Achieve, Inc. (2013). Next generation science standards. Washington, DC: Achieve, Inc. Retrieved from www.achieve.org/next-generation-science-standards

Adey, P., with Hewitt, G., Hewitt, J., & Landau, N. (2004). The professional development of teachers: Practice and theory. London, UK, and Boston, MA: Kluwer.

Adey, P., & Shayer, M. (1990). Accelerating the development of formal thinking in middle and high school students. Journal of Research in Science Teaching, 27(3), 267–285.

Adkins, D. C., Payne, F. D., & O’Malley, J. M. (1974). Moral development. In F. N. Kerlinger & J. B. Carroll (Eds.), Review of research in education. Itasca, IL: Peacock.

Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364–373.

Alexander, P., & Judy, J. (1988). The interaction of domain-specific and strategic knowledge in academic performance. Review of Educational Research, 58(4), 375–404.

Aliki. (1989; Revised edition, 2015). My five senses. New York, NY: HarperCollins.

Allington, R. (2009). What really matters in intervention: Research-based designs. Boston: Pearson.

Almy, M. (1970). Logical thinking in second grade. New York, NY: Teachers College Press.

Anderson, H., & Brewer, H. (1939). Domination and social integration in the behavior of kindergarten children and teachers. Genetic Psychology Monograph, 21, 287–385.

Anderson, L. M., Evertson, C. M., & Brophy, J. E. (1979). An experimental study of effective teaching in first grade reading groups. Elementary School Journal, 79(4), 191–223.

Anderson, L. W., Scott, C., & Hutlock, N. (1976). The effect of a mastery learning program on selected cognitive, affective, and ecological variables in grades 1 through 6. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Anderson, R. (1983). A consolidation and appraisal of science meta-analyses. Journal of Research in Science Teaching, 20(5), 497–509.

Anderson, R., Kahl, S., Glass, G., Smith M., & Malone, M. (1982). Science meta-analysis project. Boulder, CO: University of Colorado Laboratory for Research in Science and Mathematics Education.

Applebee, A., Langer, J., Jenkins, L., Mullis, I., & Foertsch, M. (1990). Learning to write in our nation’s schools. Washington, DC: U.S. Department of Education.

Aristotle. (1912). The works of Aristotle (J. A. Smith & W. D. Ross, Eds.). Oxford, UK: Clarendon  Press.

Arlin, M. (1984). Time variability in mastery learning. American Educational Research Journal, 21(4), 103–120.

Aronson, E., Blaney, N., Stephan, C., Sikes, J., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills: Sage.

Arosemena, E. (n.d.). Quote from the Commissioner of the Inter-American Commission on Human Rights. In a nutshell …. https://www.canalcidh.org/ Organization of the American States. (2023). Who we are. https://www.oas.org/en/about/who_we_are.asp

Aspy, D. N., & Roebuck, F. (1973). An investigation of the relationship between student levels of cognitive functioning and the teacher’s classroom behavior. Journal of Educational Research, 65(6), 365–368.

Aspy, D. N., Roebuck, F., Willson, M., & Adams, O. (1974). Interpersonal skills training for teachers. (Interim Report No. 2 for NIMH Grant No. 5PO 1MH 19871.) Monroe, LA: Northeast Louisiana University.

Atkinson, R. C. (1975). Memnotechnics in second language learning. American Psychologist, 30, 821–828.

Augustine. (1931). The city of God. (J. Healy, Trans.). London, UK: J. M. Dent. 

Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267–272.

Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York, NY: Grune & Stratton. 

Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York, NY: Grune & Stratton. 

Ausubel, D. P. (1980). Schemata, cognitive structure, and advance organizers: A reply to Anderson, Spiro, and Anderson. American Educational Research Journal, 17(3), 400–404.

Ausubel, D. P., & Fitzgerald, J. (1962). Organizer, general background, and antecedent learning variables in sequential verbal learning. Journal of Educational Psychology, 53, 243–249.

Baer, J. (1993). Creativity and divergent thinking. Hillsdale, NJ: Erlbaum.

Baker, R. G. (1983). The contribution of coaching to transfer of training: An extension study. Doctoral dissertation, University of Oregon. 

Baker, R. G., & Showers, B. (1984). The effects of a coaching strategy on teachers’ transfer of training to classroom practice: A six-month followup study. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Bandura, A. (1969). Principles of behavior modification. New York: Holt, Rinehart & Winston. 

Bandura, A. (1971). Social learning theory. New York, NY: General Learning.

Bandura, A., & Walters, R. (1963). Social learning and personality. New York, NY: Holt, Rinehart & Winston.

Barnes, B. R., & Clausen, E. U. (1973). The effects of organizers on the learning of structured anthropology materials in the elementary grades. Journal of Experimental Education, 42, 11–15.

Barnes, B. R., & Clausen, E. U. (1975). Do advance organizers facilitate learning? Recommendations for further research based on an analysis of 32 studies. Review of Educational Research, 45(4), 637–659.

