Publications: Chapters in Reference Works and Other Books, by Date (2023)

Berliner, D. C. (2009). Do High-stakes tests of academic achievement limit economic development? The beginning of a long-term natural longitudinal study (pp. 55-70). In F. Oser, U. Renold, E. R. John, E. Winther and S. Weber (eds.), VET Boost: Towards a theory of professional competencies. Essays in honor of Frank Achtenhagen. Rotterdam: Sense publishers.

Berliner, D. C. (2009). The incompatibility of high-stakes testing and the development of skills for the 21st century. In R. Marzanno (ed.), On excellence in teaching, 2009. Bloomington, IN: Solution Tree Press.

Berliner, D. C. (2008) Research, policy and practice: The great disconnect. In S. D. Lapan and M-L. Quartaroli (Eds). Research essentials (pp. 295-326). New York: John Wiley & Sons.

Berliner, D. C. (2008). A Culture and its Representatives. In F. Pajares and T. Urdan (Eds.), Adolescence and education, Volume 6. Making a Teacher Eternal: Scholars Describe the Teacher Who Made a Difference (pp. 195-203). Charlotte, NC: Information Age Publishers.

Berliner, D. C. (2008). NCLB: Impact on curriculum. In T. L. Good (Ed.), 21st Century Education: A Reference Handbook. Vol. 2. Federal and State policies. Thousand Oaks, CA: Sage Publishing.

Berliner, D. C. & Nichols, S. N. (2008). Changing America’s Schools for the Worse: Some Side Effects of High-Stakes Testing. In D. C. Berliner & H. Kupermintz (Eds.), Changing Institutions, Environments, and People. New York: Routledge.

Berliner, D. C. (2007). Investing in student lives outside of school to increase student achievement inside of school. (pp. 161-187) In G. Rodriguez & A. Rolle (Eds.), To what ends, by what means: The social justice implications of contemporary school finance theory. New York: Routledge.

Nichols, S. N. & Berliner, D. C. ( 2007). The Pressure to Cheat in a High-Stakes Testing Environment. In E. M. Anderman & T. B. Murdock (eds), The Psychology of Academic Cheating. San Diego, CA: Elsevier.

Berliner, D. C. (2006). Educational psychology: Searching for essence throughout a century of influence ( pp. 3-27). In P. Alexander and P. Winne (eds.), Handbook of educational psychology (2nd ed.). Mahway, NJ: Lawrence Erlbaum Associates.

Berliner, D. C. (2006). Toward a future as rich as our past (pp 268-290). In C. M. Golde & G. E. Walker (eds.), Envisioning the future of doctoral education: preparing stewards of the discipline—Carnegie essays on the doctorate. San Francisco, CA: Jossey-Bass. (Published also in C. Hancock & P. Paul (Eds.), Essays on the role and nature of research within the PhD program in education. Columbus, OH: The Ohio State University, College of Education.)

Berliner, David C. (2006). The dangers of some new pathways to teacher certification (pp.117-129). In F. K. Oser, F. Achtenhagen & U. Renold (eds.): Competence Oriented Teacher Training: Old Research Demands and New Pathways. Rotterdam, The Netherlands: Sense Publishing.

Bransford, J., Derry, S., Berliner, D. C., Hammerness, K. & Beckett, K. L.(2005). Theories of learning and their role in teaching (pp. 40-87). In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: what teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.

Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D. C., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop (pp. 358-389). In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: what teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.

Berliner, D. C. (2005). Increasing uncertainty and the collateral damage associated with high-stakes testing (pgs 5-23). In Center for Research of Core Academic Competencies (Eds.), Educational policy and reform in a global age: Cross-cultural perspectives. Tokyo, Japan: Center for Research of Core Academic Competencies, University of Tokyo.

Berliner, D. C. (2005). The place of process-product research in developing the agenda for research on teacher thinking. In P. M. Denicolo & M. Kompf (Eds.), Teacher thinking and professional action (pp. 3-16). London: Routledge. (Revision and reprint of an earlier article.)

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Berliner, D. C. (2004). If the underlying premise for no child left behind is false, how can that act solve our problems? (pp. 167-184) In K. Goodman, P. Shannon, Y. Goodman & R. Rapoport (Eds.), Saving our schools: The case for public education in America. Oakland, CA: RDR Books.

