Editorial: The Components of Authentic Learning 1

Editorial: The Components of Authentic Learning

Audrey C. Rule State University of New York at Oswego

This editorial reports the results of a qualitative analysis of a selection of recent journal articles addressing authentic learning in different contexts, identifying overarching themes to guide teachers and potential authors of future articles for this journal. The four recognized themes are; real-world problems that engage learners in the work of professionals; inquiry activities that practice thinking skills and metacognition; discourse among a community of learners; and student empowerment through choice. Examples of authentic learning in articles from this issue are also discussed.

Keywords: Authentic learning, inquiry, real-world problems, community of learners, student choice. ______

Although the term, "authentic In this article, I have reviewed a learning" is relatively recent, the idea of broad selection of recent articles chosen by learning in contexts that promote real-life faculty members in the School of Education applications of knowledge extend backward at my institution that represent to them two decades. Resnick's (1987) bridging authentic learning and best practice in the apprenticeships connected theoretical various subject areas and fields of education learning in the classroom to application of in which they teach. Main ideas from these knowledge in the work environment. Also, selections were identified and organized into Collins's (1988, p.2) idea of situated four central themes that support authentic learning: "learning knowledge and skills in learning experiences. These themes answer contexts that reflect the way the knowledge the question that, as current Editor of the will be useful in real life" also addressed Journal of Authentic Learning, I am most- knowledge applied in authentic contexts. often asked: "What do you mean by Many recent instructional theories authentic learning? What are its focus on authentic tasks that help learners components?" Although the term authentic integrate needed knowledge, skills and learning is broad and has not been applied to attitudes, coordinate individual skills that a specific instructional model, these four comprise a complex task, and transfer their components are found repeatedly, school learning to life or work settings. suggesting that they are an integral part of Approaches that focus on such authentic authentic learning experiences. tasks include project-based learning, the case method, problem-based learning, Authentic Learning Components cognitive apprenticeship (Collins, Brown, & Identified in the Literature Newman, 1989), situated learning, constructive learning environments Until recently, few authors have (Jonassen, 1999), collaborative problem attempted to define authentic learning and solving (Nelson, 1999), and goal-based its components. Maina (2004) discussed scenarios (Schank, Berman, & MacPerson, faculty and graduate student perceptions of 1999). the nature of authentic learning, identifying

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these elements: activities mimic real world examples of authentic learning in their situations, learning takes place in disciplines. In general, most faculty meaningful situations that are extensions of members submitted one article, although the learner's world, and the learner is at the those who regularly teach in two subject center of instruction. areas, sometimes submitted two articles. The Renzulli, Gentry, and Reis (2004) author read all the articles, identifying the identified four criteria for authentic learning main ideas concerning what exemplified through investigation of real-life problems. authentic learning in the context of the The first criterion was students investigate a discipline. These ideas were then organized real-life problem with a personal frame of into several overarching themes that reference that involves an emotional repeatedly occurred. In the next sections, the commitment within the student in addition four themes are identified and each theme is to a cognitive interest. Second, the problem examined with examples from various areas needed to be open-ended without prescribed of education. strategies for its solution. Third, students were motivated to devise solutions that Results and Discussion change people's actions, beliefs, or attitudes. Finally, the problem targeted a real audience The four themes supporting authentic beyond the classroom. In such authentic learning, identified through the content learning situations, the student was the analysis of forty-five articles describing inquirer, rather than a lesson learner authentic learning in different disciplines undergoing a training exercise and the are: 1) the activity involves real-world teacher was a mentor and resource procurer problems that mimic the work of rather than a disseminator of knowledge. professionals in the discipline with Callison and Lamb (2004) reported presentation of findings to audiences beyond that in the area of information inquiry, the classroom; 2) open-ended inquiry, authentic learning occurred at the thinking skills, and metacognition are intersection of workplace information addressed; 3) students engage in discourse problems, personal information needs, and and social learning in a community of academic information problems or tasks. learners; and 4) students are empowered They identified these seven signs of through choice to direct their own learning authentic learning: student-centered in relevant project work. learning, accessing of multiple resources beyond the school, students as scientific Authentic Learning Involves Problems apprentices, the opportunity to gather Rooted in the Real World original data, lifelong learning beyond the As Maina (2004) and Renzulli et al. assignment, authentic assessment of process, (2004) indicated, authentic tasks target a real product and performance, and team problem with the possibility of having an collaboration. impact on people outside of the students involved in the investigation. This audience Method beyond the classroom changes the problem from an "exercise" to something more This editorial is based on a important, allowing students to become qualitative analysis of 45 journal articles that emotional stakeholders in the problem. faculty members in the School of Education Callison and Lamb's (2004) idea of at SUNY-Oswego submitted as being accessing resources beyond the school