Barnett, W. S. (2001). Preschool education for economically disadvantaged children: Effects on reading achievement and related outcomes. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 421–443). New York, NY: Guilford.

Barron, F. (1963). Creativity and psychological health: Origins of personal vitality and creative freedom. Princeton, NJ: Van Nostrand.

Barron, R. R. (1971). The effects of advance organizers upon the reception, learning, and retention of general science concepts. (DHEW Project No. IB-030.)

Bascones, J., & Novak, J. (1985). Alternative instructional systems and the development of problem-solving in physics. European Journal of Science Education, 7(3), 253–261.

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, W., et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 97–132.

Baveja, B. (1988). An exploratory study of the use of information-processing models of teaching in secondary school biology classes. Ph.D. thesis, Delhi University.

Baveja, B., Showers, B., & Joyce, B. (1985). An experiment in conceptually-based teaching strategies. Saint Simons Island, GA: Booksend Laboratories.

Beck, I. L., & Beck, M. E. (2013). Making sense of phonics: The hows and whys (2nd ed.). New York, NY: Guilford.

Becker, W. (1977). Teaching reading and language to the disadvantaged—What we have learned from field research. Harvard Educational Review, 47, 518–543.

Becker, W., & Carnine, D. (1980). Direct instruction: An effective approach for educational intervention with the disadvantaged and low performers. In B. Lahey & A. Kazdin (Eds.), Advances in child clinical psychology (pp. 429–473). New York, NY: Plenum.

Becker, W., Engelmann, S., Carnine, D., & Rhine, W. (1981). Direct instructional model. In W. R. Rhine (Ed.), Making schools more effective. New York, NY: Academic Press.

Becker, W., & Gersten, R. (1982). A followup of follow through: The later effects of the direct instruction model on children in the fifth and sixth grades. American Educational Research Journal, 19(1), 75–92.

Bellack, A. (1962). The language of the classroom. New York, NY: Teachers College Press.

Bencke, W. N., & Harris, M. B. (1972). Teaching self-control of study behavior. Behavior Research and Therapy, 10, 35–41.

Bennett, B. (1987). The effectiveness of staff development training practices: A meta-analysis. Ph.D. thesis, University of Oregon.

Bennett, L., & Berson, M. (Eds.) (2007). Digital age: Technology-based K-12 lesson plans for social studies. NCSS Bulletin 105. Silver Spring, MD: National Council for the Social Studies.

Bennis, W. G., & Shepard, H. A. (1964). Theory of group development. In W. G. Bennis, K. D.

Benne, & R. Chin (Eds.), The planning of change: Readings in the applied behavioral sciences. New York, NY: Holt, Rinehart & Winston.

Bereiter, C. (1984). How to keep thinking skills from going the way of all frills. Educational Leadership, 42, 1.

Bereiter, C. (1997). Situated cognition and how to overcome it. In D. Kirshner & W. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives (pp. 281–300). Hillsdale, NJ: Erlbaum.     

Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2(2), 131–156.

Bereiter, C., & Englemann, S. (1966). Teaching the culturally disadvantaged child in the preschool. Englewood Cliffs, NJ: Prentice-Hall.

Bereiter, C., & Kurland, M. (1981–82). Were some follow-through models more effective than others? Interchange, 12, 1–22.

Berger, M. (2007). The mystery of magnets. Sundance/Newbridge Big Books. https://www.sundancenewbridge.com/

Berger, P., & Luckmann, T. (1966). The social construction of reality. Garden City, NY: Doubleday. 

Berman, P., & McLaughlin, M. (1975). Federal programs supporting educational change: Vol. 4. The findings in review. Santa Monica, CA: Rand Corporation.

Biemiller, A. (2005). Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction. In A. Hiebert & M. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 223–242). Mahwah, NJ: Erlbaum.

Biemiller, A. (2006). Vocabulary development and instruction: A prerequisite for school learning. In S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research (Vol. 2, pp. 41–51). New York, NY: Guilford.

Biemiller, A. (2010). Vocabulary development and implications for reading problems. In A. McGill-Franzen and R. Allington (Eds.), Handbook of reading disabilities research (pp. 208–218). New York, NY: Routledge.

Bird, M. (1980). Reading comprehension strategies: A direct teaching approach. Doctoral dissertation, The Ontario Institute for Studies in Education. 

Bishop, M. (2000). Tunnels of time. Regina, Saskatchewan: Coteau Books.

Block, C. C., & Duffy, G. G. (2008). Research on teaching comprehension: Where we’ve been and where we’re going. In C. Block & S. R. Parris (Eds.), Comprehension instruction: Researchbased best practices (3rd ed., pp. 19–37). New York: Guilford. 

Block, J. W. (1971). Mastery learning: Theory and practice. New York, NY: Holt, Rinehart & Winston.

