Course Readings

We will meet every second week to discuss your DaVinci practicum.  The first week's readings introduce you to the teaching philosophy  of the school and student and teachers expectations.  We will then turn to your specific role as a tutor in the school.  Week 3 and 5 are devoted to discussing .  You will also be working with the school guidance counselor and perhaps these will be reading about that experience.

Meeting 1:  What is a Charter School? What is DaVinci?   Complete the online Training to Serve modules and quizzes (click here). Also take a look at the FAQ page on the Utah State Charter School Board web site (click here).

            Dugan, P., & Amsel, E. (2007).  Why the top of Utah needs the DaVinci Academy of Sciences and the Arts. OP-ED published in the Standard Examiner, May 23, 2007.

            Ravitch, D. (2010).  Why I changed my mind about school reform: Federal testing has narrowed education and charter schools have failed to live up to their promise.  Wall Street Journal, March 9, 2010

            Zimmer R., & Buddin, R. (2006).  Making sense of charter schools.  Rand Corporation, Occasional Paper. 

Meeting 2:  Professional School Counseling in and out of Charter Schools

         Farmer-Hinton, R., & McCullough, R. (2008, April). College counseling in charter high schools: Examining the opportunities and challenges. The High School Journal, 91, 77-90.

          Lambie, G., & Williamson, L. (2004). The challenge to change from guidance counseling to professional school counseling: A historical proposition. Professional School Counseling, 8, 124-131.

          Thompson, J. M., & Moffett, N. L. (2010). Clinical preparation and supervision of Professional School Counselors. Journal Of School Counseling, 8, 1-24. (skim)

Meeting 3:  Mentoring, Tutoring, and Monitoring High School Students

            Herrera, C., Grossman, J. B., Kauh, T. J., & McMaken, J. (2011). Mentoring in schools: An impact study of Big Brothers Big Sisters school‐based mentoring. Child development, 82(1), 346-361. (get file)

            Hickman, G. P., & Wright, D. (2011). Academic and school behavioral variables as predictors of high school graduation among at-risk adolescents enrolled in a youth-based mentoring program. The Journal of At-Risk Issues, 16(1), 25-32. (get file, go to page 27)

            Osher, D., Bear, G. G., Sprague, J. R., & Doyle, W. (2010). How can we improve school discipline?. Educational Researcher, 39(1), 48-58.(get file)

            Radcliffe, R. & Bos, B. (2011). Mentoring approaches to create a college-going culture for at-risk secondary level students. American Secondary Education, 39(3), 86-107. (get file go to page 86)

Meeting 4:  Adolescent Logical, Planning and Metacognitive Reasoning Skills

Amsel E., & Moshman, D. (in press).  The development of logical and hypothetical reasoning in adolescence.  In J. Wright (Editor in Chief) International Encyclopedia of Social and Behavioral Sciences (2nd Ed.).  Oxford England:  Elsevier.

            Galotti, K. M. (2005). Setting goals and making plans: How children and adolescents frame their decisions. In J. E. Jacobs & P. A. Klaczynski (Eds.), The development of judgment and decision making in children and adolescents (pp. 303-326). Mahwah, NJ: Erlbaum.

            Kuhn, D.  (2000).  Metacognitive development.  Current Directions in Psychological Science, 9, 178-181.

            Steinberg, L., Graham, S., O'Brien, L., Woolard, J., Cauffman, E., & Banich, M. (2009). Age difference in furture orientation and delay discounting. Child Development, 80, 28-44.

Meeting 5:  Project Based Learning

            Capon, N., & Kuhn, D. (2004). What's so good about problem-based learning? Cognition and Instruction. 22, 61-79.

             Mergendoller, J. R., Bellisimo, Y., Maxwell, N. L.  (2000). Comparing problem-based learning and traditional instruction in High School economics. Journal of Educational Research, 93, 374-382.

             Sungur, S., & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self regulated learning. Journal of Educational Research. 99, 307-317.