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Editorial: The Components of Authentic Learning 3 supports the concept of inquiry into real- authentic assessment tasks require students world problems that reach beyond the to organize information, consider alternative classroom. perspectives, work with significant concepts, Science instruction should involve develop written communication, connect to authentic tasks that address real-world the world beyond the classroom and display problems encountered by scientists, knowledge to an audience other than the allowing students to investigate problems in teacher (Avery, Freeman, Grustafson, Coler, their own lives and communities. This may Hardy, Bargainer, and Jones, 2001). be accomplished when students collect Literacy resources may be connected water quality data from local streams or to real life by expanding them beyond texts describe and measure characteristics of local to such sources as bus schedules, maps, soils, entering the information online for the diaries, and interviews with people to allow use of scientists (GLOBE, 2006) or when multiple perspectives and full engagement students discover an environmental problem with activities presenting pertinent skills in in the community and take steps to solve it. context to support lifelong learning rather Likewise, learning experiences that employ than superficial or passive learning technology to solve real-world problems of (Bergeron & Rudenga, 1996). interest to the learner with an audience beyond the classroom allow learners to Authentic Learning through Inquiry and construct conditionalized knowledge Thinking Skills (MacEntee & Wells, 2005). Besides providing authentic contexts The concept of critical literacy for learning, students must exercise higher forms a bridge between literacy, real world levels of thinking as they learn. This occurs social justice issues, and social studies. as scientists conduct their work and should Critical literacy practices enlighten the also be applied to students learning science. reader of the multiple perspectives and Science is advanced through experimental ulterior designs of texts and how these and theoretical inquiry in which writings may be challenged (Luke & investigators engage in asking questions, Freebody, 1997). Critical literacy activities conducting studies, drawing conclusions, examine multiple perspectives, find one's revising theories, and communicating results authentic voice, recognize social barriers, to others; therefore, science teaching and cross borders of separation, help regain one's learning should reflect the scientific process identity, and listen and respond to the call of of knowledge construction. Inductive service (Cairdiello, 2004). teaching strategies for many fields of Model lessons that address authentic endeavor in which students learn through learning in social studies include an discovery include: inquiry training, concept interdisciplinary unit of study on attainment, the learning cycle, concept archaeology (Eisenwine, 2003) and high formation, unguided inquiry, and school students' analysis of primary cooperative learning (Guillaume, 2004). documents related to the Pledge of Therefore, as Renzulli et al. (2004) and Allegiance (Pezone and students, 2002). Callison and Lamb (2004) indicated earlier, Real-world connections to learning authentic learning in science must involve are important because authentic pedagogy of true inquiry. both instruction and assessment tasks is a Similarly, authentic learning in strong predictor of student achievement mathematics must occur through discovery, (Newman & Associate, 1996). These inquiry and induction. Traditional

