An Evolving Bibliography on
Learning Communities


Bellah, R. N. et al. (1992). The Good Society. New York : Vintage Books (Édition originale publiée en 1991 par Knopf). VIII et 347 p. See the conclusion : Democracy Means Paying Attention.

Bereiter, C. & Scardamalia, M. (1993). Surpassing Ourselves. An Inquiry into the Nature and Implications of Expertise. Chicago and La Salle, Illinois : Open Court. XIII et 279 p.

Berk, L. E. & Winsler, A. (1995). Scaffolding Children's Learning : Vygotsky and Early Childhood Education. Washington, D.C. : National Association for the Education of Young Children (NAEYC Research into Practice Series). IX et 182 p.

Bliss, T., & Mazur, J. (1996). Creating a shared culture through cases and technology: The faceless landscape of reform. In P. Desberg, J. Colbert, & K. Trimble (Eds.), The case for education: Contemporary strategies for using case methods (pp. 16-27). Boston: Allyn & Bacon.

Boccia, J.A. (1995). Partners in educational change: A school university model that works. Teaching Education, 7(1), 75-83.

Bosworth, K. (1995). Caring for Others And Being Cared For: Students Talk Caring in School. Phi Delta Kappan. P. 686-693.

Brooks, J. Grennon & G. Brooks, M. (1993). In Search of Understanding. The Case for Constructivist Classrooms. Alexandria, Virginia : Association for Supervision and Curriculum Development. VIII et 136 p.

Brown, A.L., & Campione, J.C. (1990). Communities of learning and thinking or a context by any other name. Contributions to Human Development, 21, 108-125.

Chaskin, R. J. & Mendley Rauner, D., eds. (1995). Youth and Caring. Phi Delta Kappan. Special Section. Bloomington, Indiana : Phi Delta Kappa. Vol. 76, Number 9, May. P. 665-719.

Clarke, A. (1994). PWSTEP: Creating a multi-disciplinary, multi-level practicum community in a high school setting. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Calgary, Alberta.

Clift, R. T., Thomas, L., Levin, J., & Larson, A. (1996). Learning in Two Contexts: Field and University Influences on the Role of Telecommunications in Teacher Education, Presentation to the American Educational Research Association.

Collins, H., & Pinch, T. (1993). The golem: What everyone should know about science. New York: Cambridge University Press.

Conley, S.C., & S. B. Bachrach. (1990). From School-Site Management to Participatory School-Site Management. Phi Delta Kappan ,71(7) 539-544.

Converse, P.E. (1986). Generalization and the psychology of &laqno;others worlds. In D.W. Fiske & R.A. Shweder (Eds.), Metatheory in social science. Chicago: University of Chicago Press.

Cook, T.D., Cooper, H., Cordray, D.S., Hartmann, H., Hedges, L.V., Light, R.J., Louis, T.A., & Mosteller, F. (1992). Meta-analysis for explanation: A casebook. New York: Russell Sage Foundation.

Costa, A. L., & Kallick, B. (1995) Assessment in the Learning Organization: Shifting the Paradigm, Alexandria, VA: ASCD, 217 pages.

Cuban, L. (1992). Managing Dilemmas While Building Professional Communities. Educational Researcher, 21(1), 4-11.

David, J.L. (1989). Synthesis of Research on School-Based Management. Educational Leadership 46(8) 45-47, 50-53.

Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. London, UK: Methuen.

Edwards, D., & Mercer, N. (1989). Reconstructing context: the conventionalization of classroom knowledge. Discourse Processes, 12, 91-104.

Eisner, E.W. (1990). Forms of understanding. Educational Researcher, 22(7), 5-11.

Gabelnick, F. et al. (1990). Learning Communities : Creating Connections Among Students, Faculty, and Disciplines. New Directions for Teaching and Learning. San Francisco : Jossey-Bass. Number 41, Spring, 107 p.

Gergen, K.J. (1994). Toward transformation of social knowledge (2nd ed.). Thousand Oaks, CA: Sage. (original work published in 1982).

Grégoire, R., Bracewell, R. & Laferrière, T. (1996). The contribution of new technologies to learning in elementary and secondary schools: A collaboration of Laval University and McGill University for SCHOOLNET. August, 40 p. http://www.tact.fse.ulaval.ca/fr/html/impactnt.html
Gooden, A. R. (1996).Computers in the Classroom. How Teachers and Students Are Using Technology to Transform Learning. Foreword by Herbert Kohl. San Francisco, California : Jossey-Bass et Apple Press. XXXI et 192 p.

