EDUCATIONAL PSYCHOLOGY INTERACTIVE
Recommended Books

Developed by: William G. Huitt
Last updated: March 2006

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Introduction to Education and Educational Psychology

• Gage, N., & Berliner, D. (1992). Educational psychology (5th ed.). New York: Houghton Mifflin.
• Slavin, R. (1997). Educational psychology: Theory and practice. Boston: Allyn & Bacon.

Educational Research

• Borg, W., Gall, J., & Gall, M. (1992). Applying educational research: A practical guide. New York: Longman Publishers.
• Gay, L. (1995). Educational research: Competencies for analysis and application (5th ed.). New York: Merril Press.

Systems Theory--General (Annotations are from Amazon.com)

• Axlerod, R. (1997). The complexity of cooperation. Princeton, NJ: Princeton University Press.
  Robert Axelrod is widely known for his groundbreaking work in game theory and complexity theory. He is a leader in applying computer modeling to social science problems. His book 'The Evolution of Cooperation' has been hailed as a seminal contribution and has been translated into eight languages since its initial publication. The 'Complexity of Cooperation' is a sequel to that landmark book. It collects seven essays, originally published in a broad range of journals, and adds an extensive new introduction to the collection, along with new prefaces to each essay and a useful new appendix of additional resources. Written in Axelrod's acclaimed, accessible style, this collection serves as an introductory text on complexity theory and computer modeling in the social sciences and as an overview of the current state of the art in the field.
• Capra, F. (1988). The turning point: Science, society, and the rising culture. New York: Bantam Press.
• Capra, F. (1991). The tao of physics: An exploration of the parallels between modern physics and eastern mysticism. New York: Shambhala.
• Capra, F. (1996). The web of life: A new scientific understanding of living systems. New York: Anchor Books.
  During the past twenty-five years, scientists have challenged conventional views of evolution and the organization of living systems and have developed new theories with revolutionary philosophical and social implications. Fritjof Capra has been at the forefront of this revolution. In The Web of Life, Capra offers a brilliant synthesis of such recent scientific breakthroughs as the theory of complexity, Gaia theory, chaos theory, and other explanations of the properties of organisms, social systems, and ecosystems. Capra's surprising findings stand in stark contrast to accepted paradigms of mechanism and Darwinism and provide an extraordinary new foundation for ecological policies that will allow us to build and sustain communities without diminishing the opportunities for future generations.
• Gleick, J. (1988). Chaos: Making a new science. New York: Penguin.
  James Gleick explains the theories behind the fascinating new science called chaos. Alongside relativity and quantum mechanics, it is being hailed as the twentieth century's third revolution.
• Holland, J., & Mimnaugh, H. (Ed.). (1996). Hidden order: How adaptation builds complexity. New York: Perseus Press.
• Kauffman, S. (1996). At home in the universe: The search for laws of self-organization and complexity. New York: Oxford University Press.
  According to MacArthur fellow Kauffman (Santa Fe Institute), "[T]he order of the biological world...is not merely tinkered, but arises naturally and spontaneously because of underlying principles of self- organization." These principles may be employed to analyze all manner of highly-involved patterns, from molecular biology, the rise and fall of corporations, to the intricate workings of government. Kauffman outlines the characteristics and potential uses of complexity, simply delineating its meaning for the future of scientific thought. For general readers.
• Kosko, B. (1993). Fuzzy thinking: The new science of fuzzy logic. New York: Hyperion.
  Fuzzy logic is a science and way of thinking which challenges ordinary mental habits and provides a changing, flowing world view which challenges cut and dry mental processes. Bart Kosko is a leader in the fuzzy logic way of thinking: his is an excellent and lively presentation which is even more compelling in audio form.
• Laszlo, E. (1996). The systems view of the world: A holistic vision for our time (Advances in systems theory, complexity, and the human sciences). Cresskill, NJ: Hampton Press.
  The book begins contrasting the systems view of the world, based on integration an understanding of relationships, with the atomistic view of the world, based on decomposition and understanding of parts. He proceeds presenting the concept of system, leading the reader through a series of distinctions and examples.
• Lewin, R. (2000). Complexity: Life at the edge of chaos (2^nd ed.). Chicago: University of Chicago Press.
  Complexity theory holds that at the root of all complex systems lie a few simple rules that will yield a grand unification of the life sciences. Lewin personalizes a dramatic story of scientific discovery that includes explorations by such diverse scientists as Stephen Jay Gould, Edward O. Wilson, and James Lovelock.
• Von Bertalanffy, L. (1976). General system theory: Foundations, development, applications (Rev. ed.). George Braziller.
• Waldrop, M. M. (1992). Complexity: The emerging science at the edge of order and chaos. New York: Simon & Schuster.
  A look at the rebellious thinkers who are challenging old ideas with insights into ways countless elements of complex systems interact to produce spontaneous order out of confusion discusses politics, economics, and biology.