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mathematics problems presented to students Elementary teachers can motivate have merely required students to apply a students by relaying their passion for known procedure, minimizing the need for literature, providing exciting alternatives to interpretation. In contrast, authentic traditional book reports, finding relevant mathematical tasks provide realistic and books, bringing in guest speakers, and complex mathematical data, address a wide enlisting family support, while secondary range of background knowledge and skills, teachers should take time for read aloud, and often require solvers to use different mentor students, give choices, and promote representations in their solutions (Forman reading as recreation (Powell-Brown, 2004). and Steen, 2000; National Council of In the same way, metacognition – Teachers of Mathematics (NCTM), 2000). thinking about one's own thinking – can Examples of such rich problems are model- provide effective self-assessment in eliciting problems (Lesh, Hoover, Hole, vocational education (Scott, 2000) in which Kelly, & Post, 1999) that adhere to the students determine the limits of their following principles: personal knowledge (Fogarty, 1994) and assess their meaningfulness to students; construction, personal responsibilities along with attitudes refinement, or extension of a model; self- toward goals of the work (Burke, 1994). evaluation; documentation of mathematical Research shows students who were exposed thinking; useful prototype for other to metacognitive instruction with structurally similar problems; and cooperative learning outperformed generalization to a broader range of counterparts who had no metacognitive situations. instruction (Kramarski, Mevarech, & Arami, In the field of literacy education, 2002). expert readers employ similar thought Art education can foster healthier processes: using prior knowledge to set lifestyles when students use thinking skills reading goals, thinking strategically, to deconstruct the visual and textual following intentions to the end of a passage, information in media ads (Chung, 2005). monitoring comprehension, and reflecting Correspondingly effective technology on the author's purpose (Block, 2004). instruction applies "technology to develop Teachers, therefore, must model these students' higher order skills and creativity" thinking processes to assist less-able readers (International Society for Technology in (Israel, 2002; Pressley & Afflerbach, 1995). Education (ISTE), 2002, Standard III C). Effective think-alouds by the teachers can These latter examples of higher- increase students' comprehension, order and metacognitive thinking occurring vocabulary, decoding, and fluency and have in literacy, vocational education, and art these components: overview of text, education show the necessity of authentic identification of important information, learning experiences allowing the learner to connection to author's big idea, activation of take the role of the inquirer who thinks related prior knowledge, putting oneself in critically and creatively. the book, revising prior ideas and predicting, noticing the author's writing style, Authentic Learning Occurs through determining word meanings, asking Discourse among a Community of Learners questions, recognizing novelty, relating the The learning community in authentic book to one's life and anticipating use of learning has several aspects. One part is the new knowledge (Block and Israel, 2004). group of learners who work together to unravel the problem. Another aspect is the

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community setting in which the project is discourse, and connections to the real world, based. For education students, this the higher the level of all students' community is encountered during field performance regardless of achievement level experiences and involves facets such as or demographic characteristics (Avery, diversity of language, culture, and social 1999; Newman & Associates, 1996). mores. A wider community is the Practicum experiences allow preservice professional community of investigators teachers to experience and learn to pose related to the discipline of the investigation. worthwhile mathematical tasks that require Vygotsky (1978 [seminal work]) students to reason, communicate, represent, emphasized a sociocultural perspective in problem solve, and make mathematical which students use language and social connections (Crespo, 2003; NCTM, 2000). discourse to make sense of the world. Multiculturalism can be brought to Interaction and discussion of ideas with mathematics class in many interesting ways partners when guidelines are given (e.g., such as exploring numbers in other describing observations clearly, reasoning languages, symbols of ancient societies, about causes and effects, posing precise games of skill and chance from around the questions, formulating hypotheses, critically world, and the geometry of different house examining competing explanations, and styles (Zaslavsky, 1994). summarizing results) during science inquiry Today's teachers must "be students activities provide a scaffold for the of human behavior, social events and their development of reasoning and scientific causes, and the characteristics of the citizens understanding (Mercer, Dawes, Wegeriff, & they serve" (Blair & Jones, 1998, p. 77). Sams, 2004). Science investigations should During practicum experiences, preservice link students to scientists through data teachers must become involved in the local sharing, critiquing, and direct placement community to glean communication, and involve the understandings not available in college argumentative processes scientists use to classrooms (Brown & Kysilka, 2002). A achieve common understandings (Lee & focus on both professional (e. g., classroom Songer, 2003). discipline, pupils, curriculum, school Computer-supported collaborative culture) and cultural topics (e.g., pupil's learning communities investigating model- living conditions, cross-cultural eliciting problems help students pose and communication, historical understanding) explore conjectures, understand helps novice educators see the multiple mathematical concepts, and improve realities of a classroom and its community mathematical models (Nason & Woodruff). setting (Stachowski & Frey, 2003). For preservice teachers to make Cognitive apprenticeships in meaningful changes in assessment beliefs vocational technology involve experts in and practice, they need classroom and modeling the strategies and procedures practicum opportunities to apply their new needed for problem solving to coached understandings about dynamic assessment as novices in a constructivist setting (Farmer, part of a culture of learning with explicit Buckmaster, & LeGrand, 1992). Community assessment criteria, student self-assessment apprenticeships in art can provide practical and evaluation of teaching (Shepard, 2000). learning that differs from traditional The higher the level of authentic learning classroom learning, involving higher order that focuses on higher levels of thinking, thinking, diverse modes of thought, disciplined in-depth inquiry, substantive manipulation of concrete objects, autonomy,

