Chapter 3: Leveling the Playing Field for All Students
Caine, R. N., & Caine, G. (1994). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
Cazden, C. B. (1973). Problems for education: Language as curriculum and learning environment. Daedalus, 102,135-148.
Denckla, M. (1998, November). Understanding the role of execu tine fundions in language, acndenlics, and daily life. Paper presented at American International College/ Springfield, MA.
Singer, B. D., & Bashir, A. S. (1999). What are executive functions and self-regulation and what do they have to do with language learning disorders? Language, Speech, and Hearing Services in Schools, 30. 265-273.
Singer, B. D., & Bashir, A. S. (in press). Developmental variations in writing. In B. Schulman, K. Apel, B. Ehren, & E. Silliman (Eds.), Handbook of Language and Literacy. New York: Guilford Press.
Vygotsky, L. (1962). Thought and lang~lageC. ambridge, MA: MIT Press.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psycliologif, 81, 329-339.

Chapter 4: Tools for Integrating
Theories and Differentiating Practice
Cohen, J. (Ed.). (1999). Educating minds m~dlle arts. Alexandria, VA: Association for Supervision and Curriculum Development.
Costa/ A., & Kalick, B. (2000). Activating and engaging habits of mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Dunn, R., & Dunn, K. (1992). Teaching elementary students through their individual learning styles. Needharn Heights, MA: Allyn & Bacon.
Gardner, H. (1993). Multiple intelligences: The theory ill practice. New York: Basic Books.
Goleman, D. (1995). Emotional intelligence: Why it mutters more tfmn IQ. New York:
Bantam.

Chapter 5: Closing the Gap by Connecting Culture, Language, and Cognition
Boyer, E. (1983). High school: A report on secotzdar~je ducation in America. New York: Harper and Row.
Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.
Eisner, E. (1994). Cognition and curriculum. New York: Teacher's College Press.
Feuerstein, R. (1980). Instrumental enrichment. Baltimore, MD: University Park Press.
Jensen, E. (1998). Teaching zv~th the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Levine, M. (1993). All kinds of minds. Cambridge, MA: Educators Publishing Service.
Mahari, J. (1998). Shooting for excellence. New York: Teacher's College Press.
Vygotsky, L. (1962). Thol~g/zatn d language. Cambridge, MA: MIT Press.

Chapter 6: Maps for the Road to Reading Comprehension: Bridging Reading Text Structures to Writing Prompts
Arrnbruster, B. (Ed.). (2002). Put reading first. Washington, DC: U.S. Department of
Education.
DePinto-Piercy, T. (1998). The effects of niulti-strategy instruction upon reading comprehension, unpublished doctoral dissertation, University of MD. College Park.
Graves, D. (1997). Fonvard: Mosaic of thought. Portsmouth, NH: Heinemann.
Hyerle, D. (2000). A field guide to u s i q visual tools. Alexandria, VA: Association for
Supervision and Curriculum Development.
Resnick, L. B. (1983). Toward a cognitive theory of instruction. In S. Paris,
G. Olson, & H. Stevenson (Eds.), Lel~rtzillg iinci motivation in the classroom.
Hillsdale, NJ: Erlbaum.
Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.
Chapter 7: Empowering Students: From Thinking
to Writing
Buckner, J. (2000). Write. . .from the beginning. Raleigh, NC: Innovative Sciences.
Buckner, J., & Johnson, M. (2002). Write. . .for the future. Raleigh, NC: Innovative
Sciences.
Clay, M. (1975). What did I write? Beginning writing bhvior. Portsmouth, NH:
Heinemann.
The College Board. (2003, April). The neglected "R": The need for a writing
revolution: The report of the National Commission on Writing in America's
Schools and Colleges. Princeton, NJ: College Entrance Examination Board.
Costa, A., & Kallick, B. (2000). Encouraging and engaging habits of mind.
Alexandria, VA: Association for Supervision and Curriculum Development.

Chapter 8: Meeting the Challenge of High-Stakes Testing in Middle School Mathematics
Deshler, D. D., Schumaker, J. B., Lenz, B. K., & Ellis, E. E. (1984). Academic and cognitive intervention for learning disabled adolescents, Part 11. Journal of Learning Disabilities, 17, 170-179.
Coleman, D. (1995). Emotional intelligence: Why it matters more tlwn 1Q. New York: Bantam.
Mercer, C. (1 983). Arithmetic. In Common learning difficulties of LD students affecting math performance (p. 345, Table 14.2).
Wallace, G., & McLoughlin, J. A. (1988). Learning disabilities: Concepts and characteristics. New York: MacMillan.