Systems Theory—Applications

• Bronfenbrenner, U. (1981). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
• Briggs, J., Peat, F. D., & Peat, D. F. (1999). Seven life lessons of chaos: Timeless wisdom from the science of change. New York: HarperCollins.
  Briggs and Peat, whose Turbulent Mirror (1990) is one of the best popular books on the science of chaos (Briggs also wrote the lavish Fractals (1992) on chaos art), now gives us a book that introduces the major ideas of chaos and shows how they can be used metaphorically. For instance, sensitive dependence upon initial conditions, or the butterfly effect, is the phenomenon of a tiny action, when amplified throughout a system, having unexpectedly disproportionate effects. (It is called butterfly after the chaos theory canard that a butterfly flapping its wings in China can cause a thunderstorm or hurricane in New York.) Apply this to politics, say, and apparently small initiatives can produce enormous changes. Briggs and Peat are careful to differentiate between scientific fact and metaphor, unlike some popular but often inaccurate self-help writers. The combination of factual exactitude and imaginative application makes this the best book on chaos yet.
• Buzan, B., Little, R. (2000). International systems in world history: Remaking the study of international relations. New York: Oxford University Press.
• Cox, B., Berge, Z. (Ed.), & Colins, M. (Ed.). Evolving a distributed learning community: The online K12 classroom. Cresskill, NJ: Hampton Press.
• Hoekstra, T., & Allen, T. (1993). Toward a unified ecology (Complexity in ecological systems series). New York: Columbia University Press.
  The authors present a conceptual framework for a more coherent view of ecology, showing how to link the various parts of ecology into a natural whole. Although abstract, the analysis is anchored in practice, emphasizing examples of what ecologists do and why they do it. For practicing and aspiring research ecologists and population biologists, as well as those in the management of wildlife and forests.
• Lashley, T. II, & Matczynski, T. (1997). Strategies for teaching in a diverse society: Instructional models. Belmont, CA: Wadsworth Publishing Co.
  This book focuses on a variety of ways to teach content material to students of all ages. The teaching models are ones that entail both direct and indirect teacher control of the learning material. In some cases teachers want students to construct their own schema, and in other instances the teacher wants students to acquire content understandings in a specific form...a form dictated by the teacher. This text shows teachers a variety of ways to communicate content and includes lots of theoretical knowledge and practical examples.
• Lewin, R., & Regine, B. (2000). The soul at work: Listen...respond...let go: Embracing complexity science for business success. New York: Simon & Schuster.
  The Soul at Work brings to businesspeople a new and powerful way of thinking about and working in the new economy, one that draws on the new science of complexity, which recognizes that business organizations are complex adaptive systems. The great contribution of prize-winning author Roger Lewin and developmental psychologist Birute Regine is to ground this science in organizational dynamics, in the interactions of people, and to show how leaders who embrace the principles of complexity science are developing highly innovative and adaptable organizations that are more likely to be successful in traditional financial bottom-line terms. Most important, as the old command-and-control style of management is relinquished in favor of a broader sharing of leadership, people in these organizations experience a greater sense of commitment to their work and to themselves in an atmosphere of genuine relationships and mutual respect. The authors explain how these transforming ideas are creating a more human-oriented and successful workplace, as revealed in the stories of a dozen actual companies of very different types and sizes.
• Masterpasqua, F., & Perna, P. (Eds.). (1997). The psychological meaning of chaos: Translating theory into practice. Washington, DC: American Psychological Association.
  The purpose of this book is to introduce mental health practitioners to the concepts of nonlinear dynamic systems theory that have become so important in the natural and physical sciences. In non-technical language, authors from various perspectives explain the meaning of chaos, complexity and self-organization for psychological practice. All of the authors share the belief that the perspective may well revolutionize the way we practice.
• Moen, P., Elder, G., Jr., & Luscher, K. (Eds.). Examining lives in context: Perspectives on the ecology of human development (APA Science Volumes). Washington, DC: American Psychological Association.
  Twenty-seven scholars discuss how the ecological theory and research of the developmentalist Urie Bronfenbrenner (Cornell U.) led them to focus their own work on problems crucial to "real life"--the rapidly changing world that often challenges researchers to design inquiries in dramatically new ways. Intended for students looking for an introduction to the theoretical approaches to ecological courses, and for established scholars interested in multilevel approaches to human development. Presented in five parts: the dynamics of individual development; historical and social time; the multiple contexts of human development; the importance of process; and reflections and new directions.
• White, C. D. (1998). Making a just peace: Human rights & domination systems. Nashville, TN: Abingdon Press.
• Wolfe, R. W., & Gudorf, C. (Eds.). (1999). Ethics and world religions: Cross-cultural case studies. Maryknoll, NY: Orbis Books.
  Provides case studies of ethical issues with commentary from representatives of world faith communities.
• Zimmerman, B., Linderg, C., & Plsek, P. (1998). Edgeware: Insights from complexity science for health care leaders. Irving, TX: VHA, Inc.
  Complexity science reframes our view of many systems that are only partially understood by traditional scientific methods. Systems as apparently diverse as stock markets, human bodies, forest ecosystems, manufacturing businesses, immune systems, termite colonies and hospitals seem to share some patterns of behavior. These patterns provide insights into sustainability, viability, health and innovation. This book examines how leaders and managers in health care organizations are beginning to use complexity science to discover new ways of working.