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problem formation, multiple strategies for Authentic literacy tasks address solutions, incorporation of the environment, purpose, choice, audience, resources, and cognitive teamwork and understanding of relevance (Bergeron & Rudenga, 1996). social relations of the workplace (Bailey, Such literacy projects need to be embedded Hughes, and Moore, 2004; Charland, 2005). in relevant experience focused on Collaboration between novice art educators communication of meaning rather than and community members can achieve more evaluation and tasks must allow student learning outcomes and bring richness to the choice for empowerment and motivation, projects (Rutherford, 2005). including choice of audience for the work. Effective research-based strategies In the field of health promotion and make inclusion of students with disabilities wellness, educators provide information in a receive the support they need within the caring and trusting relationship so that general education classroom. These individuals may make informed choices conditions and strategies include teacher (Brouse & Basch, 2004; Peterson, Cooper, commitment and availability of both general & Laird, 2001). Choice also occurs when and special education teachers to students students make their own interpretations of with agreement of them on the language and literature and art, using these to analyze how concepts for the lesson. Collaboration of lifestyle affects their health (Brouse, 2005). student and teacher with instructional Similarly, the International Society conversation and directive questioning, for Technology in Education (2002) differentiated instruction with student input, standards for teachers asks that teachers "use and use of conceptual anchors provide a technology to support learner-centered shared experience and framework on which strategies that address the diverse needs of to build. The addition of cooperative students" (Standard III B). learning emphasizes instructional Research related to effective conversations and responsibility for mutual instructional practice emphasizes the need learning (Bucalos & Lingo, 2005). for greater personalization and The community of learners who individualization of instruction (Carroll, scaffold learning for each other during 1994) because learning is an individual discussions along with the audience beyond experience. Instruction can be personalized those learners who set the context for the by starting with where the learner is in problem both form important components of relation to knowledge of the topic, providing authentic learning experiences. choice of a rich variety of pathways, providing multiple instruction approaches, Learners are Empowered through Authentic and empowering students to make decisions, Learning self-asses, and reflect (Kellouth, 2003). Renzulli et al. (2004) stated that the problem must have a personal frame of Summary reference and be open-ended. This cannot happen without student choice in defining The foregoing review of the the problem and selecting the path of its literature supports authentic learning solution. Similarly, Maina (2004) and environments that engage students in real- Callison and Lamb (2004) identified world inquiry problems involving higher authentic learning activities as being student order thinking skills with an authentic centered. audience beyond the classroom. Relevance and choice in the project, along with

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Editorial: The Components of Authentic Learning 7 discourse within a community of learners the results of a pilot investigation in using empowers students to increase their cases to teach preservice teachers about knowledge. Practica and apprenticeships expectations of professional behavior. These provide important opportunities for students read, discussed, used a rubric to interacting with the wider community and rate, and authored new cases of preservice reflection upon experiences, thereby teachers' behaviors in school settings. The solidifying new understandings. preservice teachers found that analysis of true cases and generation of their own Authentic Learning in this Issue of the helped them clarify their understandings of Journal professional behavior expectations. Hallagan, Carlson, Finnegan, Nylen, In the first article of this issue, Philip and Sochia (2006) document, in their Griswold (2006) discusses how a graduate content analysis of algebra articles published course for principal certification was over three and a half decades, the changing restructured to make the experience more nature of algebra instruction from being authentic with data-driven problem-based driven by cognitive science theories to learning. Graduate students enrolled in the constructivism. course found that a principal's decisions The articles in this issue reflect the were more effective when based on data four components of authentic learning in from clearly defined questions. The different ways, providing rich settings for collaboration between the course instructor, the application of authentic learning. I invite graduate students, and partner schools readers to examine their teaching and provided a community of learners who learning situations and to identify more tackled current problems from the school ways authentic learning is implemented. I settings. Graduate students were empowered hope to receive manuscripts from you in the to define questions related to school issues near future. and engaged in inquiry as they investigated data using newly acquired skills with References software tools. Nineteen graduate students and a Avery, P. G. (1999). Authentic assessment and professor in a graduate research course instruction, Social Education, 65(6). authored the second article of this issue 366-373. (Ayotte et. al, 2006). The paper presents an Avery, P.G., Freeman, C., Gustafson, K., Coler, analysis of authentic learning activities J., Hardy, R., Bargainer, G., & Jones, A. (2001). Linking authentic instruction to given as culminating research topic students' achievement: Using peer presentations. Six themes of cognitive coaching. Evaluation report. involvement that promoted active learning Minneapolis Public Schools 2001 social by the audience were identified. The studies best practices grant. Available: structure of this assignment allowed http://education.umn.edu/CAREI/Report graduate students to chose their topics and s/summary.html create a short activity to involve their peers Ayotte, A., Duncan, B., Fasulo, J., Hahn, C., with its most salient aspects. Publication of Hudson, S., Hunt, T., Irizarry, N., Perry, the article provided a real-world audience A., Schlegel, T., Searle, T., Searles- for their work. Fairey, S., Rule, A. C., Segar, C., In the third article, Stoddard, Braun, Springer, R., Stilwell, S., Thibado, N., Vernold, S., Wolowik, H., & Wooding, Dukes, Koorland, and Hewitt (2006) discuss A. (2006). Authentic interactive

