Daniel L. Schwartz

School of Education

Stanford, CA 94305-3096

http://AAALab.Stanford.Edu

(650) 736-1514

daniel.schwartz@stanford.edu

Winter, 2005

Education

1992 - Ph.D. Columbia University

Human Cognition and Learning (Major Advisor: John B. Black)

1988 - M.A. Teachers College, Columbia University

Computers and Education

1981 – Teaching University of Southern California

Certificate California and Alaska Secondary Teaching Credential

1979 - B.A. Swarthmore College

Philosophy and Anthropology

Selected Occupation

2000… Associate Professor of Education, Stanford University

1999 – 2000. Associate Professor of Psychology and Human Development, Vanderbilt University

1992 - 2000. General Helper for the Cognition and Technology Group at Vanderbilt (CTGV),

Learning Technology Center, Vanderbilt University

1992 - 1999. Assistant Professor of Psychology and Human Development, Vanderbilt University

1989 - 1992. Research Fellow, Institute for Learning Technologies, Teachers College, Columbia

1986 -1988. Programmer, Instructor & Consultant in Lisp, C, Prolog, & Assembler

1981 -1986. Teacher of Mathematics, Science, Reading, and Language Arts,

Kaltag Jr. and Sr. High Schools, Kaltag, Alaska

1979 - 1981. Teacher of Remedial Reading and Writing at John Muir Jr. High,

Los Angeles, CA

1975. Teacher of Mathematics at Kitiwanga Day School, Kitiwanga, Kenya

Honors

2001. Article of the Year. Review of Research in Education, American Educational Research Association. Rethinking transfer: A Simple Proposal with Multiple Implications.

2001 Article of the Year. Association for Educational Computing and Technology. Software

for Managing Complex Learning: An Example from an Educational Psychology Course.

2000. Benefactor of the Commons. Peabody College, Vanderbilt University.

1994 - 1995. Lilly Teaching Fellow, Vanderbilt University

1989 - 1992. The first Ben D. Wood Fellow, Columbia University

1984 - 1985. Chief Negotiator, Middle Yukon Educational Association, Alaska

1979 - 1980. Outstanding Young Teacher Award, Alumni of the School of Education,

University of Southern California

Refereed Journal Articles

Black, J. B., Swan, K. & Schwartz, D. L. (1988). Developing thinking skills with computers. Teachers College Record, 89, 384-407.

Reprinted in R. O. McClintock (Ed.), (1998) Computing and education: The second frontier. New York: Teachers College Press.

Schwartz, D. L. (1988). Review of A. Bank & R. C. Williams (Eds.), Information Systems and School Improvement: Inventing the Future. Teachers College Record, 90, 325.

Schwartz, D. L. (1993). The construction and analogical transfer of symbolic visualizations. Journal of Research in Science Teaching, 30, 1309-1325.

Moore, J. L., Lin, X., Schwartz, D. L., Petrosino, A., Hickey, D. T., Campbell, J. O., Hmelo, C. & CTGV. (1994). The situated perspective: A reply to Tripp. Educational Technology, 34, 28-32.

Reprinted in H. McLellan (Ed.), Perspectives on situated learning. Englewood Cliffs, NJ: Educational Technology Publishers.

Schwartz, D. L. (1995) The emergence of abstract representations in dyad problem solving. Journal of the Learning Sciences, 4, 321-354.

Schwartz, D. L. (1995). Reasoning about the referent of a picture versus reasoning about the picture as the referent: An effect of visual realism. Memory & Cognition, 23, 709-722.

Schwartz, D. L. & Black, J. B. (1996). Analog imagery in mental model reasoning: Depictive models. Cognitive Psychology, 30, 154-219.

Schwartz, D. L. & Black, J. B. (1996). Shuttling between depictive models and abstract rules: Induction and fallback. Cognitive Science, 20, 457-497.

Schwartz, D. L. & Goldman, S. R. (1996). Why people are not like marbles in an urn: An effect of context on statistical reasoning. Applied Cognitive Psychology, 10, S99-S112.

Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., Bransford, J. D., & CTGV. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. Journal of the Learning Sciences, 7, 271-312.

Schwartz, D. L. & Bransford, J. D. (1998). A time for telling. Cognition & Instruction, 16, 475-522,

Schwartz, D. L. & Moore, J. L. (1998). The role of mathematics in explaining the material world: Mental models for proportional reasoning. Cognitive Science, 22, 471-516.

Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in Education , 24, 61-101. Washington DC: American Educational Research Association.

Schwartz, D. L. (1999). Physical imagery: Kinematic versus dynamic models. Cognitive Psychology, 38, 433-464.

Schwartz, D. L., & Black, T. (1999). Inferences through imagined actions: knowing by simulated doing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 116-136.

Schwartz, D. L., Brophy, S., Lin, X. D., & Bransford, J. D. (1999). Software for managing complex learning: An example from an educational psychology course. Educational Technology Research and Development, 47, 39- 59.

Bransford, J. D., Lin, X. D., & Schwartz, D. L. (2000). Technology, learning and schools: Comments on articles by Tom Carroll & Gerald Bracey. Contemporary Issues in Technology and Teacher Education, 1 (1). [http://www.citejournal.org/vol1/iss1/currentissues/general/article3.htm]

Schwartz, D. L. & Holton, D. (2000). Tool use and the effect of action on the imagination. Journal of Experimental Psychology: Learning, Cognition, and Memory.26, 1655-1665.

Schwartz, D. L., & Lin, X. D. (2000). Computers, productive agency, and the effort after shared meaning. Journal of Computing in Higher Education, 12, 3-33.

Schwartz, D. L., & Martin, T. (2002). Embodied imagery and the urge to rules. Journal of Mental Imagery, 26, 75-78

Schwartz, D. L., & Martin, T. (2003). Representations that depend on the environment: Interpretive, predictive, and praxis perspectives on learning. Journal of the Learning Sciences, 12, 287-299.

Lin, X. D. & Schwartz, D. L. (2003). Reflection at the crossroads of cultures. Mind, Culture, & Activity, 10, 9-26.

Schwartz, D. L. & Lin, X. D. (2003) Technologies for learning from intercultural reflections. Intercultural Education, 14, 291-306.

Schwartz, D. L., & Martin, T. (2004). Inventing to prepare for learning: The hidden efficiency of original student production in statistics instruction. Cognition & Instruction, 22, 129-184.

Schwartz, D. L., Martin, T., & Pfaffman, J. (2005). How mathematics propels the development of physical knowledge. Journal of Cognition and Development, 6, 65-88.

Biswas, G., Schwartz, D. L., Leelawong, K., Vye, N., & TAG-V (2005). Learning by teaching: A new agent paradigm for educational software. Applied Artificial Intelligence, 19, 363-392.

Martin, T., & Schwartz, D. L. (in press). Physically distributed learning: Adapting and reinterpreting physical environments in the development of the fraction concept. Cognitive Science.

Book Chapters

Barron, B., Vye, N. J., Zech, L. Schwartz, D., Bransford, J. D., Goldman, S. R., Pellegrino, J.W., Morris, J. Garrison, S. & Kantor, R. (1995). Creating contexts for community based problem solving: The Jasper challenge series. In C. Hedley, P. Antonacci, & M. Rabinowitz (Eds.), Thinking and literacy: The mind at work . Hillsdale, NJ: Erlbaum.

Bransford, J. B., Zech, L., Schwartz, D. L., Barron, B. J., Vye, N., & CTGV (1996). Fostering mathematical thinking in middle school students: Lessons from research. In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking. Hillsdale, NJ: Erlbaum.

Schwartz, D. L., Goldman, S. R., Vye N. J., Barron, B. J., & CTGV. (1998). Aligning everyday and mathematical reasoning: The case of sampling assumptions. In S. Lajoie (Ed.) Reflections on Statistics: Agendas for learning, teaching and assessment in K-12 (pp. 233-274). Mahwah, NJ: Erlbaum.

Vye, N. J., Schwartz, D. L., Bransford, J. D., Barron, B. J., Zech, L. and Cognition and Technology Group at Vanderbilt. (1998). SMART environments that support monitoring, reflection, and revision. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 305-346). Mahwah, NJ: Erlbaum.

Zech, L., Vye, N. J., Bransford, J. D., Goldman, S. R., Barron, B. J., Schwartz, D. L., Kisst-Hackett, R., Mayfield-Stewart, C. & CTGV. (1998). An introduction to geometry through anchored instruction. In R. Lehrer and D. Chazan (Eds.), New directions for teaching and learning in geometry (pp. 439-463). Mahwah, NJ: Erlbaum.

Schwartz, D. L. (1999). The productive agency that drives collaborative learning. In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 197-218). NY: Elsevier Science.

Schwartz, D. L., Lin, X., Brophy, S., & Bransford, J. D. (1999). Towards the development of flexibly adaptive instructional design. In C. M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (Vol. 2, pp. 183-213). Mahwah, NJ: Erlbaum.

Bransford, J. D., Zech, L., Schwartz, D. L., Barron, B. J., Vye, N., & CTGV. (2000). Design environments that invite and sustain mathematical thinking. In P. Cobb (Ed.), Symbolizing and Communicating in Mathematics Classrooms (pp. 275-324). Mahwah, NJ: Erlbaum.

Schwartz, D. L., Biswas, G., Bransford, J. D., Bhuva, B., Balac, T., & Brophy, S. (2000). Computer Tools that Link Assessment and Instruction: Investigating What Makes Electricity Hard to Learn. In S. Lajoie (Ed.), Computers as cognitive tools. Volume II: No more walls (pp. 273-307). Mahwah, NJ: Erlbaum.

Biswas, G., Schwartz, D. L., Bransford, J. D., & The Teachable Agents Group at Vanderbilt. (2001). Technology support for complex problem solving: From SAD Environments to AI. In K. Forbus & P. Feltovich (Eds.), Smart machines in education (pp. 71-98). Menlo Park, CA: AAAI/MIT Press.

Schwartz, D. L., & Nasir, N. (2003). Transfer of learning. In W. Guthrie (Ed.) Encyclopedia of Education, 2^nd Edition. (pp. 1449-1452). NY: Macmillan.

Schwartz, D. L., Martin, T., & Nasir, N. (2005). Designs for knowledge evolution: Towards a prescriptive theory for integrating first- and second-hand knowledge. To appear in P. Gardenfors & P. Johansson (Eds.), Cognition, Education, and Communication Technology (pp. 21-54). Mahwah, NJ: Erlbaum.

Schwartz, D. L., Bransford, J. D., Sears, D. L. (in press). Efficiency and innovation in transfer. (2005). In J. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 1 - 51). CT: Information Age Publishing.

Schwartz, D. L., & Hartman, K. (in press). It is not television anymore. Tips on using digital video for instruction. To appear in R. Goldman, R. D. Pea, B. Barron, & S. Derry (Eds.). Video research in the learning sciences.