeland, J. M., DiIulio, J. J., Jr., & Morison, K. B. 2006. The silent epidemic: Perspectives of high school dropouts. Washington, DC: Civic Enterprises.

Broudy, H. 1977. Types of knowledge and purposes of education. In R. C. Anderson, R. J. Spiro & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 1-17). Hillsdale, NJ: Lawrence Erlbaum.

Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289-325). Mahwah, NJ: Erlbaum Associates.

Bruner, J. S. 1986. Actual minds, possible worlds. Cambridge, MA: Harvard University Press.

Buehl, M. M., & Alexander, P. A. 2005. Motivation and performance differences in students' domain-specific epistemological belief profiles. American Educational REsearch Journal, 42(4), 697-726.

Bunton, K., Connery, T. B., Kanihan, S. F., Neuzil, M., & Nimmer, D. 1999. Writing across the media. Boston: Bedford/St. Martin's.

Castells, M. 2000. The rise of the network society (2nd ed.). Malden, MA: Blackwell Publishers.

Clark, A. 2001. Mindware: An introduction to the philosophy of cognitive science. New York: Oxford University Press.

Clark, A. 2003. Natural-born cyborgs: Minds, technologies, and the future of human intelligence. Oxford: Oxford University Press.

Collins, A., & Ferguson, W. 1993. Epistemic forms and games. Educational Psychologist, 28(1), 25-42

Conrad, D., & Hedin, D. 1982. Youth participation & experiential education. New York: Haworth Press.

Csikszentmihalyi, M. & Schneider, B. L. 2000. Becoming adults: How teenagers prepare for the world of work. New York: Basic Books.

Cuban, L. 1986. Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.

Cuban, L. 2001. Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.

Davenport, T. H. 2005. Thinking for a living: How to get better performance and results from knowledge workers. Boston: Harvard Business School Press.

Dewey, J. 1933. How we think, a restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.

Dewey, J. 1938. Experience and education. New York: Collier Books.

Diamond, J. M. 2005. Guns, germs, and steel: The fates of human societies. New York: Norton.

diSessa, A. A. 2000. Changing minds: Computers, learning, and literacy. Cambridge, MA: MIT Press.

Doel, R. E., & Sederqvist, T. 2006. The historiography of science, technology and medicine: Writing recent history. New York: Routledge.

Donald, J. G. 2002. Learning to think: Disciplinary perspectives. San Francisco: Jossey-Bass.

Dreyfus, H. L., & Dreyfus, S. E. 1986. Mind over machine: The power of human intuition and expertise in the era of the computer. New York: Free Press.

Evans, C. A., Abrams, E. D., & Rock, B. N. 2001. Student/scientist partnerships: A teachers' guide to evaluating the critical components. American Biology Teacher, 63(5), 318-323.

Fine, G. A. 1983. Shared Fantasy: Role-playing games as social worlds. Chicago: University of Chicago Press.

Fisher, R., Ury, W., & Patton, B. 1997. Getting to yes: Negotiating an agreement without giving in (2nd ed.). London: Arrow Business Books.

Franklin, J. 1986. Writing for story: Craft secrets of dramatic nonfiction by a two-time Pulitzer Prize winner. New York: Atheneum.

Fried, R. L. 2005. The game of school: Why we all play it, how it hurts kids, and what it will take to change it. San Francisco: Lossey-Bass.

Frye, B. & Frager, A. M. 1996. Civilaztion, colonization, SimCity: Simulations for the social studies classroom. Learning and Leading with Technology, 24(2), 21-23, 32.

Garvey, C. 1990. Play. Cambridge, MA: Harvard University Press.

Gee, J. P. 2003. What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.

Gee, J. P. 2004. Situated language and learning: A critique of traditional schooling. London: Routledge.

Gee, J. P. 2005. What will a state of the art video game look like? Innovate, 1(6), http://www.innovateonline.info/

Gee, J. P., Hull, G. A., & Lankshear, C. 1996. The new work order: Behind the language of the new capitalism. St. Leonards, NSW: Allen & Unwin.

Grand Theft Auto: Vice City. 2004. Rockstart Games.

Halberstam, D. 1994. The education of a journalist. Columbia Journalism Review, 33(4), 29-34.

