小时候的回忆作文200:Foundational Reading List in Instructional Systems

Important Books
The following books should help you prepare for the doctoral comprehensive exams.  You don’t necessarily need to read each book cover-to-cover, but you should be familiar with the basic content of the books and the positions taken by the authors.
Ackoff, Russell, L. (1974).  Redesigning the future: A systems approach to societal problems. New York: Wiley.
Anderson, J. R. (1990). Cognitive psychology and its implications (3rd ed.). San Francisco: W. H. Freeman.
Newbury Park, CA:   Sage.
Anglin, G.J. (Ed.). (1994). Instructional technology: Past, present, and future (2nd ed.). Englewood CO: Libraries Unlimited.
Banathy, B.H. (1968).  Instructional systems.  Palo Alto, CA: Fearon Publishers.
Banathy, B.H. (1991).  Systems design of education: A journey to create the future.  Englewood Cliffs, NJ:  Educational Technology Publications.
Bloom, B.S. (1976).  Human characteristics and school learning.  New York:  McGraw Hill.
Bruner, J.S. (19xx).  Notes on a theory of instruction.  Toward a theory of instruction.
Checkland, P. (1981).  Systems thinking, systems practice.  New York: Wiley.
Churchman, C.W. (1968).  The systems approach.  New York: Delacort Press.
Cronbach, L.J. & Snow, R. (1973). Aptitudes and instructional methods.  New York: Irvington.
Dempsey, J.V. & Sales, G.C. (1993).  Interactive Instruction and Feedback.  Englewood Cliffs, New Jersey:  Educational Technology Publications.
Dick, W. & Carey, L. (1990). Systematic design of instruction (4th ed.) Glenview, IL: Scott Foresman.
Dillon, R. F., & Pellegrino, J. W. (Eds.). (1991). Instruction: Theoretical and applied perspectives. New York: Praeger.
Dills, C.R. & Romiszowski, A.J. (1997). Instructional development paradigms. Englewood Cliffs: Educational Technology Publications.
Driscoll, M.P. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon.
Duffy, T., & Jonassen, D. (Eds.), Constructivism and instructional design. Hillsdale NJ: Erlbaum.
Fisher, C.W. and Berliner, D. C. (1985).  Perspectives on instructional time.  New York:  Longman.
Flagg, B. N. (Ed.). (1990). Formative evaluation for educational technologies. Hillsdale NJ: Erlbaum.
Fleming, M. & Levie, W. H., & Anglin, G. (1993). Instructional message design: Principles from the behavioral sciences (2th ed.).  Englewood Cliffs, NJ: Educational Technology Publications.
Gagne, R. M. & Driscoll, M. P. (1988). Essentials of learning for instruction. Englewood Cliffs, NJ: Prentice Hall.
Gagne, E., D., Yekovich, C. W., & Yekovich, F. R. (1995). The cognitive psychology of school learning (2nd ed.). New York: Harper Collins.
Gagne, R. M. (1985). The conditions of learning (4th ed.) New York: Holt, Rinehart & Winston.
Gagne, R. M. (1985). Studies of learning: 50 years of research. Tallahassee, FL: Florida State University, Learning Systems Institute.
Gagne, Robert M. (Ed.).  (1987). Instructional technology:  Foundations. Hillsdale NJ: Lawrence  Erlbaum Associates.
Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Fort Worth: Harcourt Brace Jovanovich.
Gery, G. (1991). Electronic performance support systems. Boston MA: Weingarten Publications.
Gustafson, K. L. (1991). Survey of instructional development models (2nd ed.). Syracuse NY: ERIC/IR. 70 pp.
Hannafin, M. & Peck, K. (1988). The design, development, and evaluation of instructional software. New York: Macmillan Publishing Company.
Hartley, J. (1993). Designing instructional text (3rd ed). London: Kogan Page.
Heinich, R., Molenda, M., & Russell, J. (1989). Instructional media and the new technologies of instruction. New York: MacMillan.
Hlynka, D., & Belland, J. C. (Eds.). Paradigms regained: The uses of illuminative, semiotic and post-modern criticism as modes of inquiry in educational technology. Englewood Cliffs NJ: Educational Technology Publications.
Jonassen, D.H. & Grabowski, B.L. (1993). Handbook of individual differences, learning, and instruction. Hillsdale, NJ: Lawrence Erlbaum.