Block, J. W. (1980). Success rate. In C. Denham & A. Lieberman (Eds.), Time to learn. Washington, DC: Program on Teaching and Learning, National Institute of Education.

Bloom, B. S. (Ed.) (1956). Taxonomy of educational objectives. Handbook I: Cognitive domain. New York, NY: McKay.

Bloom, B. S. (1971). Mastery learning. In J. H. Block (Ed.), Mastery learning: Theory and practice. New York, NY: Holt, Rinehart & Winston.

Bodach, V. K. (2016). Leaves. Capstone Press.

Bonsangue, M. (1993). Long term effects of the Calculus Workshop Model. Cooperative Learning, 13(3), 19–20.

Boocock, S. S., & Schild, E. (1968). Simulation games in learning. Beverly Hills, CA: Sage.

Boothroyd, J. (2015). Animal pollinators. Minneapolis: Lerner.

Borg, W. R., Kelley, M. L., Langer, P., & Gall, M. (1970). The minicourse. Beverly Hills, CA: Collier-Macmillan.

Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2005). Success for all: First year results from the national randomized field trial. Educational Evaluation and Policy Analysis, 27(1), 1–22.

Braden, V., & Burns, B. (1996). Laugh and win at doubles. Boston: Little Brown.

Bradford, L. P., Gibb, J. R., & Benne, K. D. (Eds.) (1964). T-Group theory and laboratory method. New York, NY: Wiley

Bredderman, T. (1983). Effects of activity-based elementary science on student outcomes: A quantitative synthesis. Review of Educational Research, 53(4), 499–518.

Brookover, W., Schwitzer, J. H., Schneider, J. M., Beady, C. H., Flood, P. K., & Wisenbaker, J. M. (1978). Elementary school social climate and school achievement. American Educational Research Journal, 15(2), 301–318.

Brooks, J. G., & Brooks, M. G. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Brophy, J. E. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5–32.

Brown, A. L. (1995). Guided discovery in a community of learners. In K. McGilly (Ed.), Knowing, learning, and instruction (pp. 393–451). Hillsdale, NJ: Erlbaum.

Brown, A. L., Armbruster, B. B., & Baker, L. (1986). The role of metacognition in reading and studying. In J. Orasanu (Ed.), Reading comprehension: From research to practice (pp. 49–75). Hillsdale, NJ: Erlbaum.

Brown, A., & Palincsar, A. (1989). Guided, cooperative learning individual knowledge acquisition. In L. Resnick (Ed.), Knowing, learning, and instruction (pp. 234–278). Hillsdale, NJ: Erlbaum.

Brown, C. (1967). A multivariate study of the teaching styles of student teachers. Ph.D. dissertation, Teachers College, Columbia University.

Brown, C. (1981). The relationship between teaching styles, personality, and setting. In B. Joyce, L. Peck, & C. Brown (Eds.), Flexibility in teaching (pp. 94–100). New York, NY: Longman.

Brown P., & Bybee, R. (2023). Promoting sensemaking. Science & Children, 60(4), 30-33.

Bruce, W. C., & Bruce, J. K. (1992). Learning social studies through discrepant event inquiry. Annapolis, MD: Alpha Press.

Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press.

Bruner, J., Goodnow, J. J., & Austin, G. A. (1967). A study of thinking. New York, NY: Science Edition.

Bruner, J. S., Goodnow, J. J., & Austin, G. A. (1956). A study of thinking. New York: John Wiley & Sons.

Buckley, J., Seery, N., & Canty, D. (2018). Examining the components of fluid intelligence: Implications for STEM education. https://www.researchgate.net/publication/326225579

Burns, S., Griffin, P., & Snow, C. (1998). Starting out right. Washington, DC: National Academy Press.

Calderon, M., Hertz-Lazarowitz, R., & Tinajero, J. (1991). Adapting CIRC to multiethnic and bilingual classrooms. Cooperative Learning, 12, 17–20.

Calhoun, E. (1997). Literacy for all. Saint Simons Island, GA: The Phoenix Alliance.

Calhoun, E. (1998). Literacy for the primary grades: What works, for whom, and to what degree. Saint Simons Island, GA: The Phoenix Alliance.

Calhoun, E. F. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.

Calhoun, E. F. (1999). Teaching beginning reading and writing with the picture word inductive model. Alexandria, VA: Association for Supervision and Curriculum Development.

Calhoun, E. (2004). Using data to assess your reading program. Alexandria, VA: Association for Supervision and Curriculum Development.

Calkins, L. (2000). The art of teaching reading. Boston: Pearson.

Calkins, L., & Harwayne, S. (1987). The writing workshop: A world of difference. New York, NY: Heinemann.

Cambourne, B. (2002). Holistic, integrated approaches to reading and language arts instruction: The constructivist framework of an instructional theory. In A. Farstrup & J. Samuels (Eds.), What research has to say about reading instruction. Newark, DE: International Reading Instruction.

Cameron, J., & Pierce, W. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64(2), 363–423.

