A Design for Development:

 The Legacy of Robbie Case
 
October 6 and 7, 2000
 
Croft Chapter House & Rm.179
University College
University of Toronto

CURRICULUM VITAE

(Highlights)

Robbie Case

 

PERSONAL DATA

Birthplace: Barrie, Ontario, Canada

Date of Birth: August 2, 1944

 

EDUCATIONAL BACKGROUND

Ph.D. (Education) University of Toronto (OISE), 1971

M.A. (Education) University of Toronto (OISE), 1968

B.Sc. (Psychology) McGill University, 1965

 

EMPLOYMENT HISTORY

1965-66 - High School Teacher, (Physics & English), Kibbutz Kissufim & Beeri-Israel

1970-71 - Research Associate, Ontario Institute for Studies in Education

1971-76 - Lecturer, Assistant Professor, Associate Professor, Department of Education, U.C., Berkeley

1976-89 - Associate Professor, Professor, Centre for Applied Cognitive Science, Ontario Institute for Studies in Education

1988-93 - Professor, Child and Adolescent Development, School of Education, Stanford University (on leave 1993-1998)

1993-2000 - Professor, Institute of Child Study,

Faculty of Education, University of Toronto

1996-2000 Department of Human Development and Applied Psychology, OISE/UT

 

AWARDS (selected highlights; 1980-2000)

1980-81 - Guggenheim Fellowship - John Simon Guggenheim Memorial Foundation, New York

1986-87 - Fellow - Center for Advanced Study in the Behavioral Sciences, Palo Alto, California

1993-98 - Fellow - Canadian Institute for Advanced Research

1996 - Distinguished Contribution to Knowledge Award - American Psychological Association

1996 - Esther Katz Rosen Award - American Psychological Foundation

1997 - Member - National Academy of Education (U.S.)

1998-2003 - Fellow - Canadian Institute for Advanced Research

 

RESEARCH GRANTS (selected funding from 1990-2000)

1987-90 - Rightstart: An Early Intervention Program for Insuring that Children's First Formal Learning in Mathematics is Grounded in Their Intuitive Knowledge of Number

James S. McDonnell Foundation (with R. Siegler, C.M.U.)

1989-92: - The Role of Central Conceptual Structures in the Development of Children's Social, Numerical and Literary Thought

The Spencer Foundation

1991-94 - Teaching (whole) number sense: Providing the general conceptual prerequisites for school success to students at risk for school failure, James S. McDonnell Foundation (with Sharon Griffin, Clark University) .

1995-98 Teaching rational number sense: An approach based on Cognitive Developmental Theory.

Social Sciences and Humanities Research Council of Canada

1997-2001 Cognitive and neurological consequences of early training in mathematics.

James S. McDonnell Foundation (Co-directed by M.Mueller)

1998-2004 Developing Children's Capabilities for Abstract Mathematical Thought: An Experimental Program for Teaching Linear and Non-linear Functions

James S. McDonnell Foundation

 

PUBLICATIONS

 

Books/Monographs (1985-2000)

Case, R. (1985). Intellectual Development: Birth to Adulthood. New York: Academic Press. (19 chapters, 430 pp). [Translated into Spanish, Korean, Chinese, German]

Case. R. (1992). The Mind's Staircase: Exploring the conceptual underpinnings of children's thought and knowledge. Hillsdale, NJ: Lawrence Erlbaum. (19 chapters, 411 pp). [Translated into Chinese]

Case, R., & Edelstein, W.(Eds.) The new structuralism in developmental theory and research: Analysis of Individual Developmental Pathways. Basel,S. Karger, 1993 (Introduction chapter & 5 edited chapters, 123 pp).

Case, R., Okamoto, Y., Griffin, S., McKeough, A., Bleiker, C., Henderson, B., & Mara, K.(1996). The role of central conceptual structures in the development of children's thought. Monographs of the Society for Research in Child Development, (8 chapters, 298 pp).

 

Articles in Refereed Journals (selected 1985-2000)

Case, R., Sandieson, R., & Dennis, S. (1986). Two cognitive developmental approaches to the design of remedial instruction. Cognitive Development, 1, 293-333.

Case, R. Structure and process in cognitive development. International Journal of Psychology, 1987, 22, 571-607.

Case, R. (1987). Neo-Piagetian theory: Retrospect and prospect. International Journal of Psychology, 22, 773-791.