Berliner, D. C. (2004). Expert teachers: Their characteristics, development and accomplishments. In R. Batllori i Obiols, A. E Gomez Martinez, M. Oller i Freixa & J. Pages i. Blanch (eds.), De la teoria….a l’aula: Formacio del professorat ensenyament de las ciències socials (pp. 13-28). Barcelona, Spain: Departament de Didàctica de la Llengua de la Literatura I de les Ciències Socials, Universitat Autònoma de Barcelona.

Berliner, D. C. (2003). Toiling in Pasteur’s Quadrant: The Contributions of N. L. Gage to Educational Psychology. In B. Zimmerman and D. Schunk (Eds.), Educational psychology : A century of contributions. Mahwah, NJ: Earlbaum.

Berliner, D. C. (2002). In Search of Warrant. In M. P. Wolfe and C. Pryor (Eds.), The Mission of the Scholar: Essays in Honor of Nelson Haggerson. New York: Peter Lang Publishers. PDF

Berliner, D. C., & Biddle, B. J. (2000). Why Now? [Reprint of Chapter 4, from The Manufactured Crisis] In R. Arnum and I. Beattie (Eds.). The structure of schooling: Readings in the sociology of schooling. (pgs. 502-514): Mt. View, CA: Mayfield Publishing.

Strauss, S., Dorit, R., Zelcer, H., & Berliner, D.C. (1999). Relations between teachers’ subject matter knowledge about written language and their mental models about children’s learning. In T. Nunes (Ed.), Neuropsychology and cognition, Volume 17. Boston: Kluwer Academic Publishers.

Berliner, D. C. (1999). Developing a commitment to social justice in teacher education. In R. Stevens (Ed.), Teaching in American schools: A festschrift to honor Barak Rosenshine. Upper Saddle River, NJ: Prentice‑Hall.

Berliner, D. C., & Biddle, B. J. (1998). The lamentable alliance between the media and school critics. In G. Maeroff (Ed.), Imaging education: the media and schools in America. New York: Teachers College Press.

Berliner, D. C. (1997). Educating teachers to be strong professionals: An essay on teacher education and the development of a commitment to social justice. In N. Ephraty and R. Lidor (eds.), Proceedings of the second international conference on teacher education (pp. 69-84). Netanya, Israel: Mofet Institute at Zinman College, Wingate Institute.

Barone, T. E., Berliner, D. C., Blanchard, J., Casanova, U., & McGowan, T. (1996). The future of teacher education. In John Sikula (Ed.), The handbook of research in teacher education (2nd ed.). New York: Macmillan.

Berliner, D. C., & Calfee, R. C. (1996). Afterword. In D. C. Berliner & R. C. Calfee (Eds.), The handbook of educational psychology (Chapter 33, pp. 1020‑1022). New York: Macmillan.

Calfee, R. C. and Berliner, D. C. (1996). Introduction to a dynamic and relevant educational psychology. In D. C. Berliner & R. C. Calfee (Eds.), The handbook of educational psychology (Chapter 1, pp. 1-11). New York: Macmillan.

Berliner, D. C. (1995). The development of pedagogical expertise. In Ping‑kee Siu and Tim‑kui Peter Tam (Eds.), Quality in education: Insights from different perspectives (pp.1‑14). Hong Kong: Hong Kong Educational Research Association.

Berliner, D. C. (1994). Teacher expertise. In Torsten Husèn and T. Neville Postlethwaite (Eds.), The international encyclopedia of education (2nd ed.) (Vol. 10, pp. 6020‑6026). London: Pergamon.

Berliner, D. C. (1994). Expertise: The wonders of exemplary performance. In John N. Mangieri and Cathy Collins Block (Eds.), Creating powerful thinking in teachers and students (pp. 141-186). Ft. Worth, TX: Holt, Rinehart and Winston.

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Berliner, D. C. (1994). A postscript on creating powerful thinkers. In John N. Mangieri and Cathy Collins Block (Eds.), Creating powerful thinking in teachers and students. Ft. Worth, TX: Holt, Rinehart and Winston.

Berliner, D. C. (1994). Developmental stages in the lives of early childhood educators. In Stacie G. Griffin and David E. Day (Eds.), New perspectives in early childhood teacher education: Bringing practitioners into the debate. New York: Teachers College Press.

Berliner, D. C. (1994). Teacher expertise. In B. Moon & A. S. Mayes (Eds.), Teaching and learning in the secondary school. London: Routledge/The Open University.

Berliner, D. C. (1993). The science of psychology and the practice of schooling: The one hundred year journey of educational psychology from interest, to disdain, to respect for practice. In T. K. Fagan & G. R. VandenBog (Eds.), Exploring applied psychology: Origins and critical analysis: Master lecturers, 1992. Washington, D. C.: American Psychological Association.

Berliner, D. C. (1993). Mythology and the American System of education. In S. Elam (Ed.), The state of the nation’s public schools. Bloomington, IN: Phi Delta Kappa.

Berliner, D. C. (1992). The nature of expertise in teaching. In F. K. Oser, A. Dick and J-L. Patry (Eds.), Effective and responsible teaching: The new synthesis. SanFrancisco, CA: Jossey Bass.

Berliner, D. C. (1992). Seven things on my mind about teacher evaluation. In Current topics in teacher certification testing. Amherst, MA: National Evaluation Systems.

Berliner, D. C. (1990). What’s all the fuss about instructional time? In M. Ben‑Peretz and R. Bromme (Eds.), The nature of time in schools. New York: Teachers College Press.

Berliner, D. C. (1990). Research on teaching and educational policy. In L. R. Marcus and B. D. Stickney (Eds.), Politics and policy in the age of education. Springfield, IL: Charles C. Thomas.

Berliner, D. C. (1989). The place of process‑product research in developing the agenda for research on teacher thinking. In J. Lowyck and C. Clark (Eds.), Teacher thinking and professional action. Leuven, Belgium: Leuven University Press.

Berliner, D. C. and Carter, K. J. (1989). Differences in processing classroom information by expert and novice teachers. In J. Lowyck and C. Clark (Eds.), Teacher thinking and professional action. Leuven, Belgium: Leuven University Press.

Berliner, D. C. (1989). Una aportacion de la sciences de laboratorio a las programas de la formacion de profesorado. In P. S. deVincente Rodriquez, 0. S. Barrio, and M. L. Delgado (Eds.), La formaccion de los professores. Granada, Espana: Universidad de Granada.

Berliner, D. C. (1989). Furthering our understanding of motivation and environments. In C. Ames and R. Ames (Eds.), Research on motivation in education, Vol. 3: Goals and cognitions. San Diego, CA: Academic Press.

Berliner, D. C. (1989). Implications of studies of expertise in pedagogy for teacher education and evaluation. In New directions for teacher assessment. Princeton, NJ: Educational Testing Service.

Berliner, D. C., Stein, P, Sabers, D., Clarridge, P. B., Cushing, K. S. and Pinneger, S. (1988). Implications of research on pedagogical expertise and experience for mathematics teaching. In D. Grouws and T. J. Cooney (Eds.), Effective mathematics teaching (pp. 67-95). Reston Virginia: L. Erlbaum Associates/ National Council of Teachers of Mathematics.

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Berliner, D. C. (1988). Effective classroom management and instruction: A knowledge base for consultation. In J. L. Graden, J. E. Zins and M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students. Washington, D. C. National Association of School Psychologists.

Berliner, D. C. (1988). The half‑full glass: A review of research on teaching. In E. L. Meyen, G. A. Vergason, and R. J. Whelan (Eds.), Effective instructional strategies. Denver CO: Love publishing (Reprint).

Berliner, D. C. (1987). But do they understand? In V. Richardson-Koehler (Ed.), Educators’ handbook. White Plains, N Y: Longman.But Do They Understand

Berliner, D. C. (1987). Ways of thinking about students and classrooms by more and less experienced teachers (pp 60-83). In J. Calderhead (Ed.), Exploring teachers’ thinking. London: Cassell.

Berliner, D. C. (1987). Knowledge is power: A talk to teachers about a revolution in the teaching profession. In D. C. Berliner and B. Rosenshine (Eds.), Talks to teachers. New York: Random House. Knowledge Is Power-A Talk to Teachers About a Revolution in the Teaching Profession

Berliner, D. C. (1987). Simple views of effective teaching and a simple theory of classroom instruction. In D. C. Berliner and B. Rosenshine (Eds.), Talks to teachers. New York: Random House. PDF

Berliner, D. C. (1986). De predicir la eficacia docente a comprender a los profesores eficaces: Cambios de direcion en la investigación de la ensenanza. In L. M. Villar Angulo (Ed.), Pensamientos de los profesores y toma de decisiones. Sevilla, Espana: Universidad de Sevilla.

Berliner, D. C. (1986). Catastrophes and interactions: Comments on “the mistaken metaphor.” In C. June Maker (Ed.), Critical issues in gifted education. Rockville, MD; Aspen Publishers.

Berliner, D. C. (1985). Effective classroom teaching: The necessary but not sufficient condition for developing exemplary schools. In G. Austin & H. Garber (Eds.), Research on exemplary schools. New York: Academic Press.