Jonassen, D.H., Hannum, W.H., & Tessmer, M. (1989). Handbook of task analysis procedures. New York: Praeger.
Jonassen, D.H. (Ed.). (1982, 1986). The technology of text: Principles for structuring, designing,
and displaying text (Vols. 1 & 2). Englewood Cliffs, NJ: Educational Technology Publications.
Jonassen, D.H., Beissner, K., & Yacci, M.A. (1993). Structural knowledge: Techniques for
representing, conveying, and acquiring structural knowledge. Hillsdale, NJ: Lawrence
Erlbaum Associates.
Lee, W.W. & Owens, D.L. (2000) Multimedia-based Instructional Design.  San Francisco CA:  Jossey-Bass/Pfeiffer.
Martin, B., & Briggs, L. (1986). Affective and cognitive domains. Englewood Cliffs NJ: Educational Technology Publications.
Mayer, R. (1991). The promise of cognitive psychology (2nd ed).  San Francisco: Freeman.
Means, B. (1994).  Technology and education reform.  San Francisco:  Jossey-Bass.
Merrill, M.D. (1994).  Instructional Design Theory.   Englewood Cliffs, NJ:  Educational Technology Publications.
Minor, E., & Frye, H. R.  Techniques for producing visual instructional media (2nd ed.).  New York: McGraw-Hill.
Morrison,  G.R., Ross, S.M., & Kemp, J. E. (2001).  Designing Effective Instruction.  (3rd ed.).  New York:  John Wiley & Sons.
Moore, D.M. & Dwyer, F.M. (Eds.) (1994). Visual literacy. Englewood Cliffs: Educational Technology Publications.
Papert, Seymour (1980). Mindstorms. Harper Colophon Books.
Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.
Perkins, D.N. (1986). Knowledge as design. Hillsdale, NJ: Erlbaum.
Perkins, D. N. (1995). Making sense, teaching understanding with technology.  New York: Oxford University Press.
Perkins, D.N. (1997). Software goes to school, Teaching for understanding with new technology. New York:  Oxford University Press.
Piskurich, G.M. (1993). The ASTD handbook of instructional technology. New York: McGraw-Hill.
Reiser, R. (Ed.). (2001) XXX
Reigeluth, C.M. (1983). Instructional-design theories and models: An overview of their current status.  Hillsdale, NJ: Lawrence Erlbaum Associates.
Reigeluth, C.M. (1987). Instructional theories in action: Lessons illustrating selected theories and models.  Hillsdale, NJ: Lawrence Erlbaum Associates.
Reigeluth, C.M. (1999?) Instructional-design theoriest and Models: (2nd ed.).  Hillsdale, NJ:  Larwence Erlbaum Associates.
Resnick, L. B., & Klopfer, L. E. (Eds.). (1989). Toward the thinking curriculum: Current cognitive research. Alexandria VA: Association for Supervision and Curriculum Development.
Resnick, L.B. (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, New Jersey: Erlbaum.
Richey, R.C. (1992).  Designing instruction for the adult learner:  Systemic theory and practice for employee training.  London:  Kogan Page.
Richey, R. (1986). Theoretical foundations of instructional design. London: Kogan Page.
Romiszowski, A.J. (1981). Designing instructional systems. London: Kogan Page.
Romiszowski, A.J. (1984). Producing instructional systems. London: Kogan Page.
Romiszowski, A.J. (1986). Developing auto-instructional systems. London: Kogan Page.
Romiszowski, A.J. (1988). The selection and use of instructional media. London: Kogan Page.
Rossett, A. (1987). Training needs assessment. Englewood Cliffs, NJ: Educational Technology Publications.
Rossett, A., & Gautier-Downes, J. (1991). A handbook of job aids. San Diego: Pfeiffer.
Ross, S., & Morrison, G. (1995).  Getting started in instructional technology research.  Washington, DC:  AECT.
Saettler, P. (1990). Evolution of American educational technology. Englewood CO: Libraries Unlimited.
Salomon, G. (1994). The interaction of media, cognition and learning. Hillsdale, NJ: Lawrence Erlbaum Associates.
Salomon, G. (1993), Distributed cognitions, NY: Cambridge University Press.