Case, R., Hayward, S., Lewis, M., & Hurst, P. (1988) Toward a neo-Piagetian theory of cognitive and emotional development. Developmental Review, 8, 1-51.

Case, R. (1988) Dialectical cycles in the development of creative intelligence. Journal of Social and Biological Sciences, 71-76.

Marini, Z.A., & Case, R. (1989). Parallels in the development of preschoolers' knowledge about their physical and social worlds. Merrill-Palmer Quarterly, 35, 63-88.

Case, R., & McKeough, A. (1990). Schooling and the development of central conceptual structures: an example from the domain of children's narrative. International Journal of Educational Psychology, 8, 835-855.

Case, R., & Sowder, J. (1990). The development of computational estimation: A neo-Piagetian analysis. Cognition and Instruction, 7, 79-104.

Case, R. (1991). Stages in the development of the young child's first sense of self. Developmental Review, 11, 210-230.

Case, R. (1992). The role of the frontal lobes in the regulation of cognitive development. Brain and cognition, 20, 51-73.

Case, R. (1993). Theories of learning and theories of development. Educational psychologist, 28, 219-230.

Marini, Z.A., & Case, R. (1993). The development of abstract reasoning about the physical and social world. Child development, 65, 147-159.

Griffin, S., & Case, R. (1997).Rethinking the primary school math curriculum: an approach based on cognitive science. Issues in Education, 3, pp. 1-65.

Kalchman, M., & Case, R. (1998). Teaching mathematical functions in primary and middle school: An approach based on neo-Piagetian theory.Scientia, Paedogogica Experimentalis, XXXV (1), pp. 7-53.

Moss, J., & Case, R. (1998). Developing children's rational number sense: a new model and an experimental program. Journal of Research in Mathematics Education, 122-145.

Kalchman, M. & Case, R. (1999). Diversifying the Curriculum in a Mathematics Classroom Streamed for High-Ability Learners: A Necessity Unassumed. Gifted Education.

Case, R., Demetriou, A., & Platsidou, M. (in press ). Integrating Concepts and Tests of Intelligence from the Differential and Developmental Traditions. Intelligence.

 

Book Chapters (selected 1990-2000)

Case, R. (1991). Neo-Piagetian theories of child development. In R.J. Sternberg & C.A. Berg (Eds.) Intellectual development (pp. 161-197). New York: Cambridge University Press.

Case, R. (1991). A developmental approach to the design of remedial instruction. In A. McKeough & J. Lupart (Eds.), Toward the practice of theory based instruction: Current cognitive theories and their educational promise. (pp. 117-130). Hillsdale, NJ: Erlbaum.

Case, R. (1991). Potential contributions of research in the Piagetian tradition to the planning of curriculum and instruction. In M. Carrettero (Ed.), Contemporary research on learning and instruction (pp. 1-34). Pergamon.

Case, R. (1992). Neo-Piagetian theories of intellectual development. In H. Beilin & P. Pufall (Eds.), Piagetian theory in retrospect and prospect (pp. 61-104). Hillsdale, NJ: Erlbaum.

Case, R. (1992). The role of central conceptual structures in the development of children's scientific and mathematical thought. In. A. Demetriou, R. Shayer, & A. Elfklides (Eds.), Neo-Piagetian theories of cognitive development: Implications and Applications for Education (pp. 52-64). London: Routledge.

Case, R., Okamoto, Y., Henderson, B., & McKeough, A. (1993). Individual variability and consistency in cognitive development: New evidence of the existence of central conceptual structures. In Case, R. & Edelstein, W. (Eds.) The new structuralism in developmental theory and research: Analysis of individual developmental pathways Basel,S. Karger.

Griffin, S., Case, R., & Siegler, R. (1994). Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure. In K. McGilly (Ed.) Classroom lessons: Integrating cognitive theory and classroom practice (pp. 25-49). MIT/Bradford Books.

Case, R., Griffin, S. & Capodilupo, S. (1995). Teaching for understanding: The importance of central conceptual structures in the elementary school mathematics curriculum. In A. McKeough & J. Lupart(Eds), Teaching for Transfer: Fostering generalization in learning (pp.123-152). Hillsdale, NJ: Erlbaum.

Case, R. (1995). Capacity based explanations of working memory growth: A brief history and a reevaluation. In F.M. Weinert & W. Schneider (Eds). Memory performance and competencies: Issues in growth and development . Hillsdale, N.J.: Lawrence Erlabum,.