Grennon Brooks, J. & G. Brooks, M. (1993). In Search of Understanding: The Case for Constructivist Classrooms, Alexandria, VA: ASCD, 136 pages.

Grimmett P., Erickson G. (1988). Reflection in teacher education. New-York: Teachers College Press.

Hamlyn, D. (1982). What exactly is social about the origins of understanding? In G. Butterworth & P. Light (Eds.), Social cognition: Studies of the development of understanding, (pp. 17-31). Brighton, UK: The Harvester Press.

Harasim, L.M. (1993). Networlds: Networks as social space. In L.M. Harasim (Ed.), Global networks: Computers and international communication (pp.15-34). Cambridge, MA: MIT Press.

Hargreaves, A. (1995). Changing Teachers, Changing Times. Teachers' Work and Culture in the Postmodern Age. New York : Teachers College Press (Professional Development and Practice Series). XVI et 272 p.

Harrington, H. L. (1996). Technology's second level effects : Fostering democratic communities. Communication présentée au congrès annuel de l'American Educational Research Association, New York, April 12. 22 p.

Holmes Group. (1990). Tomorrow's schools: Principles for the design of professional development schools. (1995) Tomorrow Schools of Education . East Lansing, MI: Author.

Johnson, B. (1987). A World of Difference. Baltimore: Johns Hopkins University press.

Kohn, A. (1996). Beyond Discipline. From Compliance to Community. Alexandria, Virginia : Association for Supervision and Curriculum Development. XVI et 166 p. See chapter 7 : The Classroom As Community.

Lave, J., Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

LeBlanc, J. C. Educating Canadians for the New Economy (Canadian Institute for Research on Regional Development, December 1994).

Lemma, P. (1996). Developing Leaders for Learning Communities: A Collaborative and Thematic Approach to Teacher Education, Paper prepared for American Educational Research Association, New Britain, CT: Central Connecticut State University, 34 pages.

Lemos, A. (1996). La cyber-socialité. Société. Paris : Dunod. No 51. P. 29-38.

Lewis, C.C., Schaps, E. & Watson, M. (1995). Beyond the Pendulum. Creating Challenging and Caring Schools. Phi Delta Kappan. Bloomington, Indiana : Phi Delta Kappa. Vol. 76, Number 7, March. P. 547-554.

Lewis, C.C., Schaps, E. & Watson, M. (1996). The Caring Classroom's Academic Edge. Educational Leadership. Alexandria, Virginia : Association for Supervision and Curriculum Development. Vol. 54, No. 1, September. P. 16-21.

Lieberman, A., ed. (1990). Schools as Collaborative Cultures : Creating the Future Now. Bristol, Pennsylvania: Falmer Press (School Development and the Management of Change Series) XII et 261 p.

Lipsey, M.W., & Wilson, D.B. (1993). The efficacy of psychological, educational, and behavioral treatment: confirmation from meta-analysis. American Psychologist, 48, 1181-1209.

Lipsey, M.W., & Wilson, D.B. (1995). Reply to comments on Lipsey and Wilson (1993). American Psychologist, 50, 113-115.

Maeroff, G. I. (1996). Apathy and Anonymity. Combating the Twin Scourges of Modern Post-Adolescence. Education Week. Washington, D.C. : Editorial Projects in Education. Vol. XV, Number 4, March 6. P. 60 et 46

Martinez, M. E. Access to Information Technologies among School-Age Children: Implications for a Democratic Society, Journal of the American Society for Information Science, 45(6), July 1994, pp.395-400.

Mazur, J., & Bliss, T. (1995). Casenet: Creating conditions for conversation and community. In J.L. Schnase & L. Cunnius (Eds.), Proceedings of the annual computer support for collaborative learning conference (pp. 226-233). New York: ACM.

McLaughlin, M., & Talbert, J. (1993). Contexts that matter for teaching and learning: Strategic opportunities for meeting the nation's educational goals (CRC Publication R93-6). Palo Alto, CA:: Stanford University, Center for Research on the Context of Secondary School Teaching.

McLuhan, M. & B. R. Powers. The Global Village: Transformation in World Life and Media in the 21st Century (Oxford: Oxford University Press, 1989).

Mehan, H. (1981). Social constructivism in psychology and sociology. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 3, 71-77.

Myers, C. B.(1996).University-School Collaborations: A Need to Reconceptualize Schools as Professional Learning Communities Instead of Partnerships. American Educational Research Association, New York, April 11. 16 p.