Educational Reform

• Heckman, P. (1995). The courage to change: Stories from successful school reform. New York: Corwin Press.
• Hirsch, E. D., Jr. (1996). The schools we need: And why we don't have them. New York: Doubleday.
• Nathan, J. (1996). Charter schools: Creating hope and opportunity for American education. San Francisco: Jossey-Bass.

Information Age

• Aburdene, P., & Naisbitt, J. (1992). Megatrends for women. New York: Random House.
• Bridges, W. (1994). JobShift: How to prosper in a workplace without jobs. Reading, MA: Addison-Wesley.
• Burris, D. with R. Gittines. (1997). Technotrends: How to use technology to go beyond your competition. New York: HarperBusiness.
• Dent, H. (1995). Job shock : Four new principles transforming our work and business. New York: St. Martins Press.
• Dent, H., Jr. (1998). The roaring 2000s: Building the wealth and lifestyle you desire in the greatest boom in history. New York: Simon & Schuster.
• Drucker, P. (1989). The new realities. New York: Harper & Row.
• Gates, B. (1995). The road ahead. New York: Viking.
• Miller, L. (1984). American spirit. New York: Warner Books, Inc.
• Miller, L. (1991). Barbarians to bureaucrats. New York: Simon and Schuster.
• Naisbitt, J. (1982). Megatrends. New York: Warner Books, Inc.
• Naisbitt, J., & Adurdene, P. (1990). Megatrends 2000. New York: William Morrow & Company, Inc.
• Ornstein, R., & Ehrlich, P. (1989). New world, new mind. New York: Simon & Schuster.
• Perelman, L. (1991). School's out: Hyperlearning, the new technology, and the end of education. New York: William Morrow.
• Pilzer, P. (1990). Unlimited wealth. New York: Crown Publishing Group.
• Pilzer, P. (1995). God wants you to be rich. New York: Simon & Schuster.
• Popcorn, F. (1991). The Popcorn report: Faith Popcorn on the future of your company, your world, your life. New York: Doubleday.
• Rifkin, J. (1995). The end of work. New York: G. P. Putnam's Sons.
• Rutstein, N. (1992). The Invisible Hand: Shaping the new world order. Springfield, MA: Whitcomb Publishing.
• Sexton, D., & Smilor, R.(Eds.). (1997). Entrepreneurship 2000. New York: Upstart Publishing Company.
• Shefsky, L. (1996). Entrepreneurs are made not born. Cambridge, MA: Harvard Business School Press.
• Thurow, L. (1996). The future of capitalism: How today's economic forces shape tomorrow's world. New York: Penguin Books.
• Toffler, A. (1970). Future shock. New York: Bantam Books.
• Toffler, A. (1974). Learning For tomorrow. New York: Random House.
• Toffler, A. (1981). The third wave. New York: Bantam Books.
• Toffler, A. (1990). Powershift. New York: Bantam Books.