Halverson, E. R. 2005. InsideOut: Facilitating gay youth identity development through a performance-based youth organization. Identity: An International Journal of Theory & Research, 5(1), 67-90.

Hatfield, D. L., & Shaffer, D. W. 2006. Press play: Designing an epistemic game engine for journalism. In S. Barab, K. Hay, & D. Hickey (Eds.), Proceedings of the Seventh International Conference of the LearningSciences. Mahwah, NJ: Lawrence Erlbaum.

Herold, C. 2005, december 7. Puppies to pet, monsters to battle, movies to make. New York Times

Horwood, B. 1995. Experience and the curriculum. Boulder, CO: Association for Experiential Education: Kendall Hunt.

Hoyles, C., Noss, R., & Adamson, R. 2002. Rethinking the microworld idea. Journal of Educational Computing Research, 27 (1&2), 29-53.

Jewett, A. 2003. Science and the promise of democracy in America. Daedalus, 132(4), 64-70.

Johnson, S. 2005. Everything bad is good for you: How today's popular culture is actually making us smarter. New York: Riverhead Books.

Juul, J. 2003. The game, the player, the world: Looking for a heart of gameness. In M. Copier & J. Raessens (Eds.), Level up: Digital games research conference proceedings (pp. 30-45). Utrecht: Utrecht University.

Kanter, R. M. 2001. Evolve! Succeeding in the digital culture of tomorrow. Cambridge, MA: Harvard Business School Press.

Kaput, R. M. 1992. Technology & mathematics education. In D. A. Grouws (ed.), Handbook of research on mathematics teaching and learning (pp. 515-556). New York: Maxwell Macmillan International.

Kegan, R. 1982. The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.

King, J. R., & Schattschneider, D. (eds.). 1997. Geometry turned on! Dynamic software in learning, teaching, and research. Washington, D.C.: Mathematical Association of America.

Knorr-Cetina, K. 1999. Epistemic cultures: How the sciences make knowledge. Cambridge, MA: Harvard University Press.

Kovach, B., & Rosenstiel, T. 2001. The elements of journalism: What newspeople should know and the public should expect. New York: Crown.

Kroger, J. 2000. Identity development: Adolescence through adulthood. Thousand Oaks, CA: Sage Publications.

Latour, B. 1996. Pursuing the discussion of interobjectivity with a few friends. Mind, Culture, and Activity, 3(4), 266-269.

Latour, B. 2000. When things strike back: A possible contributions of "science studies" to the social sciences. British Journal of Scoiology, 51(1), 107-123.

Lave, J. 1988. Cognition in practice: Mind, mathematics, and culture in everyday life. Cmabridge: Cambridge University Press.

Lemke, J. L. 2000. Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273-290.

Lillard, A. S. 1993. Pretend play skills and the child's theory of mind. Child Development, 64, 348-371.

Marshak, D. 2003. No Child Left Behind: A foolish race to the past. Phi Delta Kappan, 85(3), 229-231.

Mitchell, W. J. 2000. e-topia:"Urban life, Jim - but not as we know it." Cambridge, MA: MIT Press.

Morris-Suzuki, T. 2005. The past within us: Media, memory, history. New York: Verso.

Murray, J. 1999. Hamlet on the holodeck: The future of narrative in cyberspace. Cambridge, MA: MIT Press.

Nathan, M. J., & Petrosino, A. J. 2003. Expert blind spot among preservice teachers. American Educational Research Journal, 40(4), 905-928.

Norman, D. A. 1993. Things that make us smart: Defending human attributes in the age of the machine. Reading, MA: Addison-Wesley.

Noss, R., & Hoyles, C. 1996. Windows on mathematical meanings: Learning cultures and computers. Dordrecht, The Netherlands: Kluwer Academic Publishers.

Overby, S. 2003, december 15). The future of jobs and innovation. CIO Magazine, from www.cio.com/archive/121503/jobfuture.html

Pajares, F., & Urdan, T. (eds.) 2006. Self-efficacy beliefs of adolescents. Greenwich, CT: Information Age Publishing.

Parker, G. M. 1994. Cross-functional teams: Working with allies, enemies, and other strangers. San Francisco: Jossy-Bass.