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presentations in a graduate education Carroll, J. M. (1994). The Copernican plan research class. Journal of Authentic evaluated. Phi Delta Kappan, 76(2), Learning, 3(1), 27-47. 105-113. Bailey, T. R., Hughes, K. L., & Moore, D. T. Ciardiello, A. V. (2004). Democracy's young (2004). Working knowledge: Work- heroes: An instructional model of based learning and educational reform. critical literacy practices. The Reading New York: RoutledgeFalmer. Teacher, 58(2), 138-147. Bergeron, B. S., & Rudenga, E. A. (1996). Charland, W. (2005). The youth arts Seeking authenticity: What is "real" apprenticeship movement: A new twist about thematic literacy instruction? The on an historical practice. Journal of Art Reading Teacher, 49(7), 544-551. Education,58(5), 39-47. Blair, T. R., & Jones, D. L. (1998). Preparing Chung, S. K. (2005). Media/visual literacy art for student teaching in a pluralistic education: Cigarette ad deconstruction. classroom. Boston: Allyn & Bacon. Journal of Art Education, 58(3), 19-24. Block, C. C. (2004). Teaching comprehension: Collins, A. (1988). Cognitive apprenticeship and The comprehension process approach. instructional technology (Technical Boston: Allyn & Bacon. report no. 6899). Cambridge, MA: BBN Block, C. C., & Israel, S. E. (2004). The ABCs Labs, Inc. of performing highly effective think- Collins, A., Brown, J. S., & Newman, S. E. alouds. The Reading Teacher, (1989). Cognitive apprenticeship: 58(2),154-167. Teaching the craft of reading, writing, Brouse, C. H. (2005) Authentic learning in a and mathematics. In L. B. Resnick (Ed.), health and wellness class through the Knowing, learning, and instruction: writings of Thoreau. Journal of Essays in honor of Robert Glaser (pp. Authentic Learning, 2(1), 89-97. 453-493). Hillsdale, NJ: Lawrence Brouse , C. H., & Basch, C. E. (2004). The Erlbaum Associates, Inc. philosophy of John Dewey: How it can Crespo, S. (2003). Learning to pose be applied to health education to mathematical problems: Exploring increase colorectal cancer screening. changes in preservice teachers' Journal of Authentic Learning, 11), 10- practices. Educational Studies in 20. Mathematics, 52, 243-270. Brown, S. C., & Kysilka, M. L. (2002). Applying Eisenwine, M. J. (2003). Archaeology in the multicultural and global concepts in the seventh grade: An interdisciplinary unit classroom and beyond. Boston: Allyn & of study. Middle Level Learning, 16, M3 Bacon. - M11. Bucalos, A. B., & Lingo, A. D. (2005). Filling Farmer, J. A., Jr., Buckmaster, A., & LeGrand, the potholes in the road to inclusion: B. (1992). Cognitive apprenticeship. Successful research-based strategies for New Directions in Adult and Continuing intermediate and middle school students Education, 55, 41-49. with mild disabilities. Teaching Fogarty, R. (1994). The mindful school: How to Exceptional Children Plus, 1(4), Article teach for metacognitive reflection. 1. Palatine, IL: IRI/ Skylight Publishing. Burke, K. (1994). The mindful school: How to Forman, S. L., & Steen, L. A. (2000). Beyond assess authentic learning.(2nd edition). eighth grade: Functional mathematics Palantine, IL: IRI/Skylight publishing. for life and work. Yearbook (National Callison, D., & Lamb, A. (2004). Key words in Council of Teachers of Mathematics). instruction: Authentic learning. School 2000, 127-57. Library Media Activities Monthly, 21(4), GLOBE, 2006, What is the GLOBE Program? 34-39. Retrieved June 29, 2006, from http://www.globe.gov/fsl/html/aboutglo be.cgi?intro&lang=en&nav=1