Chapter 9: Thinking Technology
Curtis, S. (2004) Mapping the Standards. Raleigh, NC: Innovative Sciences, Inc.
Hyerle, D. (2000). A field guide to using visual tools. Alexandria, VA: Association for Supervision and Curriculum Development.
Hyerle, D., & Gray Matter Software, Inc. (1998). Thinking maps software. (Version 2.0, Innovative Learning Group, 2004). Raleigh, NC: Innovative Sciences.
McKenzie, J. (2003). FNO: From now on: The educational technology journal. Retrieved from www.fno.org.
Moersch, C. (2002). Beyond hardware: Using existing technology to promote higher-level thinking. Danvers, MA: Interim tional Society for Technology in Education.

Chapter 11 : Feeder Patterns and Feeding the Flame at Blalack Middle School
Costa, A. & Kallick, B. (2000) Activating and engaging the habits of the Mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Hord, S., Rutherford, W., Huling-Austin, L., & Hall, G. (1987). Taking charge of change. Alexandria, VA: Association for Supervision and Curriculum Development.
Hyerle, D., & Gray Matter Software, Inc. (1998). Thinking maps software. (Version 2.0, Innovative Learning Group, 2004). Raleigh, NC: Innovative Sciences.
Tornlinson, C., & Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Chapter 12: Embracing Change: The Evolution of Thinking in a K-12 School
Costa, A. L. (1991). The school as a home for the mind. Palatine, 1L: IRI/Skylight.
Hyerle, D., & Gray Matter Software, Inc. (1998, 2004). Thinking maps software. Raleigh, NC: Innovative Sciences, Inc.
Perkins, D. N., & Salomon, G. (1989). Teaching for transfer. Educational leadership. 46(1), 22-32.
Swartz, R. J., & Perkins, D. N. (1989). Teaching thinking: Issues and approaches. Pacific Grove, CA: Midwest.

Chapter 13: The Mississippi Story
Ball, M. K. (1998). Tlie effects of Thinking Maps on reading scores of traditional and nontraditional college students. Doctoral dissertation, University of Southern
Mississippi, Hattiesburg.
Buckner, J. (2000). Write . . .from the beginning. Raleigh, NC: Innovative Sciences.

Chapter 15: Inviting Explicit Thinking
Curtis, S. (2001). Inviting explicit thinking: Thinking maps professional development: Tools to develop reflection and cognition. Unpublished masters thesis, Antioch New England Graduate School, Keene, NH.
Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Sparks, D. (1997). Reforming teaching and reforming staff development: An interview with Susan Loucks-Horsley. Journal of Staff Development, 18,4, 20-23.

Chapter 16: Mentoring Mathematics Teaching and Learning
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Chapter 17: Thinking Maps: A Language for Leading and Learning
Abbott, B., & Costello, L. (n.d.). Who's on first? From the film, The Gay Nineties.
Alper, L. & Hyerle, D. (In press). Thinking Maps: Leading with a new language. Raleigh, NC: Innovative Sciences.
Costa, A.L. (1991). The school as a home for the mind. Palatine, IL: IRI/SkyLight.
Greene, M. (1978). Landscapes of learning. New York: Teachers College Press.
Greenc, M. (1995). Releasing the imagination: Essays on education, the arts. and social change. San Francisco: Jossey-Bass.
Hawkins, D. (1973). The triangular rela tionship of teacher, student, and materials. In C. E. Silberman (Ed.), The open classroom reader. New York: Vintage.
Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association for Supervision and Curriculum Development.
Lambert, L. (1995). Toward a theory of constructivist leadership: Constructing school change: Leading the conversations. In L. Lambert, D. Walker, D. P.
Zimmerman, J. E. Cooper, M. D. Lambert, M. E. Gardner, et al. (Eds.), The constructivist leader (pp. 28-103). New York: Teachers College Press.
Schon, D. A. (1987). Educating the reflective pract ioner. San Francisco: Jossey-Bass.
Senge, P. M. (1990). The fifth discipline. New York: Currency Doubleday.
Zimmerman, D. (1995). The linguistics of leadership. In L. Lambert, D. Walker,
D. P. Zimmerman, J. E. Cooper, M. D. Lambert, M. E. Gardner, et al. (Eds.), The constructivist leader (pp. 104-120). New York: Teachers College Press.

For more on Student Successes With Thinking Maps go to the following links:

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