Family and Community

• Benson, P., & Glickman, C. (1997). All kids Are our kids: What communities must do to raise caring and responsible children and adolescents. San Francisco: Jossey-Bass.
• Peck, M. S. ((1987). The different drum: Community making and peace. New York: Simon & Schuster.

School Characteristics and Processes

• Goodland, J. (1994). Educational renewal: Better teachers, better schools. San Francisco: Jossey-Bass.

Culture

• Bingham, M., & Stryker, S. (1995). Things will be different for my daughter: A practical guide to building her self-esteem and self-reliance. New York: Penguin Books.
• Brockman, J. (1995). The third culture. New York: Simon & Schuster.
• Florence, M. (1997). The enterprising woman. New York: Warner Books.
• Laszlo, E. (1989). The inner limits of mankind. London: One World Publications Ltd.
• Miller, L. (1989). Barbarians to bureaucrats: Corporate life cycle strategies. New York: Clarkson N. Potter, Inc.
• McCorduck, P., & Ramsey, N. (1996). The futures of women: Scenarios for the 21st century. New York: Addison-Wesley.
• Naisbitt, J. (1994). Global paradox. New York: Avon Books.
• Pipher, M. (1994). Reviving Ophelia: Saving the selves of adolescent girls. New York: Ballantine Books.
• Rutstein, N. (1993). Healing racism: A prescription for the disease. Springfield, MA: Whitcomb Publishing.
• Thurow, L. (1996). The future of capitalism: How today’s economic forces shape tomorrow’s world. New York: Penquin Books.
• Toffler, A.,& Toffler, H. (1995). Creating a new civilization. New York: Turner Publishing.

Desired Student Outcomes

Student Characteristics

• Bloom, B. (1983). Human characteristics and school learning. Chicago: University of Chicago Press. 
• Markova, D. (1992). How your child is smart. Berkeley, CA: Conari Press.

Teacher Characteristics

Mind and Behavior

• Danesh, H. (1994). The psychology of spirituality. Manotick, Ontario, Canada: Nine Pines Publishing.
• Eysenck, H. (1947). Dimensions of personality. London: Routledge & Kegan Paul.

The Behavioral System (Classical and Operant Conditiioning, Social Learning)

• Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
• Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.

Cognition, Thinking, and Knowing (Information Processing, Cognitive Domain, Intelligence, Cognitive Development, Critical Thinking, Metacognition)

Overview

• Allen, J. (1985). As a man thinketh. Fort Worth, TX. Brownlow Publishing.
• Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: Basic Books.
• Benson, H., (1987). Your maximum mind. New York: Random House.
• Chance, P. (1986). Thinking in the classroom: A survey of programs. New York: Teachers College Press.
• Damasio, A. (1994). Descartes’ error: Emotion, reason, and the human brain. New York: Avon Books.
• Farnham-Diggory, S. (1992). Cognitive processes in education. New York: HarperCollins.
• Kurzweil, R. (1999). The age of the spiritual machines: When computers exceed human intelligence. New York: Viking.
• Lipman, M. (1991). Thinking in education. New York: Cambridge University Press.
• Marzano, R., & Hutchins, C. (1985). Thinking skills: A conceptual framework. Aurora, CO: Mid-continent Regional Educational Laboratory.
• Perry, W. (1970). Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart & Winston.
• Resnick, L., & Klopfer, L. (Eds.). (1989). Toward the thinking curriculum: Current cognitive research. Washington, DC: Association for Supervision and Curriculum Development.
• Stiggins, R., Rubel, E., & Quellmalz, E. (1986). Measuring thinking skills in the classroom. Washington, DC: National Educational Association.
• Wonder, J., & Donovan, P. (1984). Whole-brain thinking. New York: Ballantine Books.