Schank, R.C. (1995). Engines for education. Hillsdale, NJ: Lawrence Erlbaum Associates
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
Schramm, W. (1977)  Big Media, Little Media.  Sage Publications. Chapter 2 (The Experimental Evidence)  Chapter 3  (The Pedagogical Evidence) and Chapter 4 (The Economic Evidence).
Seels, B. & Richey, R. (1995). Educational technology: A definition and glossary of terms (2nd ed.). Washington, DC: Association for Educational Communications and Technology.
Spiro, B. Bruce, & W. Brewer (Eds.), Theoretical issues in reading comprehension.  Hillsdale, NJ:  Erlbaum.
Stolovich, H. D., & Keeps, E. J. (Eds.). (1992). Handbook of human performance technology. San Francisco: Jossey-Bass.
Tessmer, M. (1993). Planning and conducting a formative evaluation. London: Kogan Page.
Tessmer, M., & Harris, D. (1992). Analyzing the instructional setting: Environmental analysis. London: Kogan Page.
Vosniadou, S., De Corte, E., Glaser, R., & Mandl, H. (1996).  International perspectives on the design of technology-supported learning environments.  Mahwah, NJ:  Erlbaum.
West, C. K., Farmer, J.A., & Wolff, P. M. (1991). Instructional design: Implications from cognitive science. Englewood Cliffs NJ: Prentice-Hall.
Winograd, T. & Flores, F. (1986). Understanding computers and cognition: A new foundation for design. Norwood NJ: Ablex.
Classic Articles and Book Chapters
The following suggested articles should help you understand the field and prepare for the doctoral comprehensive exams.  It is not necessary to read them all, but you should be familiar with the some of the ideas and the positions taken by the authors.    An Endnote 6 file of these articles is availablehere (provided by Alice Anderson - corrections to aea145 at psu dot edu).
Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52-81.
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.
Andrews, D. H., & Goodson, L. A. (1980). A comparative analysis of models of instructional design. Journal of Instructional Development, 3(4), 2-16.
Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20, 481-486.
Berliner, D. C. (1992). Telling the stories of educational psychology. Educational Psychologist, 27(2), 143-161.
Bonner, J. (1988). Implications of cognitive theory for instructional design: Revisited. Educational Communications and Technology Journal, 36(1), 3-14.
Bovy, R. C. (1981). Successful instructional methods: A cognitive information processing approach. Educational Communications and Technology Journal, 29(4), 203-217.
Bransford, J. D., & Vye, N. J. (1989). A perspective on cognitive research and its implications for instruction. In L. B. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research (pp. 173-205). Alexandria, VA.: Association for Supervision and Curriculum Development.
Branson, R. K. (1987). Why the schools can‘t improve: The upper limit hypothesis. Journal of Instructional Development, 10(4), 15-26.
Briggs, L. J. (1984). How dissertations in instructional design have enriched the research literature. Educational Technology, 24(7), 43-46.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
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.
Bruner, J. (1985). Models of the learner. Educational Researcher, 14(6), 5-8.
Carr, A. A. (1997). User-design in the creation of human learning systems. Educational Technology Research and Development, 45(3), 5-22.
Case, R., & Bereiter, C. (1984). From behaviorism to cognitive behaviorism to cognitive development: Steps in the evolution of instructional design. Instructional Science, 13, 141-158.
Cennamo, K. S., Savenye, W. C., & Smith, P. L. (1991). Mental effort and video-based learning: The relationship of preconceptions and the effects of interactive and covert practice. Educational Technology Research and Development, 39(1), 5-16.
Charles, D. C. (1988). Early research in educational psychology. Educational Psychologist, 23(3), 221-233.
Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53, 445-459.
Clark, R. E. (1985). Confounding in educational computing research. Journal of Educational Computing Research, 1(2), 137-148.
Clark, R. E. (1985). Evidence for confounding in computer-based instruction studies: Analyzing the meta-analyses. Educational Communications and Technology Journal, 33(4), 249-262.
Clark, R. E., & Voogel, A. (1985). Transfer of training principles for instructional design. Educational Communications and Technology Journal, 33(2), 113-123.
Clark, R. E. (1986). Absolutes and angst in educational technology research: A reply to Don Cunningham. Educational Communications and Technology Journal, 34(1), 8-9.
Clark, R. E., & Salomon, G. (1986). Media in teaching. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 464-478). New York: Macmillan.