Pea, R. 1993. Practices of distributed cognitions: Psychological and educational considerations. Cambridge: Cambridge University Press.

Perkins, D. 1992. Smart Schools. New York: Free Press.

Pinker, S. 1997. How the mind works. New York: W. W. Norton.

Political Machine, The. 2004. Ubi Soft.

Postman, N. 1993. Technolpoly: The surrender of culture to technology. New York: Vintage Books.

Prensky, M. 2003. Escape from planet Jar-gon: Or, what video games have to teach academics about teaching and writing. On the Horizon, 11(3).

Rao, S., Ahmad, A., Horsman, W., & Kaptein-Russell, P. 2001. The importance of innovation for productivity. International Productivity Monitor, 2, 11-18.

Resnick, M. 1994. Turtles, termites, and traffic jams: Explorations in massively parallel microworlds. Cambridge, MA: MIT Press.

Rifkin, J. 2000. The age of access: The new culture of hypercapitalism, where all of life is a paid-for experience. New York: J. P. Tarcher/Putnam.

Rogoff, B. 1990. Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.

Rollins, B. E. 2006. Science and ethics. New York: Cambridge University Press.

Sadowski, M. 2003. Adolescents at school: Perspectives on youth, identity, and education. Cambridge, MA: Harvard Education Press.

Sawyer, R. K. 2006. Explaining creativity: The science of human innovation. New York: Oxford University Press.

Shaffer, D. W. 1997. Escher's world: Learning symmetry through mathematics and art. Symmetry: Culture and Science, 8(3-4), 369-393.

Shaffer, D. W. 2002. Design, collaboration, and computation: The design studio as a model for computer-supported collaboration in mathematics. In T. Koschmann, R. Hall, & N. Miyake (Eds.), Computer support for collaborative learning 2 (pp.197-222). Mahwah, NJ: Lawrence Erlbaum.

Shaffer, D. W. 2003. Pedagogical praxis: The professions as models for learning in the age of smart machine (WCER Working Paper No. 2003-11). Madison: University of Wisconsin-Madison, Wisconsin Center for Education Research.

Shaffer, D. W. 2004. When computer-supported collaboration means computer-supported competition: Professional mediation as a model for collaborative learning. Journal of Interactive Learning Research, 15(2), 101-115.

Shaffer, D. W. 2005. Epistemic Games. Innovate, 1(6), http://www.innovateonline.info/

Shaffer, D. W. 2005. Multisubculturalism: Computers and the end of progressive education (WCER Working Paper). Madison: University of Wisconsin-Madison, Wisconsin Center for Education Research.

Shaffer, D. W. 2005. Studio mathematics: The epistemology and practice of design pedagogy as a model for mathematics learning (WCER Working Paper Series No.2005-3). Madison: University of Wisconsin-Madison, Wisconsin Center for Education Research.

Shaffer, D. W. 2005 Epistemography and the participant structures of a professional practicum: A story behind the story of Journalism 828 (WCER Working Paper Series No. 2005-8). Madison: University of Wisconsin-Madison, Wisconsin Center for Education Research.

Shaffer, D. W. 2006. Epistemic frames for epistemic games. Computers and Education, 46(3), 223-234.

Shaffer, D. W., & Clinton, K. A. (in press) Toolforthoughts: Reexamining thinking in the digital age. Mind Culture, and Activity.

Shaffer, D. W., & Kaput, J. J. 1999. Mathematics and virtual culture: An evolutionary perspective on technology and mathematics. Educational Studies in Mathematics, 37, 97-119.

Shaffer, D. W., Kigin, C., Kaput, J., & Gazelle, G. 2002. What is Digital Medicine? In R. Bushko (ed.), Future of Health Technology. Amsterdam: IOS Press.

Shaffer, D. W., Squire, K., Halverson, R., & Gee, J. P. 2005. Video games and the future of learning. Phi Delta Kappan, 87(2), 104-111.

Shaffer, D. W., & Squire, K. D. 2006. The Pasteurization of Education. In S. Tettegah and R. Hunter (Eds.), Education and technology: Issues in policy, administration and application. London: Elsevier.