Case, R. (1996). The role of psychological defenses in the representation and regulation of close personal relationships across the lifespan. In G. Noam & K. Fischer (Eds.), Development and vulnerability in close relationships. Hillsdale, NJ: Erlbaum.

Case, R. (1996). Changing views of knowledge and their influence on educational research and practice. In D. R. Olson, & N. Torrance (Eds.) Handbook of human development in education: new models of learning, teaching and schooling . Oxford: Blackwell,.

Case, R. Stages in the formation of an adult social identity. In S. Stryker & E.T. Higgins (Eds.), Self, affect and society .

Case, R. (1997). The development of conceptual structures. In. D. Kuhn & R.S. Siegler (Eds.). Carmichael's handbook of child development, 5th Edition, Vol. 2. Perception cognition and language, New York: McGraw Hill.

Case, R. (1998). Conceptual development in the child and in the field: A personal view of the Piagetian legacy. In E. Scholnick & S. Gelman (Eds). Conceptual representation: The Piagetian legacy (pp. 23-51). Hillsdale, NJ: Erlbaum.

Case, R., Griffin, S. & Kelly, W. (1999). Social class gradients in mathematical ability and their responsiveness to compensatory education. In D. Keating & C. Hertzman (Eds.) Tomorrow's society, today's children: The health and developmental wealth of nations (pp. 125-150). New York: Guilford.

Case, R. (1999). Cognitive development. In M. Bennett (Ed.) Developmental psychology: Achievements and prospects (pp. 36 - 54). Philadelphia: Taylor & Francis.

Case, R., & Mueller, M. (in press ). Differentiation, integration, and second order co-variance mapping as cognitive and neurological processes. In R. S. Siegler, & J,. Mclelland. Behavioral and neurological development. Hillsdale, NJ: Erlbaum.

Case, R., Griffin, S., & Kelly, W. (in press) Cognitive Development In Early Childhood and Children's Readiness for Schooling. In S.L. Golbeck (Ed.) Psychological perspectives on early childhood education: Reframing dilemmas in research and practice. Hillsdale, NJ: Erlbaum.

Case, R. (in press ). Behavioral and neurological research on learning disabilities: In Search of a Deeper Synthesis. In Fischer, K.W & Stewart, J. (Eds), Brain bases of learning disabilities .

 

Curriculum Materials (selected 1995-2000)

Case, R. (1995). The Wind, Shadows Peru, Ill. Open Court Publishing. (Series of Big Books on these and other topics, designed to teach rudiments of scientific inquiry in kindergarten.)

McKeough, A., & Case, R. (1995). Story Thinking. Peru, Ill. Open Court Publishing. (Curriculum to teach composition in grades K -2.).

Adams, M., Bereiter, C., Anderson, V., & Case, R. (1995). Sounds and letters. Peru, Ill. Open Court Publishing. (Curriculum to teach phonemic awareness and alphabet in kindergarten).

Griffin, S., Case, R., & Carpenter, P. (1996). Number Worlds. Peru, Ill. Open Court Publishing. ( Experimental curriculum to teach number sense in grades K -2.)

Bereiter, C., Adams, M., Case, R., Pressley, M., McKeough, A., Brown, A., Campione. J., & Hirschberg, J. (2000). Opencourt Reading Program. (Comprehensive reading program, Grades K - 6).

 

THESES SUPERVISED

University of California at Berkeley: 9 Ph.D.

University of Toronto/OISE: 17 Ph.D and 13 Masters.

Stanford University: 5 Ph.D.

 

Thesis Awards: Spencer Pre-doctoral Awards (2)

John Gowan Award - National Association for Gifted Children

AERA Distinguished Disseration Award

Ontario Psychological Association (2)

Thelma Cardwell Award - Canadian Association of Occupational Therapists

Canadian Association for Educational Psychology - Dunlop Award

 

Editorial Boards

Cognition and Instruction, Human Development, Cognitive Development, Journal of Applied Developmental Psychology, Review of Educational Research.

 

Consulting Reviewer

Cognitive Psychology, Journal of Experimental Child Psychology, Child Development, Canadian Journal of Behavioral Science, Canadian Psychological Review, Interchange, Journal of Research in Mathematics Education, Developmental Psychology, American Psychologist, Developmental Review, Review of Educational Research, Cognition and Emotion, Psychological Review, American Educational Research Journal, Cognitive Science, Cognitive Development, General Psychology Review.

 

 

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