Campbell, P. F., & Malkus, N. N. (2011). The impact of elementary mathematics coaches on student achievement. The Elementary School Journal, 111(3), 430–454. doi:10.1086/657654

Carr, N. (2010). The shallows. New York, NY: Norton.

Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 722–733.

Carroll, J. B. (1964). Language and thought. Englewood Cliffs, NJ: Prentice-Hall.

Carroll, J. B. (1971). Problems of measurement related to the concept of learning for mastery. In J. H. Block (Ed.), Mastery learning: Theory and practice. New York, NY: Holt, Rinehart & Winston.

Carroll, J. B. (1977). A revisionist model of school learning. Review of Educational Research, 3, 155–167.

Carson, M. K., & Dawson, J. D. (2023). Outdoor school: Tree, wildflower, and mushroom spotting: The definitive interactive nature guide. Macmillan.

Chall, J. S. (1983). Stages of reading development. New York, NY: McGraw-Hill. 

Chamberlin, C., & Chamberlin, E. (1943). Did they succeed in college? New York, NY: Harper & Row.

Chesler, M., & Fox, R. (1966). Role-playing methods in the classroom. Chicago, IL: Science Research Associates.

Chin, R., & Benne, K. (1969). General strategies for effecting change in human systems. In W. Bennis, K. Benne, & R. Chin (Eds.), The planning of change (pp. 32–59). New York, NY: Holt, Rinehart & Winston.

Cho, B.-Y., & Afflerbach, P. (2017). An evolving perspective of constructively responsive reading comprehension strategies in multilayered digital text environments. In S. E. Israel (Ed.), Handbook of research on reading comprehension (pp. 109–134). New York: Guilford.

Clark, C., & Peterson, P. (1986). Teachers’ thought processes. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 225–296). New York, NY: Macmillan.

Clark, C., & Yinger, R. (1979). Three studies of teacher planning. (Research Series No. 55.) East Lansing, MI: Michigan State University.

Clark, H. H., & Clark, E. V. (1977). Psychology and language: An introduction to psycho-linguistics. New York, NY: Harcourt, Brace, Jovanovich.

Clauson, E. V., & Barnes, B. R. (1973). The effects of organizers on the learning of structured anthropology materials in the elementary grades. Journal of Experimental Education, 42, 11–15.

Clauson, E. V., & Rice, M. G. (1972). The changing world today. (Anthropology Curriculum Project Publication No. 72-1.) Athens, GA: University of Georgia.

Coiro, J. (2011). Talking about reading: Modelling the hidden complexities of online reading comprehension. Theory into Practice, 50(2), 107–115.

Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPortland, J., Mood, A. M., Weinfield, E. D., et al. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office.

Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.

Collins, K. (1969). The importance of strong confrontation in an inquiry model of teaching. School Science and Mathematics, 69(7), 615–617.

Comenius, J. (1967). The great didactic. Brasted, Kent, UK: Russell and Russell Publishing.

Cook, L., & Cook, E. (1954). Intergroup education. New York, NY: McGraw-Hill.

Cook, L., & Cook, E. (1957). School problems in human relations. New York, NY: McGraw-Hill.

Cooper, L., Johnson, D. W., Johnson, R., & Wilderson, F. (1980). The effects of cooperative, competitive, and individualistic experiences on interpersonal attraction among heterogeneous peers. Journal of Social Psychology, 111, 243–252.

Cornelius-White, J. (2007). Learner-centered teacher–student relationships are effective: A metaanalysis. Review of Educational Research, 77(1), 113–173.

Cornett, J., & Knight, J. (2009). Research on coaching. In Coaching: Approaches and perspectives (pp. 192–216). Thousand Oaks, CA: Corwin Press.

Counts, G. (1932). Dare the school build a new social order? New York, NY: John Day.

Courmier, S., & Hagman, J. (Eds.) (1987). Transfer of learning. San Diego, CA: Academic Press.

Crosby, M. (1965). An adventure in human relations. Chicago, IL: Follet Corporation. 

Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22(Spring/Summer), 8–15.

Cunningham, J. (2002). The national reading panel report. In R. Allington (Ed.), Big Brother and the national reading curriculum. Portsmouth, NH: Heinemann.

Cunningham, P. M. (1990). The names test: A quick assessment of decoding ability. The Reading Teacher, 44, 124–129.

Cunningham, P. M. (2005). Phonics they use: Words for reading and writing (4th ed.). Boston: Pearson/Allyn & Bacon.

Cunningham, P. (2009). What really matters in vocabulary. Boston: Pearson.

Cunningham, P. M. (2016). Phonics they use: Words for reading and writing (7th ed.). Boston: Pearson.

Daane, M., Campbell, J., Grigg, W., Goodman, M., & Oranje, A. (2005). The Nation’s Report Card. Washington, DC: National Center for Educational Statistics. 

Dale, P. (2007). Ten in the bed. Cambridge, MA: Candlewick.