Smith-Gratto, K. & Fisher, M. M. 1999. An aid to curriculum and computer integration: Prototypes for teachers. Computers in the Schools, 15(2), 61-71.

Squire, K. D. 2004. Sid Meier's Civilization III. Simulations and Gaming, 35(1).

Squire, K. D. 2004. Video Games and next generation learners. Paper presented at the Education and Information Systems Conference, Orlando, FL.

Squire, K. D. 2005. Game-based learning: Present and future of state of the field. Retrieved May 31, 2005, from http://www.masie.com/xlearn/Game-Based_Learning.pdf

Squire, K. D. 2005. Game cultures, school cultures. Innovate 1(6), http://www.innovateonline.info/

Squire, K. D. (forthcoming). Civilization III as a world history sandbox. In M. Bittanti (Ed.), Civilization and its discontents: Virtual history, real fantasies. Milan, Italy: Ludilogica Press.
Squire, K. D., & Jenkins, H. 2004. Harnessing the power of games in education. Insight, 3(1), 5-33.
Stake, J. E., & Mates, K. R. 2005 Evaluating the impact of science-enrichment programs on adolescents' science motivation and confidence: The splashdown effect. Journal of Research in Science Teaching, 42(4), 359-375.
Starr, P. 1994. Seductions of sim: Policy as a simulation game. The American Prospect, 5(17), 19-29.
Steinkuehler, C. A. 2005. Cognition & learning in massively multiplayer online games: A critical approach. Unpublished doctoral dissertation, University of Wisconsin.
Steinkuehler, C. A. 2005. The new third place: Massively multiplayer online gaming in American youth culture. Tidskrift Journal of Research in Teacher Education, 3, 17-32.
Suits, B. 1967. What is a game? Philosophy of Science, 34.
Susskind, L. E. & Corburn, J. 2000. Using simulations to teach negotiation: Ideas and innovations (pp. 285-310). Cambridge, MA: PON Books.
Sutton-Smith, B. (ed.) 1979. Play and learning. New York: Gardner Press.
Svarovsky, G., & Shaffer, D. W. 2006. Engineering girls gone wild: Developing an engineering identity in Digital Zoo. In S. Barab, K. Hay, & D. Hickey (Eds.), Proceedings of the Seventh International Conference of the LearningSciences. Mahwah, NJ: Lawrence Erlbaum.
Svarovsky, G., & Shaffer, D. W., (in press). SodaConstructing knowledge through exploratoids. Journal of Research in Science Teaching.
Sylva, K., Bruners, J. S., & Genova, P. 1976. The role of play in the problem-solving of children 3-5 years old. In J. S. Bruner, A. Jolly, & K. Sylva (Eds.), Play: Its role in development and evolution. New York: Basic Books.
Tichi, C. 1987. Shifting gears: Technology, literature, culture in modernist America. Chapel Hill: University of North Carolina Press.
Tripp, R. L. 1993. The game of school: Observations of a long-haul teacher. Reston, VA: Extended Vision Press.
Turkle, S. 1995. Life on the screen. New York: Simon & Schuster.
Tyack, D. 1974. The one best system: A history of American urban education. Cambridge, MA: Harvard University Press.
Tyack, D., & Cuban, L. 1996. Tinkering towards utopia. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. 1976. Play and its role in the mental development of the child. In J. S. Bruner, A. Jolly, & K. Sylva (Eds.), Play: ITs role in development and evolution. New York: Basic Books.
Warren, K., Sakofs, M. S., & Hunt, J. S. 1995. The theory of experiential education (3rd ed.). Dubuque, IA: Kendall/Hunt.
Wineburg, S. S., 1991. Historical problem solving: A study of the cognitive processes used in the evaluationof documentary and pictorial evidence. Journal of Educational Psychology, 83(1), 73-87.
Witt, P., & Baker, D. 1997. Developing after-school programs for youth in high risk environments. Journal of Physical Education, Recreation & Dance, 68(9), 18-20.
Zimmerman, E. 2002. Do independent games exist?, from www.ericzimmerman.com/texts/indiegames.htm
Zoch, P. A. 2004. Doomed to fail: The built-in defects of American education. Chicago: I. R. Dee.

No comments: