Teachers College Record. October 2004. This article views the failure of policy to reduce the learning gap over the past decade as a function of the reforms to solve the most pervasive and fundamental learning blockage faced by disadvantaged students and their teachers.
New Horizons for Learning. Fall 2004. This article is the latest summary of results from the large-scale HOTS research over the past 24 years. This easy to read article explains the importance of "transfer" to accelerating sub groups after the third grade as required by NCLB. It also explains why extra drill does not produce transfer and why HOTS does.
California English Teacher. April 2002. This Article explains why techniques that work to increase literacy and test scores in grades K-3 do not work in grades 4-8. The article also explains why a different approach such as HOTS is needed after the third grade.
Instructional Design Theories and Models Vol II: A New Paradigm of Instructional theory. C Reigluth (ed.), Lawrence Erlbaum, 1999.
by Dr. Stanley Pogrow. Principal. November 1996.
This article describes the rationale, uniqueness, and reasons for success of the HOTS program, and the role of the principal in making it work. It also describes how the program is able to simultaneously produce substantial gains in: GPA, Metacognition, IQ, Ability to Solve New Problems, Writing, and Reading Comprehension.
by Dr. Stanley Pogrow. Educational Leadership. February 1995.
This article describes why the HOTS program has been successful and suggests the basic elements of accelerating learning for disadvantaged students on a large scale.
by Dr. Stanley Pogrow. Phi Delta Kappan. January 1990.
This article describes how the HOTS Program affects students socially, emotionally, and learning development. It describes the types of gains produced and the general conditions for producing such gains.