Negroponte, N. Being Digital (New York: Alfred A. Knopf, Inc., 1995).

Newmann, F. M. & Associates (1996). Authentic Achievement. Restructuring Schools for Intellectual Quality. San Francisco, California : Jossey-Bass. XV et 360 p.

Noddings, N. (1992).The Challenge to Care in Schools : An Alternative Approach to Education. New York : Teachers College Press (Advances in Contemporary Educational Thought). XIV et 191 p.

Noddings, N. (1995). Teaching Themes of Care. Phi Delta Kappan. P. 675-679.

Oakes, J. & Hunter Quartz, K. (1995). Creating New Educational Communities. Ninety-fourth Yearbook of the National Society for the Study of Education, Part I. Chicago, Illinois : University of Chicago Press. X et 267 p.

Owen, T. (1990). Waiting to connect: The writer in electronic residence. The Computing Teacher, 17(5), 46-49.

Paquette, C. (1996). Portrait d'une école qui a de l'avenir. Vie pédagogique. Montréal : Ministère de l'Éducation. No 100, septembre-octobre. P. 6-20. Ce numéro contient plusieurs autres articles autour de son thème général : &laqno;Une école qui a de l'avenir.

Ponessa, J. (1996). Working the Web. Education Week. Washington, D.C. : Editorial Projects in Education. Vol. XVI, Number 4, September 25. P. 36-37.

Porro, B. (1996). Talk It Out: Conflict Resolution in the Elementary Classroom, Alexandria, VA: ASCD, 136 pages.

Resnick, L. B., J. M. Levine & S. D. Teasley (EDS.) (1991). Perspectives on Socially Shared Cognition. Washington, D.C. : American Psychological Association. XIII et 429 p.

Rorty, R. (1989). Contengency, Irony and Solidarity. Cambridge: Cambridge University Press.

Ryding, K. C. (1994). Fostering a Learning Community for Arabic, Theory into Practice, Vol. 33, No.1, Winter, pp.23-28.

Scardamalia, M. & C. Bereiter (1996). Engaging Students in a Knowledge Society. Educational Leadership. Alexandria, Virginia : Association for Supervision and Curriculum Development. Vol. 54, No. 3, November. P. 6-10.

Schaefer, R. J. (1967).The School as a Center of Inquiry. New York : Harper and Row. (The John Dewey Society Lecture). X et 79 p.

Senge, P. M. et al. (1994).The Fifth Discipline Fieldbook. Strategies and Tools for Building a Learning Organization. New York et Toronto : Currency Doubleday. XIII et 593 p.

Sergiovanni, T. J. (1994). Building Community in Schools. San Francisco, California: Jossey-Bass. XXI et 219 p.

Sergiovanni, T. J. (1996).

Silva, Marcos & Breuleux, Alain. (1994, July) . The use of participatory design in the implementation of Internet-based collaborative learning activities in K-12 classrooms. . Interpersonal Computing and Technology: An electronic journal forthe 21st century, 2, (3), Avalable http://quest.arc.nasa.gov/misc/ipct.html

Sirotnik, K., & R. Clark. (1988). School Centered Decision Making and Renewal. Phi Delta Kappan , 69(9), p. 660-664.

Sullivan, E. V. et al. The Development of Policy and Research Projections for Computers in Education: A Comparative Ethnography, Toronto: Ontario Institute for Studies in Education, c. 1986, 532 pages.

Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge, England: Cambridge University Press.

Viadero, D. (1994). Learning to Care. The Child Development Project takes aim at children's intellectual, social - and ethical - development. Education Week. Washington, D.C. : Editorial Projects in Education. Vol. XIV, Number 8, October 26. P. 31-33.

Viadero, D. (1996). Mix and Match. Education Week. Washington, D.C. : Editorial Projects in Education. Vol. XV, Number 17, January 17. P. 27-30.

Vygotsky, L. (1986). Thought and Language (A. Kozulin, Trans.). Cambridge, MA: MIT Press. (Original publication, 1934).

Wells, G. et al. (1994).Changing Schools from Within : Creating Communities of Inquiries. Toronto, Ontario : OISE Press; Portsmouth, New Hampshire : Heinemann. XI et 286 p.

Winitsky, N., Stoddart, t., & O'Keefe, P. (1992). Great expectations: Emergent professional development schools. Journal of Teacher Education, 43, 3-18.

Wertsch, J. (1991). Voices of the Mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.


Productions Tact

December 23 1998