Annotated Bibliography
Baker, Linda R. Using Math in Cooking. Rosen Publishing Group, 2017. Supports practical math instruction in measuring, scaling recipes, serving sizes, and food budgeting. Phase III - The Kitchen Laboratory: Measurement, recipe math, budgeting, meal planning, and independent living skills.
Brazos Valley Food Bank. “Brazos Valley Food Bank.” Accessed August 12, 2026. Documents the regional food-access partnership that helps reduce ingredient costs and expands community-based learning. Phase III - The Kitchen Laboratory: Community-based instruction, food access, community resources, and independent living.
Brazos Valley Food Bank. “Food Distribution Agency Partners.” Accessed August 12, 2026. Supports the partnership connection between regional food distribution and local Hearne food-pantry services. Phase III - The Kitchen Laboratory: Community partnerships, food distribution, grocery planning, and community-based instruction.
Butler, Nicholas Murray. These United States: An Address Delivered before the University of California, Berkeley, California, on Charter Day, March 23, 1931. Columbia University Press, 1931. Supports the curriculum’s leadership theme by emphasizing responsibility, service, and people who make things happen. Phase IV - Thanksgiving Capstone: Leadership, responsibility, service, and teamwork.
CAST. CAST Universal Design for Learning Guidelines, Version 3.0. CAST, 2024. Supports Universal Design for Learning, visual supports, flexible participation, and multiple ways for students with disabilities to access learning. Phases I-IV: Accessible instruction, visual supports, hands-on learning, and multiple ways for students to demonstrate learning.
DK. The Story of Food: An Illustrated History of Everything We Eat. DK, 2018. Provides historical and cultural context for food, agriculture, geography, trade, and changing food traditions. Phase II - Food Science, History, Culture, and Environment: Food origins, agriculture, cultural traditions, and environmental connections.
Escoffier, Auguste. The Escoffier Cookbook: A Guide to the Fine Art of Cookery. Translated by H. L. Cracknell and R. J. Kaufmann. Crown Publishers, 1976. Provides the historical basis for adapting the professional kitchen brigade into rotating student leadership roles. Phases III-IV: Kitchen Brigade roles, teamwork, organization, leadership, and professional kitchen responsibilities.
Fisher, Douglas, and Nancy Frey. Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. 2nd ed. ASCD, 2014. Supports gradual release through teacher modeling, guided practice, collaborative practice, and increasing student independence. Phases I-IV: Gradual Release of Responsibility through “I do, we do, you do.”
Good Mythical Morning with Rhett & Link. “The Smell-Tasting Experiment.” YouTube video. August 26, 2014. Accessed July 12, 2026. Provides an engaging demonstration of how smell contributes to flavor and sensory perception. Phase I - Scientific Knowledge: Taste receptors, smell, sensory perception, and the chemistry of flavor.
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq. (2004). Provides the legal foundation for transition-focused instruction preparing students for employment and independent living. Phases III-IV: Transition services, employment preparation, functional skills, and independent living.
Johnson, David W., Roger T. Johnson, and Edythe Johnson Holubec. Cooperation in the Classroom. 9th ed. Interaction Book Company, 2013. Supports cooperative learning, teamwork, shared responsibility, and structured small-group kitchen investigations. Phases III-IV: Cooperative learning, Kitchen Brigade teamwork, shared responsibilities, and group problem-solving.
Kohler, Paula D., June E. Gothberg, Catherine Fowler, and Jennifer Coyle. Taxonomy for Transition Programming 2.0: A Model for Planning, Organizing, and Evaluating Transition Education, Services, and Programs. Western Michigan University, 2016. Provides a transition-programming framework supporting student development, family involvement, collaboration, and adult-life preparation. Phases III-IV: Community-based learning, independent living, family involvement, workplace readiness, and the capstone experience.
Larmer, John, John Mergendoller, and Suzie Boss. Setting the Standard for Project-Based Learning: A Proven Approach to Rigorous Classroom Instruction. ASCD, 2015. Supports project-based learning through authentic inquiry, student responsibility, reflection, and the Thanksgiving capstone. Phase IV - Thanksgiving Capstone: Project-based learning, student responsibility, authentic application, and reflection.
Marzano, Robert J., Debra J. Pickering, and Jane E. Pollock. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD, 2001. Supports research-based teaching strategies, practice, feedback, prior knowledge, and multiple representations of learning. Phases I-III: Vocabulary, graphic organizers, guided practice, feedback, and multiple representations of science concepts.
Mazzotti, Valerie L., Dawn A. Rowe, Stephen Kwiatek, et al. “Secondary Transition Predictors of Postschool Success: An Update to the Research Base.” Career Development and Transition for Exceptional Individuals 44, no. 1 (2021): 47-64. doi: 10.1177/2165143420959793. Supports transition practices connected with improved postsecondary education, employment, self-advocacy, and independent-living outcomes. Phases III-IV: Employment preparation, self-advocacy, community experiences, independent living, and postsecondary transition.