Dalton, M. (1986). The thought processes of teachers when practicing two models of teaching. Doctoral dissertation, University of Oregon.

Dalton, M., & Dodd, J. (1986). Teacher thinking: The development of skill in using two models of teaching and model-relevant thinking. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. 

de Jong, T., and van Joolingen, W. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179–201.

Deal, T. E., & Kennedy, A. A. (1984). Corporate cultures: The rites and rituals of corporate life. Boston, MA: Addison-Wesley.

Deshler, D., & Schumaker, J. (2006). Teaching adolescents with disabilities. Thousand Oaks, CA: Corwin.

Desimone, L. (2009) Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. https://doi.org/10.3102/0013189X08331140

Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society and Education, 7(3), 252–263.

Desoete, A., & De Craene, B. (2019). Metacognition and mathematics education: An overview. ZDM Mathematics Education, 51, 565–575. https://doi.org/10.1007/s11858-019-01060-w

Dewey, J. (1910). How we think. Boston, MA: Heath.

Dewey, J. (1916). Democracy and education. New York, NY: Macmillan.

Dewey, J. (1937). Experience and education. New York, NY: Macmillan.

Dewey, J. (1956). The school and society. Chicago, IL: University of Chicago Press.

Dewey, J. (1960). The child and the curriculum. Chicago, IL: University of Chicago Press.

Dickinson, D. K., McCabe, A., & Essex, M. J. (2006). A window of opportunity we must open to all: The case for preschool with high-quality support for language and literacy. In D. K.

Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research: Vol. 2 (pp. 11–28). New York, NY: Guilford.

DK & Smithsonian Institution. (2019). Trees, leaves, flowers and seeds: A visual encyclopedia of the plant kingdom. DK Publishing.

Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61(2), 239–264. https://doi.org/10.3102/00346543061002239

Downey, L. (1967). The secondary phase of education. Boston, MA: Ginn and Co.

Duffelmeyer, F. A., Kruse, A. E., Merkley, D. J., & Fyfe, S. A. (1994). Further validation and enhancement of the Names Test. The Reading Teacher, 48(2), 118–128.

Duffy, G. (2002). The case for direct explanation of strategies. In C. Block & M. Pressley (Eds.), Comprehension instruction (pp. 28–41). New York, NY: Guilford.

Duffy, G. (2009). Explaining reading: A resource for teaching concepts, skills, and strategies (2nd ed.). New York, NY: Guilford.

Duffy, G. G. (2014). Explaining reading (3rd ed.). New York, NY: Guilford.

Duffy, G., Roehler, L., & Herrmann, B. (1988). Modeling mental processes helps poor readers become strategic readers. The Reading Teacher, 41, 762–767.

Duffy, G. G., Roehler, L. R., Sivan, E., Rackliffe, G., Book, C., Meloth, M. S., Vavrus, L., Wesselman, R., Putnam, J., & Bassiri, D. (1987). Effects of explaining the reasoning associated with using reading strategies. Reading Research Quarterly, 22(3), 347–368. https://doi.org/ 10.2307/747973

Duke, N., & Pearson, P. D. (undated). Effective practices for developing reading comprehension. East Lansing, MI: College of Education, Michigan State University.

Duke, N., Pearson, P. D., Strachan, S., & Billman, A. (2011). Essential elements of fostering and teaching reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 48–93). Newark, DE: International Reading Association.

Dunn, R., & Dunn, K. (1975). Educators’ self-teaching guide to individualizing instructional programs. West Nyack, NY: Parker.

Durkin, D. (1966). Children who read early. New York, NY: Teachers College Press.

Durkin, D. (1978/1979). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14(4), 481–533.

Durkin, D. (1981). Reading comprehension instruction in five basal reader series. Reading Research Quarterly, 16(4), 515–544.

Eastman, P. D. (1961). Go, dog, go. New York, NY: Random House.

Edmonds, R. (1979). Some schools work and more can. Social Policy, 9(5), 28–32. Education Commission of the States. (2019/2022). 50-state comparison: Does the state require induction and mentoring support for new teachers? If so, what is the required length? Education Commission of the States. https://www.ecs.org/50-state-comparison-teacherrecruitment-and-retention-2022/

Ehri, L. C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18(2), 116–125.

Ehri, L. C. (1998). Grapheme–phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning literacy (pp. 3–40). Hillsdale, NJ: Erlbaum.

Ehri, L. C. (1999). Phases of acquisition in learning to read words and instructional implications. Paper presented at the annual meeting of the American Educational Research Association. Montreal, Canada.

Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188.

Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55(S-1), S45–S60.

Ehri, L. C. (2022). What teachers need to know and do to teach letter-sounds, phonemic awareness, word reading, and phonics. The Reading Teacher, 76(1), 53–61

Ehri, L. C., & McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading & Writing Quarterly, 14(2), 135–163.