Clark, R. E. (1989). Current progress and future directions for research in instructional technology. Educational Technology Research and Development, 37(1), 57-66.
Clark, R. E., & Sugrue, B. M. (1991). Research on instructional media, 1978-1988. In G. Anglin (Ed.), Instructional Technology: Past, Present, and Future (pp. 327-343). Englewood, CO: Libraries Unlimited.
Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29.
Cognition and Technology Group at Vanderbilt. (1992). The Jasper series as an example of anchored instruction: Theory, program description, and assessment data. Educational Psychologist, 27(3), 219-315.
Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52-70.
Cognition and Technology Group at Vanderbilt. (1996). Looking at technology in context: A framework for understanding technology and education research. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 807-840). New York: Macmillan.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, N.J.: Erlbaum.
Collins, A. (1991). Cognitive apprenticeship and instructional technology. In L. Idol & B. F. Jones (Eds.), Educational values and cognitive instruction: Implications for reform (pp. 121-138). Hillsdale, NJ: Erlbaum.
Collins, A. (1996). Design issues for learning environments. In S. Vosniadou, E. De Corte, R. Glaser & H. Mandl (Eds.), International perspectives on the design of technology-supported learning environments (pp. 347-361). Mahwah, NJ: Erlbaum.
Cunningham, D. J. (1986). Good guys and bad guys. Educational Communications and Technology Journal, 34(1), 3-7.
Dede, C. (1996). Distance learning - distributed learning: Making the transformation. Learning and Leading with Technology, 23(7), 25-30.
Dick, W. (1991). An instructional designer‘s view of constructivism. Educational Technology, 31(5), 41-44.
Dreyfus, H. L., & Dreyfus, S. E. (1986). Five steps from novice to expert. In Mind over machine: The power of human intuition and expertise in the era of the computer (pp. 16-51). New York: The Free Press.
Driscoll, M. P. (1984). Alternative paradigms for research in instructional systems. Journal of Instructional Development, 7(4), 2-5.
Driscoll, M. P. (1995). Paradigms for research in instructional systems. In G. J. Anglin (Ed.), Instructional technology: Past, present, and future. (2nd ed). (pp. 322-329). Englewood, CO: Libraries Unlimited.
Duffy, T. M., & Jonassen, D. H. (1991). Constructivism: New implications for instructional technology? Educational Technology, 31(5), 7-12.
Ely, D. P., Foley, A., Freeman, W., & Scheel, N. (1995). Trends in education technology 1991. In G. J. Anglin (Ed.), Instructional technology: Past, present, and future. (2nd ed). (pp. 34-60). Englewood, CO: Libraries Unlimited.
Evans, J. L., Homme, L. E., & Glaser, R. (1962). The Ruleg system for the construction of programmed verbal learning sequences. Journal of Educational Research, 55(9), 513.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
Gagné, R. M., & Dick, W. (1983). Instructional psychology. Annual Review of Psychology, 34, 261-295.
Gagné, R. M. (1986). Intructional technology: The research field. Journal of Instructional Development, 8(3), 7-14.
Gagné, R. M., & Glaser, R. (1987). Foundations in learning research. In R. M. Gagné (Ed.), Instructional technology: Foundations (pp. 49-83). Hillsdale, NJ: Erlbaum.
Gentry, C. G. (1995). Educational technology: A question of meaning. In G. J. Anglin (Ed.), Instructional technology: Past, present, and future. (2nd ed). (pp. 1-10). Englewood, CO: Libraries Unlimited.
Glaser, R. (1982). Instructional psychology: Past, present, and future. American Psychologist, 37(3), 292-305.
Glaser, R., & Bassok, M. (1989). Learning theory and the study of instruction. Annual Review of Psychology, 40, 631-666.
Glaser, R. (1990). The reemergence of learning theory within instructional research. American Psychologist, 45(1), 29-39.
Grabowski, B. L., & Small, R. V. (1997). Information, instruction, and learning: A hypermedia perspective. Performance Improvement Quarterly, 10(1), 156-166.
Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Educational Communications and Technology Journal, 30(4), 233-252.
Hacker, D. J. (1998). Definitions and empirical foundations. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 1-23). Mahwah, NJ: Erlbaum.
