Recent Publications

06/02/05

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The following are my publications over the past 5 years:
(some of the papers are available for download in PDF format)

Submitted:

Sternberg, R. J., Grigorenko, E. L., & Strauss, S. (submitted). Tacit knowledge: A new wayof assessing accountability. Educational Leadership

Grigorenko, E. L., Sternberg, R. J., & Strauss, S. (submitted). Tacit knowledge as a predictor of rated elementary-school teacher effectiveness in the United States and Israel. Contemporary Educational Psychology

Under revision:

Ziv, M., Strauss, S., & Stein, A. (under revision). Preschoolers' teaching and their developing theory of mind. Social Development

 

Published:

Strauss, S. (2005). Teaching as a natural cognitive ability: Implications for classroom practice and teacher education. In D. Pillemer and S. White (Eds.), Developmental psychology and social change (pp. 368-388). New York: Cambridge University Press

Strauss, S., & Ziv, M. (2004). Teaching. Introduction to a special issue of Cognitive Development.

Strauss, S. & Ziv, M. (Guest Eds.). (2004). The development of children's teaching. Special issue of Cognitive Development.

Haim, O., Strauss, S., & Ravid, D. (2004). Relations between EFL teachers’ formal knowledge of grammar and their in-action mental models of  children’s minds and learning. Teaching and Teacher Education

Sayag, T., & Strauss, S. (2004). Teaching and artificial life. In D. Ravid and H. Bat-Zeev Shyldkrot (Eds.), Perspectives on language and language development: Essays in honor of Ruth A. Berman (pp.161-173). Dodrecht, Holland: Kluwer.

Strauss, S., Ziv, M., & Stein, A. (2002). Teaching as a natural cognition and its relations to preschoolers’ developing theory of mind. Cognitive Development, 17, 1473-1487.

Strauss, S., & Ziv, M. (2001). Children’s request teaching when asking for names of objects. Behavioral and Brain Science, 24, 1118-1119.

Strauss, S. (2001). Folk psychology, folk pedagogy and their relations to subject matter knowledge. In B. Torff and R. S. Sternberg (Eds.), Understanding and teaching the intuitive mind (pp. 217-242). Mahwah, NJ: Erlbaum.

Strauss, S. (2000). Theories of cognitive development and their implications for curriculum development and teaching. In B. Moon, M. Ben-Peretz, and S. Brown (Eds.), Routledge international companion to education (pp. 33-50). London: Routledge.

Strauss, S., Ravid, D., Zelcer, H., & Berliner, D. C. (1999).   Teachers' subject matter knowledge and their belief systems about children's learning.  In T. Nunes (Ed.), Learning to read: An integrated view from research and practice (pp. 259-282). London: Kluwer.

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