Carl Bereiter
is a professor emeritus at the University of Toronto and a co-founder,
with Marlene Scardamalia, of the Institute for Knowledge Innovation &
Technology (IKIT). He is a member of the U.S. National Academy of Education
and has been twice a fellow at the Center for Advanced Study in the Behavioral
Sciences most recently for participation in a study of the cognitive bases
of educational reform.
Along with Marlene Scardamalia, he developed
CSILE, the first networked system for collaborative learning. The current
version, Knowledge
Forum®, is being used in innovative applications worldwide at
all educational levels from primary grades to university. He has published
widely on a variety of topics in instruction, cognitive psychology, and
educational policy. Recent publications include “Education for the
Knowledge Age: Design-centered Models of Teaching and Instruction”
(in the Handbook of Educational Psychology, 2006), Bereiter, C., &
Scardamalia, M. (in press) and “Toward research-based innovation”
(in Emerging Models for Learning and Innovation, OECD, 2007) both co-authored
with Scardamalia. |
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 Bereiter, C., &
Scardamalia, M. (2007). Toward research-based innovation. In F. Benavides
(Ed.), Emerging models for learning and innovation. OECD.(full
text).
Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge
age: Design-centered models of teaching and instruction. In P. A. Alexander
& P. H. Winne (Eds.), Handbook of educational psychology (2nd ed.,
pp. 695-713). Mahwah, NJ: Lawrence Erlbaum Associates. (Amazon.com).
Bereiter, C., & Scardamalia, M. (2005). Technology and literacies:
From print literacy to dialogic literacy. In N. Bascia, A. Cumming,
A. Datnow, K. Leithwood, & D. Livingstone (Eds.), International
handbook of educational policy (pp. 749-761). Dordrecht, Netherlands:
Springer. (Abstract).
Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively
with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle, &
J. van Merriënboer (Eds.), Powerful learning environments: Unraveling
basic components and dimensions (pp. 55-68). (Advances in Learning and
Instruction Series). Oxford, UK: Elsevier Science. (full
text)
Bereiter, C. (2002). Education and mind in the knowledge age.
Mahwah, NJ: Lawrence
Erlbaum Associates. (preface)(first
chapter)
Bereiter, C. (1997).
Situated cognition and how to overcome it. In D. Kirshner & J. A.
Whitson (Eds.), Situated cognition: Social, semiotic, and psychological
perspectives (pp. 281-300). Hillsdale, NJ: Erlbaum. (full
text)
Bereiter, C., &
Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the
nature and implications of expertise. La Salle, IL: Open Court.
(preface)
Bereiter, C., &
Scardamalia, M. (1989). Intentional learning as a goal of instruction.
In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays
in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence
Erlbaum Associates. (excerpt
pp. 361-363)
Bereiter, C., &
Scardamalia, M. (1987). The psychology of written composition.
Hillsdale, NJ: Lawrence Erlbaum Associates. (preface)
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