Hannafin, M. J. (1985). Empirical issues in the study of computer-assisted interactive video. Educational Communications and Technology Journal, 33(4), 235-247.
Hannafin, M. J. (1986). The status and future of research in instructional design and technology. Journal of Instructional Development, 8(3), 24-30.
Hannafin, K. M. (1991). An analysis of the scholarly productivity of instructional technology faculty. Educational Technology Research and Development, 39(2), 39-42.
Hannafin, M. J., & Hannafin, K. M. (1991). The status and future of research in instructional design and technology revisited. In G. Anglin (Ed.), Instructional technology: Past, present, and future (pp. 302-309). Englewood, CO: Libraries Unlimited.
Harel, I., & Seymour, P. (1990). Software design as a learning environment. Interactive Learning Environments, 1(1), 1-32.
Heinich, R. (1984). The proper study of instructional technology. Educational Communications and Technology Journal, 32(2), 67-88.
Higgins, N., & Reiser, R. A. (1985). Selecting media for instruction: An exploratory study. Journal of Instructional Development, 8(2), 6-10.
Higgins, N., Sullivan, H., Harper-Marinick, M., & López, C. (1989). Perspectives on educational technology research and development. Educational Technology Research and Development, 37(1), 7-18.
Jonassen, D. H. (1984). The mediation of experience and educational technology: A philosophical analysis. Educational Communications and Technology Journal, 32(3), 153-167.
Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39(3), 5-14.
Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction, 26(8), 1-7.
Kinzie, M. B. (1990). Requirements and benefits of effective interactive instruction: Learner control, self-regulation, and continuing motivation. Educational Technology Research and Development, 38(1), 5-21.
Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.
Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7-19.
Krathwohl, D. R. (1992). Research as a chain of reasoning. Instructional Developments, 3(1), 1-6.
Kumar, D., & Voldrich, J. F. (1994). Situated cognition in second grade science: Literature books for authentic contexts. Journal of Elementary Science Education, 6(2), 1-10.
Levie, W. H., & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communications and Technology Journal, 30(4), 195-232.
Levin, J. R. (1986). Four cognitive principles of learning-strategy instruction. Educational Psychologist, 21(1&2), 3-17.
Mayer, R. E. (1987). Learnable aspects of problem solving: Some examples. In D. E. Berger, K. Pezdek & W. P. Banks (Eds.), Applications of cognitive psychology: Problem solving, education, and computing (pp. 109-122). Hillsdale, NJ: Erlbaum.
Merrill, M. D., & Boutwell, R. C. (1973). Instructional development: Methodology and research. In F. M. Kerlinger (Ed.), Review of research in education (pp. 95-131). Itasca, IL: F. E. Peacock Pubishers Inc.
Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J., & the ID2 Research Group at Utah State University. (1996). Reclaiming instructional design. Educational Technology, 5-7.
Molenda, M. H. (1996). An agenda for research on the educational media and technology profession. In D. P. Ely & B. B. Minor (Eds.), Educational media and technology yearbook (Vol. 21, pp. 38-41). Englewood, CO: Libraries Unlimited.
Nelson, W. A., Magliaro, S., & Sherman, T. M. (1988). The intellectual content of instructional design. Journal of Instructional Development, 11(1), 29-35.
Noble, D. F. (1998). Selling academe to the technology industry. Thought and Action, 14(1), 29-40.
Norman, D. A., Gentner, D. R., & Stevens, A. L. (1976). Comments on learning schemata and memory representation. In D. Klahr (Ed.), Cognition and instruction (pp. 177-196). Hillsdale, NJ: Erlbaum.
Pea, R. D. (1997). Learning and teaching with educational technologies. In H. J. Walberg & G. D. Haertel (Eds.), Psychology and Educational Practice (pp. 274-296). Berkeley, CA: McCutchan.
Perez, R. S., & Emery, C. D. (1995). Designer thinking: How novices and experts think about instructional design. Performance Improvement Quarterly, 8(3), 80-95.
Petkovich, M. D., & Tennyson, R. D. (1984). Clark‘s "learning from media": A critique. Educational Communications and Technology Journal, 32(4), 233-241.
Petkovich, M. D., & Tennyson, R. D. (1985). A few more thoughts on Clark‘s "learning from media". Educational Communications and Technology Journal, 33(2), 146.