Information Processing

• Gagne, E., Yekovich, C., & Yekovich, F. (1993). The cognitive psychology of school learning (2nd ed.). New York: HarperCollins.

Intelligence

• Kail, R., & Pellegrino, W. (1985). Human intelligence: Perspectives and prospects. New York: Freeman.
• Sternberg, R. (1986). Intelligence applied. Atlanta, GA: Harcourt Brace Jovanovich.
• Sternberg, R. (1988). The triarchic mind. New York: Penguin Books.
• Sternberg, R. (1990). Wisdom. New York: Cambridge University Press.
• Sternberg, R., & Berg, C. (1992). Intellectual development. New York: Cambridge University Press.

Cognitive Development/Constructivism

• Beard, R., (1972). An outline of Piaget's developmental psychology. New York: New American Library, Inc.

Critical Thinking

• Heiman, M., & Slomianko, J. (1985, 1986). Critical thinking skills. Washington, DC: National Education Association.
• Paul, R., & others (1989). Critical thinking handbook: K-3. Sonoma, CA: Foundation for Critical Thinking.
• Paul, R., & others (1989). Critical thinking handbook: 4th-6th. Sonoma, CA: Foundation for Critical Thinking.
• Paul, R., & others (1989). Critical thinking handbook: 6th-9th. Sonoma, CA: Foundation for Critical Thinking.
• Paul, R., & others (1989). Critical thinking handbook: High school. Sonoma, CA: Foundation for Critical Thinking.
• Stice, J. (Ed.). (1987). Developing critical thinking and problem-solving abilities. San Francisco: Jossey-Bass.

Creative Thinking

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Problem Solving & Decision Making

• Bransford, J., & Stein, S. (1984). The IDEAL problem solver. New York: Freeman.
• Krulik, S., & Rudnick, J. (1989). Problem solving: A handbook for teachers (2nd ed.). Needham Heights, MA: Allyn and Bacon.

Metacognition

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Study Methods

• Hume, L., & Weinstein, C. (1998). Study strategies for lifelong learning (Psychology in the Classroom). Washington, DC: American Psychological Association.
• Maker, J., Lenier, M., Maker-Inmon, J., & Makerinmon, L. (1995). Academic reading with active critical thinking. New York: Wadsworth Publishing.
• Palmer, R. (1996). Brain train. New York: Chapman & Hall.

Affect and Emotion (Emotions, Socioemotional Development, Values)

Overview

• Carnegie, D. (1936). How to win friends and influence people. New York: Simon & Schuster, Inc.
• Frankl, V. (1959, 1984). Man's search for meaning. New York: Washington Square Press.
• Fromm, E. (1956).The art of loving. New York: Harper & Row.
• Fromm, E. (1976).To have or to be? New York: Harper & Row.
• Goble, F. (1974). The third force: The psychology of Abraham Maslow. New York: Grossman Publishers, Inc.
• Greenspan, S., & Greenspan, N. (1985). Life's first feelings. New York: Penguin Books.
• Paulus, T. (1972). Hope for the flowers. New York: Paulist Press.

Emotional Intelligence

• Goleman, D. (1995). Emotional intelligence : Why it can matter more than IQ for character, health and lifelong achievement. New York: Bantam.

Optimism

• Seligman, M. (1996) The optimistic child: How learned optimism protects children from depression. New York: Houghton Mifflin.

Self-Efficacy

• Bandura, A. (1997). Self-efficacy : The exercise of control. New York: W. H. Freeman & Co.

Self-Esteem/Self-Concept

• Insel, P. (1995, December). Changing your self-concept. Healthline, 6-7, 11.

Humanistic/Open Education

• Rogers, C., & Freiberg, H.J. (1994). Freedom to learn (3rd ed.). New York: Merrill.

Conation and Volition (Paradigms, Self-Concept, Goals/Needs, Conation)

Paradigms  

• Baker, J. (1992). Paradigm: The business of discovering the future. New York: HarperBusiness.
• Harman, W. (1970). An incomplete guide to the future. New York: W. W. Norton.
• Kuhn, T. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.