Berliner, D. C. (1985). The clinical educational psychologist: Scientist and practitioner. In J. R. Bergan (Ed.), School psychology in contemporary society. Columbus, OH: Charles E. Merrill.

Berliner, D. C. (1985). How is adaptive education like water in Arizona? In M. C. Wang & H. J., Walberg (Eds.), Adapting instruction to individual differences. Berkeley: McCutchen.

Berliner, D. C. & Fisher, C. W. (1985). One more time. In C. W. Fisher & D. C. Berliner (Eds.), Perspectives on instructional time. New York: Longman.

Berliner, D. C. (1984). The executive functions of teaching. In J. Osborn, P. T. Wilson, &. R., C. Anderson, (Eds.), Reading education: Foundations for a literate America. Lexington, MA: Lexington Books. (Reprinted in L.W. Anderson, (Ed.) (1989), The effective teacher. New York: Random House.)

Berliner, D. C. (1984). The half‑full glass: A review of research on teaching. In P. L. Hosford (Ed.), Using what we know about teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Berliner, D. C. (1983). Educational psychology. In Funk and Wagnalls New Encyclopedia, Volume 9. New York: Funk & Wagnalls.

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Berliner, D. C. (1983). Training teachers for their executive functions. In P. Tamir, A. Hofstein, & M. Ben‑Peretz (Eds.), Preservice and inservice education of science teachers. Rehovat, Israel: Balban International Science Service.

Berliner, D. C. (1982). Psychology. In H. E. Mitzel (Ed.), Encyclopedia of educational research, 5th ed., Vol. 3. New York: The Free Press.

Berliner, D. C. (1982). Recognizing instructional variables. In D. E. Orlosky (Ed.), Introduction to education. Columbus, OH: Charles E. Merrill.

Berliner, D. C. (1982). Discussion of teacher effectiveness. In H. J. Walberg (Ed.), Improving educational standards and productivity. Berkeley, CA: McCutchan.

Berliner, D. C. (1981). Academic learning time and reading achievement. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews. Newark, DE: International Reading Association.

Fisher, C. W., Berliner, D. C., Filby, N. N., Marliave, R., Cahen, L. S., & Dishaw, M. M. (1980, May). Teacher behaviors, academic learning time, and student achievement: An overview. In C. Denham & A. Lieberman (Eds.), Time to learn. Washington, D. C.: US Department of Education, National Institute of Education.

Berliner, D. C. (1979). Studying instruction in the elementary classroom. In R. Dreeben & J. A. Thomas (Eds.), Issues in the microanalysis of schooling. Cambridge, MA: Ballinger Press.

Berliner, D. C. (1979). Tempus educare. In P. L. Peterson & H. J. Walberg (Eds.), Research on teaching. Berkeley, CA: McCutchan. (Reprinted in L.W. Anderson (Ed.) (1989), The effective teacher. New York: Random House.)

Berliner, D. C. (1977). Impediments to measuring teacher effectiveness. In G. D. Borich (Ed.), The appraisal of teaching. Reading, MA: Addison-Wesley.

Berliner, D. C., & Rosenshine, B. (1977). The acquisition of knowledge in the classroom. In R. C. Anderson, R. J. Spiro, & W. E. Montegue (Eds.), Schooling and the acquisition of knowledge. Hillsdale, NJ: Erlbaum Associates.

Berliner, D. C., & Tikunoff, W. (1977). Ethnography in the classroom. In G. D. Borich (Ed.), The appraisal of teaching. Reading, MA: Addison‑Wesley.

Berliner, D. C., & Gage, N. L. (1976). The psychology of teaching methods. In N. L. Gage (Ed.), The psychology of teaching methods. Seventy-fifth yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.

Berliner, D. C. (1973). Zur ausbildung von lehrern-eine methode, die sich auf affektive erfahrungen, technische fertigkeiten and protokoll‑materialien, grundet. In W. Edelstein & D. Hopf, (Eds.), Bedingungen des bildungsprozesses. Stuttgart, Germany: Ernst Klett Verlag

Berliner, D. C, & Cahen, L. S. (1973). Trait-treatment interaction and learning. In F. N. Kerlinger (Ed.), Review of Research in Education, 1. Itasca, IL: F. E. Peacock.

Berliner, D. C. (1969). Process‑product evaluation. In W. C. Conroy, Jr. (Ed.), Massachusetts information feedback system: Guide to evaluation. Woburn, MA: Massachusetts Vocational Education Research Coordinating Unit, Department of Education.

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