Reeves, T. C. (1986). Research and evaluation models for the study of interactive video. Journal of Computer-Based Instruction, 13(4), 102-106.
Reigeluth, C. M. (1993). Principles of educational systems design. International Journal of Educational Research, 19(2), 117-131.
Resnick, L. B. (1983). Toward a cognitive theory of instruction. In S. G. Paris, G. M. Olson & H. W. Stevenson (Eds.), Learning and motivation in the classroom (pp. 5-38). Hillsdale, NJ: Erlbaum.
Ross, S. M., & Morrison, G. R. (1989). In search of a happy medium in instrucitonal technology: Issues concerning external validity, media replication, and learner control. Educational Technology Research and Development, 37(1), 19-33.
Ross, S. M., Sullivan, H., & Tennyson, R. D. (1992). Educational technology: Four decades of research and theory. Educational Technology Research and Development, 40(2), 5-7.
Salomon, G. (1978). On the future of media research: No more full acceleration in neutral gear. Educational Communications and Technology Journal, 26(1), 37-46.
Salomon, G. (1984). Television is "easy" and print is "tough": The differential investmet of mental effort in learning of mental effot in learning as a function of perceptions and attributions. Journal of Educational Psychology, 76(4), 647-658.
Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1(1), 37-68.
Schank, R. C., & Jona, M. Y. (1991). Empowering the student: New perspectives on the design of teaching systems. Journal of the Learning Sciences, 1(1), 7-35.
Schmidt, H. G. (1983). Problem-based learning: Rationale and description. Medical Education, 17, 11-16.
Schon, D. A. (1990). The design process. In V. A. Howard (Ed.), Varieties of thinking: Essays from Harvard‘s Philosophy of Education Research Cente (pp. 110-141). New York: Routledge.
Schott, F. (1992). The contributions of cognitive science and educational technology to the advancement of instructional design theory. Educational Technology Research and Development, 40(2), 55-57.
Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56(4), 411-436.
Small, R. V., & Gluck, M. (1994). The relationship of motivational conditions to effective instructional attributes: A magnitude scaling approach. Educational Technology, 34(8), 33-40.
Snow, R. E. (1973). Theory construction for research on teaching. In R. M. W. Travers (Ed.), Second Handbook of Research on Teaching (pp. 77-112). Chicago: Rand McNally.
Snow, R. E. (1992). Aptitude theory: Yesterday, today, and tomorrow. Educational Psychologist, 27(1), 5-32.
Snow, R. E., & Swanson, J. (1992). Instructional psychology: Aptitude, adaptation and assessment. Annual Review of Psychology, 43, 583-626.
Special issue on socio-culteral perspectives of educational technology. (1990). Journal of Thought, 5(1, 2).
Spector, J. M., Muraida, D. J., & Marlino, M. R. (1992). Cognitively based models of courseware development. Educational Technology Research and Development, 40(2), 45-54.
Spiro, R. J., Feltovich, P. J., Coulson, R. L., & Anderson, D. K. (1989). Multiple analogies for complex concepts: Antidotes for analogy-induced misconception in advanced knowledge acquisition. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 498-531). Cambridge, UK: Cambridge University Press.
Spiro, R. J., & Jehng, J.-C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. J. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 163-205). Hillsdale, NJ: Erlbaum.
Suppes, P. (1974). The place of theory in educational research. Educational Researcher, 3(6), 3-10.
Sutton, R. E. (1991). Equity and computers in the schools: A decade of research. Review of Educational Research, 61(4), 475-503.
Taylor, B., & Ellis, J. (1991). An evaluation of instructional systems development in the Navy. Educational Technology Research and Development, 39(1), 93-103.
Tobias, S. (1982). When do instructional methods make a difference? Educational Researcher, 11(4), 4-9.
Tobias, S. (1989). Another look at research on the adaptation of instruction to student characteristics. Educational Psychologist, 24(3), 213-227.
Torkelson, G. M. (1977). AVCR - One quarter century: Evolution of theory and research. Audio-Visual Communication Review, 25(4), 317-358.
Walton, H. J., & Matthews, M. B. (1989). Essentials of problem-based learning. Medical Education, 23, 542-558.
Wedman, J., & Tessmer, M. (1991). Adapting instructional design to project circumstance: The layers of necessity model. Educational Technology, 31(7), 48-52.