Ehri, L., Nunes, S., Stahl, S., & Willows, D. (2001). Systematic phonics instruction helps students learn to read. Review of Educational Research, 71(3), 393–447.

Elefant, E. (1980). Deaf children in an inquiry training program. Volta Review, 82, 271–279. Elementary Science Study (ESS). (1971). Batteries and bulbs: An electrical suggestion book. New York, NY: Webster-McGraw-Hill

Elkind, D. (1987). Miseducation: Preschoolers at risk. New York, NY: Knopf.

El-Nemr, M. A. (1979). Meta-analysis of the outcomes of teaching biology as inquiry. Boulder, CO: University of Colorado.

Emmer, E., Evertson, C., & Anderson, L. (1980). Effective classroom management at the beginning of the school year. Elementary School Journal, 80, 219–231.

Ende, A., Schindel, A., Tripp, J., Wang, C., & Christ, T. (2023). Integrating critical pedagogy of place. NSTA Science and Children, 60(4), 21–25.

Engel, S. (2015). The hungry mind: The origins of curiosity in childhood. Cambridge, MA: Harvard University Press.

Erikson, E. (1950). Childhood and society. New York, NY: Norton.

Estes, W. E. (Ed.) (1976). Handbook of learning and cognitive processes: Volume 4: Attention and memory. Hillsdale, NJ: Erlbaum.

Farstrup, A. E., & Samuels, S. J. (Eds.) What research has to say about reading instruction. Newark, DE: International Reading Association.

Filderman, M. J., Austin, C. R., Boucher, A. N., O’Donnell, K., & Swanson, E. A. (2022). A meta-analysis of the effects of reading comprehension interventions on the reading comprehension outcomes of struggling readers in third through 12th grades. Exceptional Children, 88(2), 163–184. https://doi.org/10.1177/00144029211050860

Filderman, M. J., Austin, C. R., Boucher, A. N., O’Donnell, K., & Swanson, E. A. (2022). A meta-analysis of the effects of reading comprehension interventions on the reading comprehension outcomes of struggling readers in third through 12th grades. Exceptional Children, 88(2), 163–184. https://doi.org/10.1177/00144029211050860

Fisher, D., & Frey, N. (2021). Better learning through structured teaching: A framework for the gradual release of responsibility (3rd ed.). Alexandria, VA: ASCD.

Flanders, N. (1970). Analyzing teaching behavior. Reading, MA: Addison-Wesley

Flavell, J. H. (1963). The developmental psychology of Jean Piaget. Princeton, NJ: Van Nostrand Reinhold.

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–235). Hillsdale, NJ: Erlbaum.

Fletcher, S., & Mullen, C. A. (Eds.) (2012). Sage handbook of mentoring and coaching in education. Thousands Oaks, CA: Sage.

Flint, S. (1965). The relationship between the classroom verbal behavior of student teachers and the classroom verbal behavior of their cooperating teachers. Doctoral dissertation. New York, NY: Teachers College Press.

Frey, N., Fisher, D., & Everlove, S. (2009). Productive group work. Alexandria, VA: ASCD. 

Fromm, E. (1956). The art of loving. New York, NY: Harper.

Fronius, T., Darling-Hammond, S., Persson, H., Guckenburg, S., Hurley, N., & Petrosino, A. (2019). Restorative justice in U.S. schools: An updated research review. WestEd.

Fuchs, L., Fuchs, D., Hamlett, C., & Karns, K. (1998). High-achieving students’ interactions and performance on complex mathematical tasks as a function of homogeneous and heterogeneous pairings. American Educational Research Journal, 35(2), 227–267.

Fullan, M. (1982). The meaning of educational change. New York, NY: Teachers College Press.

Fullan, M. G., Bennett, B., & Bennett, C. R. (1990). Linking classroom and school improvement. Educational Leadership, 47(8), 13–19.

Fullan, M., & Park, P. (1981). Curriculum implementation: A resource booklet. Toronto, ON: Ontario Ministry of Education.

Fullan, M., & Pomfret, A. (1977). Research on curriculum and instruction implementation. Review of Educational Research, 47(2), 335–397.

Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329.

Gage, N. L. (1979). The scientific basis for the art of teaching. New York, NY: Teachers College Press.

Gage, N. L., & Berliner, D. (1983). Educational psychology. Boston: Houghton Mifflin.

Gagné, R. (1965). The conditions of learning. New York, NY: Holt, Rinehart & Winston.

Gagné, R. (1970). The conditions of learning, 2nd ed. New York, NY: Holt, Rinehart & Winston.

Gagné, R., & White, R. (1978). Memory structures and learning outcomes. Review of Educational Research, 48(2), 137–222.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.

 Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex.

Gentile, J. R. (1988). Instructional improvement: Summary and analysis of Madeline Hunter’s essential elements of instruction and supervision. Oxford, OH: National Staff Development Council.

Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Services, Institute of Education Sciences, U.S. Department of Education.