Self/Concept & Self/Esteem  

• Canfield, J., & Wells, H. C. (1993). 100 ways to enhance self-concept in the classroom: A handbook for teachers, counselors, and group leaders. Boston: Allyn & Bacon.
• Byrne, B. (1996). Measuring self-concept across the life span: Issues and instrumentation (Measurement and Instrumentation in Psychology). Washington, DC: American Psychological Association.
• McGinnis, A. (1987). Confidence: How to succeed at being yourself. Minneapolis, MN: Augsburg Publishing House.
• Purkey, W., & Schmidt, J. (1995). Invitational counseling: A self-concept approach to professional practice. New York: Brooks/Cole.
• Purkey, W., Novak, J., Schmidt, J. (1996). Inviting school success: A self-concept approach to teaching, learning, and democratic practice. New York: Wadsworth Publishing Company.

Vision/Dream/Goals/Needs

• Andrews, A. (1991). Storms of perfection. Nashville, TN: Lightning Crown Publishers.
• Conwell, R., Jordan, W., & Allen, J. (1983). Motivational classics. Mechanicsburg, PA: Executive Books.
• Covey, S. (1989). The 7 habits of highly effective people. New York: Simon & Schuster.
• Covey, S. (1992). Principle-based management. New York: Simon & Schuster.
• Covey, S., Merrill, & Merrill. (1994). First things first. New York: Simon & Schuster.
• Hill, N. (1987). Think and grow rich. New York: Fawcett Crest.
• Kimbro, D., & Hill, N. (1991). Think and grow rich: A black choice. New York: Fawcett Crest.
• Krass, P. (Ed.). (1997). The book of business wisdom: Classic writings by the legends of commerce and industry. New York: John Wiley & Sons.
• McCormack, J. (1990). Self-made in America. Reading, MA: Addison-Wesley.
• McNally, D. (1994). Even eagles need a push: Learning to soar in a changing world. New York: Dell Publishing.
• McWilliams, J. R., & McWilliams, P. (1991). Life 101. Los Angeles: Prelude Press.
• Neihardt, J. (1992). Black Elk speaks. New York: Washington Square Press.
• Noe, J. (1984). Peak performance principles for high achievers. New York: Berkley Books.
• Robbins, A. (1992). Awakening the giant within. New York: Simon & Schuster.
• Schwartz, D. (1959). The magic of thinking big. New York: Simon and Schuster.
• Schwartz, D. (1979). The magic of self-direction. New York: Cornerstone Library.
• Schwartz, D. (1987). The magic of thinking success. North Hollywood, CA: Wilshire Book Co.
• Speakers Roundtable, (1988). Insights into excellence. Harrisburg, PA: Executive Books.
• Waitley, D. (1996). The new dynamics of goal setting: Flextactics for a fast-changing future. New York: William Morrow and Company.

Conation

• Bandura, A. (1997). Self-efficacy: The exercise of self-control. New York: W. H. Freeman & Co.
• Fiore, N. (1989). The now habit: A strategic program for overcoming procrastination and enjoying guilt-free play. New York: St. Martin's Press.
• Heckhausen, J., & Dweck, C. (Eds.). Motivation and self-regulation across the life-span. Boston: Cambridge Univ Press.
• Hershberger, W. (Ed.). (1989). Volitional action : Conation and control (Advances in Psychology, 62). New York: North-Holland.
• Hershberger, W. (Ed.). (1997). Volitional action. New York: Elsevier Science.
• Kolbe, K. (1990). The conative connection. New York: Addison-Wesley.

