Most of the works below speak to the historical roots and practical implications of CEC and of related practices; others can be seen to theorize the pedagogical commitments such practices share.

Ballenger, C., ed. (2009). Puzzling Moments, Teachable Moments: Practicing Teacher Research in Urban Classrooms. New York: Teachers College Press.

Ballenger, C., & Rosebery, A. S. (2003). What counts as teacher research? Investigating the scientific and mathematical ideas of children from culturally diverse backgrounds. Teachers College Record, 105(2), 297-414.

Bang, M., Warren, B., Rosebery, E. S., Medin, D. (2013). Desettling expectations in science education. Human Development, 55(5-6), 302-318.

Bergson, H. (1955). An Introduction to Metaphysics. Indianapolis, IN: The Bobbs Merrill, Company. (Original work published 1903)

Bergson, H., (1944, 1998). Creative Evolution. ( A. Mitchell, trans.; first pub. 1911) Mineola, NY: Dover Publications.

Carini, P. (2001). Starting strong: A different look at children, schools, and standards. New York: Teachers College Press.

Chapman, M. (1988). Constructive Evolution: Origins and Development of Piaget’s Thought. Cambridge: Cambridge University Press.

Flavel, J.H. (1963). The Developmental Psychology of Jean Piaget. New York: Van Nostrand Reinhold Company.

Flavel, J.H. (1963). The Developmental Psychology of Jean Piaget. New York: Van Nostrand Reinhold Company.

Ginsburg, H. P. (1997). Entering the Child’s Mind: The Clinical Interview in Psychological Research and Practice. Cambridge, UK: Cambridge University Press.

Goldstein, J. S. (1992). A Different Sort of Time: The Life of Jerrold R. Zacharias. Cambridge, MA: The MIT Press.

Gruber, H. E., & Vonèche, J. J. (Eds.) (1977). The Essential Piaget: An interpretive reference and guide. New York, NY: Basic Books.

Hawkins, D., (1978). Critical Barriers to Science Learning. Outlook, 29, 3-23.

Hawkins, D., (1967/2002). The Informed Vision: Essays on Learning and Human Nature. New York: Algora Publishing.

Hawkins, D. (1972/2000). What it means to teach. In The roots of literacy. Boulder, CO: University Press of Colorado, 41-52. 

Hawkins, D. (1964). The Language of Nature. San Francisco: W. H. Freeman & Co.

Inhelder, B. & Sinclair, H. (1994). Piagetian Theory of Intellectual Development. In R. Sternberg (Ed.) Encyclopedia of Human Intelligence, Vol. 2, pp. 814 – 821. New York: McMillan.

Inhelder, B., Sinclair H., & Bovet, M. (1974). Learning and the Development of Cognition. Cambridge, MA; Harvard University Press.

Kamii, C. (2004). Young Children Continue to Reinvent Arithmetic 2nd Grade: Implications of Piaget’s Theory, second edition (originally published in 1989). New York: Teachers College Press.

Kamii, C. (1994). Young Children Continue to Reinvent Arithmetic 3rd Grade: Implications of Piaget’s Theory. New York: Teachers College Press.

Kamii, C. (1985). Young Children Reinvent Arithmetic: Implications of Piaget’s Theory. New York: Teachers College Press.

Kamii, C. (1982). Number in Preschool and Kindergarten. Washington, D.C.: National Association for the Education of Young Children.

Lampert, M. (2001). Teaching Problems and the Problems of Teaching. New Haven, CT: Yale University Press.

Mayer, S. J. (2017).The Social World, the Creative Self, and the Ongoing Achievement of Freedom. Review of Education, Pedagogy, and Cultural Studies, (39)1, 7-17.

Mayer, S. J. (2010). Dewey’s Dynamic Integration of Vygotsky and Piaget, in G. Goodman, ed., Educational Psychology Reader: The Art and Science of How People Learn, pp. 103-118. New York: Peter Lang.

Mayer, S. J. (2005).  The Early Evolution of Jean Piaget’s Clinical Method.  History of Psychology, Vol. 8, No. 4, 362-382.

Meier, D. (1995). The Power of their Ideas: Lessons for America from a Small School in Harlem. Boston: Beacon Press.

Rosebery, A.S., Ogonowski, M., DiSchino, M., & Warren, B. (2010). “The coat traps all your body heat”: Heterogeneity as fundamental to learning. Journal of the Learning Sciences, 19(3), 322–357.

Vidal, F. (1994). Piaget Before Piaget. Cambridge and London: Harvard University Press.

Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A.S., & Hudicourt-Barnes, J. (2001).  Re-thinking diversity in learning science: The logic of everyday sense-making. Journal of Research on Science Teaching, 38(5), 529-552.