Gersten, R., Fuchs, L., Williams, J., & Baker, S. (2001). Teaching reading comprehension strategies to children with learning disabilities: A review of research. Review of Educational Research, 71(2), 279–320.

Gibbons, G. (1991). From seed to plant. Holiday House.

Giese, J. R. (1989). The progressive era: The limits of reform. Boulder, CO: Social Science Education Consortium.

Glade, M. E., & Giese, J. R. (1989). Immigration, pluralism, and national identity. Boulder, CO: Social Science Education Consortium.

Glaser, R. (Ed.) (1962). Training research and education. Pittsburgh, PA: University of Pittsburgh Press.

Glass, G. V. (1975). Primary, secondary, and meta-analysis of research. Educational Researcher, 7(3), 33–50.

Glynn, S. M. (1994). Teaching science with analogies. Athens, GA: National Reading Research Center, University of Georgia.

Glynn, S. (2015). Analogies, role in science learning. In Richard Gunstone, (Ed.), Encyclopedia of Science Education (pp. 44–48). Springer, Dordrecht. https://doi.org/10.1007/978-94-007- 2150-0_89

Goffman, I. (1986). Gender advertisements. New York, NY: Harper.

Good, T., Grouws, D., & Ebmeier, H. (1983). Active mathematics teaching. New York, NY: Longman.

Goodlad, J. (1984). A place called school. New York, NY: McGraw-Hill.

Goodlad, J., & Klein, F. (1970). Looking behind the classroom door. Worthington, OH: Charles A. Jones.

Gordon, W. J. J. (1955, December). Some environmental aspects of creativity. Paper delivered to the Department of Defense, Fort Belvoir, VA.

Gordon, W. J. J. (1956). Creativity as a process. Paper delivered at the First Arden House Conference on Creative Process.

Gordon, W. J. J. (1961). Synectics. New York, NY: Harper & Row.

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Graves, M. (2006). The vocabulary book: Learning & instruction. New York, NY: Teachers College Press.

Graves, M. F., Juel, C., & Graves, B. B. (2001). Teaching reading in the 21st century (2nd Ed.). Boston: Allyn & Bacon.

Graves, M. F., Watts, S. M., Graves, B. B. (1994). Essentials of classroom teaching: Elementary reading methods. Boston: Allyn & Bacon.

Green, J., & McElfatrick, C. (2019). The magic and mystery of trees. DK Publishing.

Greenberg, J. (2006) Biological Sciences Curriculum Study: Blue version—A molecular approach. Glencoe, IL: McGraw-Hill.

Gregory, A., & Evans, K. R. (2020). The starts and stumbles of restorative justice in education: Where do we go from here? Boulder, CO: National Education Policy Center. Retrieved 5/15/2023 from http://nepc.colorado.edu/publication/restorative-justice

Gunning, T. (1998). Best books for beginning readers. Boston, MA: Allyn & Bacon.

Halberstam, D. (1998). The children. New York, NY: Random House.

Halberstam, D. (2002). Firehouse. New York, NY: Hyperion.

Hall, G., & Hord, S. (2015) Implementing change. Boston: Pearson Inc.

Hanson, R., & Farrell, D. (1995). The long-term effects on high school seniors of learning to read in kindergarten. Reading Research Quarterly, 30(4), 908–933.

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H. Brookes.

Harvey, O. J., Hunt, D., & Schroeder, H. (1961). Conceptual systems and personality organization. New York, NY: Wiley.

Hawkes, E. (1971). The effects of an instruction strategy on approaches to problem-solving. Unpublished doctoral dissertation, Teachers College, Columbia University

Hebert, M., Bohaty, J. J., Nelson, J. R., & Brown, J. (2016). The effects of text structure instruction on expository reading comprehension: A meta-analysis. Journal of Educational Psychology, 108(5), 609–629. https://doi.org/10.1037/edu0000082 

Heroman, C. (2017). Making & tinkering with STEM: Solving design challenges with young children. Washington, DC: NAEYC.

Hertz-Lazarowitz, R. (1993). Using group investigation to enhance Arab–Jewish relationships. Cooperative Learning, 11(2), 13–14.

Hill, H., Rowan, B., & Ball, D. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406.

Hillocks, G. (1987). Synthesis of research on teaching writing. Educational Leadership, 44(8), 71–82.

Hoetker, J., & Ahlbrand, W. (1969). The persistence of the recitation. American Educational Research Journal, 6, 145–167.

Holloway, S. D. (1988). Concepts of ability and effort in Japan and the United States. Review of Educational Research, 58(3), 327–345.

Hopkins, D. (1987). Improving the quality of schooling. London, UK: Falmer Press.

Hopkins, D. (1990). Integrating staff development and school improvement: A study of teacher personality and school climate. In B. Joyce (Ed.), Changing school culture through staff development. 1990 Yearbook of the Association for Supervision and Curriculum Development. Alexandria, VA: ASCD.