McGee, Harold. On Food and Cooking: The Science and Lore of the Kitchen. Rev. ed. Scribner, 2004. Provides core food-science explanations of proteins, carbohydrates, fats, heat, browning, water, and food safety. Phase I - Scientific Knowledge: Proteins, carbohydrates, lipids, water, heat, browning, emulsions, fermentation, and chemical transformations.
Moss, Michael. Salt Sugar Fat: How the Food Giants Hooked Us. Random House Trade Paperbacks, 2014. Supports lessons on processed foods, ingredient labels, salt, sugar, fat, nutrition, and consumer decision-making. Phases I and III: Processed-food chemistry, Nutrition Facts labels, ingredients, and informed consumer choices.
National Research Council. Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. National Academies Press, 2000. Supports inquiry-based science through questioning, prediction, investigation, observation, evidence, and explanation. Phases I-III: Scientific inquiry, laboratory investigation, observation, prediction, evidence, and explanation.
Pollan, Michael. The Omnivore’s Dilemma: A Natural History of Four Meals. Penguin Press, 2006. Supports environmental science and food-systems lessons on agriculture, production, distribution, sustainability, and consumer choices. Phase II - Food Science, History, Culture, and Environment: Agriculture, food systems, sustainability, seasonal foods, and farm-to-table connections.
Progressive Missionary Baptist Church Food Pantry. “Progressive Baptist Church Food Pantry Food Distribution Center.” Chamber of Commerce. Accessed August 12, 2026. Documents the Hearne food-bank partnership led by Pastor-Reverend James Crawford and its service-learning opportunities. Phase III - The Kitchen Laboratory: Community-based instruction, food distribution, service learning, and community partnerships.
Rosenshine, Barak. “Principles of Instruction: Research-Based Strategies That All Teachers Should Know.” American Educator 36, no. 1 (2012): 12-19, 39. Supports explicit instruction through small steps, modeling, questioning, guided practice, checking understanding, and independent practice. Phases I-III: Direct instruction, modeling, guided practice, questioning, and checking for understanding.
Rothman, Julia. Food Anatomy: The Curious Parts & Pieces of Our Edible World. Storey Publishing, 2016. Provides accessible visual explanations of ingredients, culinary tools, food structures, and food traditions. Phase II - Food Science, History, Culture, and Environment: Food identification, ingredients, culinary tools, food structures, and cultural traditions.
Rowe, Dawn A., Valerie L. Mazzotti, Catherine H. Fowler, et al. “Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills.” Career Development and Transition for Exceptional Individuals 44, no. 1 (2021): 28-46. doi: 10.1177/2165143420958674. Supports evidence-based instruction in functional skills needed for transition, employment, community participation, and independent living. Phase III - The Kitchen Laboratory: Functional cooking skills, purchasing, communication, organization, and employment readiness.
Test, David W., Valerie L. Mazzotti, April L. Mustian, Catherine H. Fowler, Larry Kortering, and Paula Kohler. “Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students with Disabilities.” Career Development for Exceptional Individuals 32, no. 3 (2009): 160-181. doi: 10.1177/0885728809346960. Supports community experiences, work experience, inclusion, self-determination, and other predictors of successful adult outcomes. Phases III-IV: Work experience, community experiences, self-determination, independent living, and adult outcomes.
Texas Education Agency. “19 TAC Chapter 112: Texas Essential Knowledge and Skills for Science.” Accessed August 12, 2026. Provides the TEKS alignment for Chemistry, Biology, Integrated Physics and Chemistry, Physics, and Environmental Systems. Phases I-III: Science standards alignment for chemistry, biology, physics, environmental science, and laboratory applications.
Texas Tribune Schools Explorer. “Hearne ISD: Demographics.” Accessed July 12, 2026. Provides demographic context for Hearne ISD and supports the curriculum’s local rationale and student-centered design. Phases I-IV: Local school and community context supporting the design of the curriculum.
Töle, Jonas. “Taste Bud 2 Eng.” Wikimedia Commons, January 8, 2014. CC0 1.0 Universal Public Domain Dedication. Accessed August 13, 2026. Provides a public-domain taste-bud diagram for explaining taste receptors, sensory biology, and the chemistry of flavor. Phase I - Scientific Knowledge: Taste receptors, sensory biology, taste, smell, and the chemistry of flavor.
Twitty, Michael W. The Cooking Gene: A Journey Through African American Culinary History in the Old South. Amistad, 2017. Connects chemistry-of-cooking content with African American culinary history, culture, family traditions, agriculture, and identity. Phase II - Food Science, History, Culture, and Environment: African American culinary history, cultural traditions, agriculture, and family food traditions.
U.S. Department of Education, Office of Special Education and Rehabilitative Services. A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities. U.S. Department of Education, 2020. Supports transition planning that connects classroom instruction with postsecondary education, employment, services, and adult independence. Phases III-IV: Postsecondary transition, employment preparation, adult services, self-determination, and independent living.
Wolke, Robert L. What Einstein Told His Cook: Kitchen Science Explained. W. W. Norton & Company, 2002. Explains everyday kitchen chemistry and physics in accessible language appropriate for applied cooking investigations. Phases I and III: Chemistry, physics, heat, matter, physical and chemical changes, and practical kitchen science.
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