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Guillaume, A. (2004). K-12 classroom teaching. education. Hillsdale, NJ: Lawrence (2nd ed.). Upper Saddle River, NJ: Erlbaum. Pearson Education Inc. Luke, A., & Freebody, P. (1997). Shaping the Griswold, P. A. (2006). Authentic learning in social practices of reading. In S. educational leadership: Aspiring Muspratt, A. Luke, & P. Freebody principals helping schools analyze (Eds.), Constructing critical literacies: student data. Journal of Authentic Teaching and learning textual Learning, 3(1), 11-26. practice(pp. 185-225). Cresskill, NJ: Hallagan, J. E., Carlson, L. F., Finnegan, B., Hampton Press. Nylen, D., & Sochia, S. (2006). The MacEntee, V.M., & Wells, S. J. (2005). The use influence of learning theories on the of technology to facilitate authentic teaching and learning of algebra. learning. Proceedings of the 2005 Journal of Authentic Learning, 3(1), 60- Informing Science and iT Education 69. Joint Conference, Flagstaff, Arizona, International Society for Technology in USA, June 16-19. Education. (2002). National Educational Maina, F. W. (2004). Authentic learning: Technology Standards for Teachers - Perspectives from contemporary Preparing Teachers to Use Technology. educators. Journal of Authentic Eugene, OR: author. Learning, 1(1), 1-8. Israel, S. E. (2002). Understanding strategy Mercer, N., Dawes, L., Wegerif, R., & Sams, C. utilization during reading (2004). Reasoning as a scientist: Ways comprehension: Relations between text of helping children to use language to type and reading levels using verbal learn science. British Educational protocols. Unpublished doctoral Research Journal, 30(3), 359-377. dissertation, Teachers College, Ball Nason, R., & Woodruff, E. (2003). Fostering State University, Muncie, IN. authentic, sustained, and progressive Jonassen, D. H. (1999). Designing constructivist mathematical knowledge-building learning environments. In C. M. activity in computer-supported Reigeluth (Ed.), Instructional design collaborative learning (CSCL) theories and models: A new paradigm of communities. Journal of Computers in instructional theory(Vol. 2, pp. 371- Mathematics and Science Teaching, 396). Mahwah, NJ: Lawrence Erlbaum 22(4), 345-363. Associates, Inc. National Council of Teachers of Mathematics. Kellouth, R. (2003). A resource guide for (2000). Principles and standards for teaching. (4th ed.). Upper Saddle River, school mathematics. Reston, VA: NJ: Pearson Education Inc. Author. Kramarski, B., Mevarech, Z. R., & Arami, M. Nelson, L. M. (1999). Collaborative problem (2002). The effects of metacognitive solving. In C. M. Reigeluth (Ed.) instruction on solving mathematical Instructional design theories and authentic tasks. Educational Studies in models: A new paradigm of Mathematics, 49(2), 225-250. instructional theory (Vol. 2, pp. 241- Lee, H., & Songer, N. B. (2003). Making 267). Mahwah, NJ: Lawrence Erlbaum Authentic science accessible to students. Associates, Inc. International Journal of Science Newmann, F. M., & Associates. (1996). Teaching, 25(8), 923-948. Authentic achievement: Restructuring Lesh, R., Hoover, M., Hole, B., Kelly, A., & schools for intellectual quality. San Post, T. (2000). Principles for Francisco, CA: Jossey-Bass Publishers. developing thought-revealing activities Peterson, F. L, Cooper, R. J., & Laird, J. M. for students and teachers. In R. Lesh & (2001). Enhancing teacher health A. Kelly (Eds.), Handbook of research literacy in school health promotion: A design in mathematics and science

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Call for Papers for Research in Authentic Learning for Volume 4 of the Journal of Authentic Learning Manuscripts should be prepared in accordance with the

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Send Manuscripts as Microsoft Word Email attachments to the Editor Dr. Audrey C. Rule [email protected]

Journal of Authentic Learning, Volume 3, Number 1, Pages 1-10, August 2006