Brain and Biology

Science and Religion

• Buscaglia, L. (1982). The fall of Freddie the Leaf. New York: Holt, Rinehart & Winston.
• Danesh, H. B. (1994). The psychology of spirituality. Victoria, Canada: Paradigm Publishing.
• Eadie, B. (1992). Embraced by the light. New York: Bantam Books.
• Fuller, A. (1986). Psychology and religion. New York: University Press of America.
• Hatcher, W. (1980). The science of religion (2nd ed.). (Thornhill, Ontario: Canadian Association for Studies on the Baha'i Faith.
• Hatcher, W. (1990). Logic and logos: Essays on science, religion and philosophy. Oxford: George Ronald.
• Johnson, G. (1995). Fire in the mind: Science, faith, and the search for order. New York: Vintage Books.
• Khursheed, A. (1987). Science and religion: Towards the restoration of an ancient harmony. London: Oneworld Publications.
• Loehle, C. (1994). On the shoulders of giants. Oxford: George Ronald.
• Moody, R. (1988). The light beyond. New York: Bantam Books.
• Moody, R. (1975). Life after life. New York: Bantam Books.
• Nord, W., & Haynes, C. (1998). Taking religion seriously across the curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
• Parsley, B. (1992). The choice is yours: A teenager's guide to self-discovery, relationships, values, and spiritual growth. New York: Simon and Schuster.
• Peck, S. (1978). The road less traveled. New York: Simon and Schuster.
• Rutstein, N. (1995). A way out of the trap: An innovative & unique ten-step program for spiritual growth. Springfield, MA: Whitcomb Publishing.
• Taafaki, I. (1986). Thoughts. Oxford OX: George Ronald, Publisher.
• Wilber, K. (1998). The marriage of sense and soul: Integrating science and religion. New York: Random House.

Moral Development and Character Education

• Dewey, J. (1934). A common faith. New Haven, CT: Yale University Press.
• Gauld, J. (1993). Character first: The Hyde school difference. San Francisco: ICS Press.
• Kohlberg, L. (1984). The psychology of moral development. San Francisco: Harper & Row.
• Lickona, T. (1991). Does character education make a difference? Salt Lake City: Utah State Office of Education.
• Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam Press.
• Maxwell, J., & Dornan, J. (1997). Becoming a person of influence: How to positively impact the lives of others. Nashville, TN: Thomas Nelson Publishers.
• McClelland, D. (Ed.). (1982). Education for values. New York: Irvington Publishers.
• Nucci, L. (Ed.). (1989). Moral development and character education: A dialogue. Berkley, CA: McCutchan Publishing Corp.
• Piaget, J. (1932, 1962). The moral judgment of the child. New York: Collier.
• Purpel, D., & Ryan, K. (Eds.). (1976). Moral education...It comes with the territory. Berkeley, CA: McCutchan Publishing Co.
• Wynne, E., & Ryan, K. (1992). Reclaiming our schools: A handbook on teaching character, academics, and discipline. New York: Merrill.
• Wynne, E., & Walberg, H. (Eds.). (1984). Developing character: Transmitting knowledge.    Posen, IL: ARL.

Motivation

• Franken, R. (1994). Human motivation. Pacific Grove, CA: Brooks/Cole.
• Maslow, A. (1987). Motivation and personality (3rd ed.). New York: HarperCollins.
• Maslow, A. (1993). The farther reaches of human nature. Arkana.
• McClelland, D. (1988). Human motivation. Cambridge, MA: Cambridge University Press.
• Murphy, S. (1997). The achievement zone: An 8-Step guide to peak performance in all arenas of life. Berkley: Berkley Publishers.

Classroom Practice

• Joyce, B., & Weil, M. (1996). Models of teaching (5th ed.). Englewood Cliffs, NJ: Prentice-Hall.
• Marzaon, R. (2003). What works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Instructional Planning

Instruction (General)

Considering Individual Differences

• Claxton, C., & Murrell, P. (1987). Learning styles: Implications for improving educational practice (Executive Summary). Washington, DC: ASHE-ERIC Higher Education Reports.
• Golay, K. (1982). Learning patterns and temperament styles. Fullerton, CA: Manas-Systems.
• Keirsey, D. (1989). Portraits of temperament. Del Mar, CA: Prometheus Nemesis Book Company.
• Keirsey, D., & Bates, M. (1978). Please understand me. Del Mar, CA: Prometheus Nemesis Book Company.

Cooperative Learning

Curriculum Issues

Classroom Management

• Divinyi, J. (1997). Good kids, difficult behaviors. Peachtree City, GA: The Wellness Connection, Inc.
• Marzano, R., Marzano, J., & Pickering, D. (2003). Classroom management that works. Alexandria, VA: Association for Supervision and Curriculum Development.
• Wong, H., & Wong, R. (1998). The first days of school. Mountain View, CA: Harry K. Wong Publications.

Compensatory Education and Drop-out Prevention

Technology and Education

Measurement and Evaluation

Student Achievement in Basic Skills

Teacher Education

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