Wilson, B., & Cole, P. (1991). A review of cognitive teaching models. Educational Technology Research and Development, 39(4), 47-64.
Winn, W. (1990). Some implications of cognitive theory for instructional design. Instructional Science, 19, 53-69.
Wittrock, M. C., & Lumsdaine, A. A. (1977). Instructional psychology. Annual Review of Psychology, 28, 417-459.
Wittrock, M. C. (1990). Generative processes of comprehension. Educational Psychologist, 24(4), 345-376.
Wittrock, M. C. (1992). An empowering conception of educational psychology. Educational Psychologist, 27(2), 129-141.
Wittrock, M. C. (1992). Generative learning processes of the brain. Educational Psychologist, 27(4), 531-541.
Reference Articles, Chapters, & Monographs
These articles can provide background perspectives.
Craik, F.I.M. & Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 761-784.
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: The Free Press.
Frederiksen, J. R., & Collins, A. (1989, December). A systems approach to educational testing. Educational Researcher, 27–32.
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60 (4), 549–571.
Komoski, P. K. (1987). Educational technology: The closing-in or the opening-out of curriculum and instruction. Syracuse NY: ERIC Clearinghouse on Information Resources.
Levie, H. & Dickie, K. (1963). The analysis and application of media. In R. Travers (Ed.), The second handbook of research on teaching. Chicago: Rand McNally.
Merrill, M. D., Kowallis, T., & Wilson, B. G. (1981). Instructional design in transi­tion. In F. Farley & N. Gordon (Eds.), Psychology and education: The state of the union. Chicago: McCutcheon.
Nielsen, J. (1990). Hypertext and hypermedia. San Diego CA: Academic Press.
Putnum, R. W. (1991). Recipes and reflective learning: “What would prevent you from saying it that way?” In D. A. Schon (Ed.), The reflective turn: Case studies in and on educational practice (pp. 145–163). New York: Teachers College Press.
Rumelhart, D. (1980). Schemata: The building blocks of cognition. In R. Spiro, B. Bruce, & W. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Erlbaum.
Salomon, G. (1979). Media and symbol systems as related to cognition and learning. Journal of Educational Psychology, 71 (2), 131–148.
Salomon, G. (1983). The differential investment of mental effort. Educational Psychologist, 18 (1), 42-51.
Tinker, M. A. (1963). The legibility of print. Ames IA: Iowa State University Press.
Tulving, E. (1979). Relation between encoding specificity and levels of processing. In C. S. Cermak & F. I. M. Craik (Eds.), Levels of processing in human memory. Hillsdale, NJ: Lawrence Erlbaum.
Winn, William  (1982). Visualization in learning and instruction:  A cognitive approach. Educational Communications and Technology Journal, 30(1), 3-25.
Serials Related to Instructional Technology
In order to investigate issues in the field, you should become familiar with some of these journals.  We recommend occasionally perusing the table of contents of these journals.
ALT-J: Association for Learning Technology Journal
British Journal of Educational Technology
Computers and Education: An International Journal
Computers in Human Behavior
Computers in the Schools
Educational  Psychologist
Educational Technology
Educational Technology: Research and Development
Education and Training Technology International
Human-Computer Interaction
Human Performance
Innovations in Education and Training International
Instructional Science
Intelligent Tutoring Media
Interactive Learning Environments
Interacting With Computers
International Journal of Educational Research
International Journal of Instructional Media
International Journal of Man-machine Studies
Journal of Artificial Intelligence in Education
Journal of Computer Assisted Learning
Journal of Computer Based Instruction
Journal of Contemporary Educational Psychology
Journal of Educational Multimedia and Hypermedia
Journal of Educational Computing Research
Journal of Educational Psychology
Journal of Instructional Development
Journal of Instructional Psychology
Journal of Interactive Instruction Development
Journal of the Learning Sciences
Journal of Research and Development in Education
Journal of Research on Computing in Education
Journal of Educational Psychology
Journal of Educational Technology Systems
Journal of Visual/Verbal Language
Learning and Instruction: The Journal of the European Association for Research on Learning and Instruction
Performance and Instruction
Performance Improvement Quarterly
Programmed Learning and Educational Technology
Review of Educational Research
Science
Systems Practice and Action Research
Systems Thinking
Systems Practice
Training Research Journal