Bibliography of work that relates to Critical Exploration in the Classroom - CEPress advances a pedagogical vision grounded in the practice of Critical Exploration in the Classroom.

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.

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.