Howes, E., & Cruz, B. (2009). Role-playing in science education: An effective strategy for developing multiple perspectives, Journal of Elementary Science Education, 21(3), 33–46.

Hrycauk, M. (2002). District weaves a safety net. Journal of Staff Development, 23(1), 55–58.

Huberman, M., & Miles, M. (1984). Innovation up close. New York, NY: Plenum.

Huhtala, J. (1994). Group investigation structuring an inquiry-based curriculum. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Hunt, D. E. (1966). A conceptual systems change model and its application to education. In O. J. Harvey (Ed.), Experience, structure and adaptability (pp. 277–302). New York, NY: Springer.

Hunt, D. E. (1970). A conceptual level matching model for coordinating learner characteristics with educational approaches. Interchange: A Journal of Educational Studies, 1(2), 1–31.

Hunt, D. E. (1971). Matching models in education. Toronto, ON: Ontario Institute for Studies in Education.

Hunt, D. E. (1975). The B-P-E paradigm in theory, research, and practice. Canadian Psychological Review, 16, 185–197.

Hunt, D. E., Butler, L. F., Noy, J. E., & Rosser, M. E. (1978). Assessing conceptual level by the paragraph completion method. Toronto, ON: Ontario Institute for Studies in Education.

Hunt, D. E., & Joyce, B. (1967). Teacher trainee personality and initial teaching style. American Educational Research Journal, 4, 253–259.

Hunt, D. E., & Sullivan, E. V. (1974). Between psychology and education. Hinsdale, IL: Dryden.

Hunt, T. C. (2023). National Defense Education Act. Encyclopedia Britannica. https://www.britannica.com/topic/National-Defense-Education-Act 

Hunter, I. (1964). Memory. Harmondsworth, Middlesex: Penguin Books.

Iacocca, L., with Whitney, C. (2007). Where have all the leaders gone? Scribner.

Ingersoll, R. M., & Collins, G. J. (2019). Accountability, control and teachers’ work in American Schools. In S. Zepeda & J. Ponticell (Eds.), The Wiley handbook of educational supervision (pp. 159–181). New York: Wiley-Blackwell.

International Reading Association. (1998). Position statement on phonemic awareness and the teaching of reading. Newark, DE: International Reading Association.

International Reading Association & The National Association for the Education of Young Children. (1998). Position statement on learning to read and write: Developmentally appropriate practices for young children. Newark, DE: International Reading Association.

Ivany, G. (1969). The assessment of verbal inquiry in elementary school science. Science Education, 53(4), 287–293.

Johnson, D. W., & Johnson, R. T. (1974). Instructional goal structure: Cooperative, competitive, or individualistic. Review of Educational Research, 44, 213–240.

Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive and individualistic learning (5th ed.). Boston, MA: Allyn & Bacon.

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Research, 38(5), 365–379.

Johnson, D., & Johnson, R. T. (2018/2019). Cooperative learning: The foundation for active learning. In S. M. Brito (Ed.), Active learning – Beyond the future (pp. 59–70). IntechOpen.

Johnson, D., Johnson, R., & Holubec, E. (1994). Circles of learning: Cooperation in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Johnston, F. R. (1999). The timing and teaching of word families. The Reading Teacher, 53(1), 64–75.

Joswick, C., & Hulings, M. (2023). A systematic review of BSCS 5E instructional model evidence. International Journal of Science and Mathematics Education, 1–22. https://doi.org/10.1007/ s10763-023-10357-y

Joyce, B. (1991). Common misconceptions about cooperative learning and gifted students. Educational Leadership, 48(6), 72–74.

Joyce, B., Bush, R., & McKibbin, M. (1982). The California Staff Development Study: The January report. Sacramento: The California Department of Education.

Joyce, B., & Calhoun, E. (Eds.) (1996). Learning experiences in school renewal. ERIC Clearinghouse.

Joyce, B., & Calhoun, E. (1998). Learning to teach inductively. Allyn & Bacon.

Joyce, B., & Calhoun, E. (2010). Models of professional development. Thousand Oaks, CA: Corwin Press

Joyce, B., & Calhoun, E. (2012). Realizing the promise of 21st century education: An owner’s manual. Corwin.

Joyce, B., & Calhoun, E. (2019). Peer coaching in education: From partners to faculties and districts. In S. Zepeda & J. Ponticell (Eds.), The Wiley handbook of educational supervision (pp. 307–316). New York: Wiley-Blackwell.

Joyce, B., Calhoun, E., & Hopkins, D. (1999). The new structure of school improvement: Inquiring schools and achieving students. Open University Press.

Joyce, B., Calhoun, E., & Hrycauk, M. (2003). Learning to read in kindergarten. Phi Delta Kappan, 85(2), 126–132.

Joyce, B., Calhoun, E., Jutras, J., & Newlove, K. (2006). Scaling up: The results of a literacy curriculum implemented across an entire 53-school education authority. Paper presented at the Asian Pacific Educational Research Association, Hong Kong.

Joyce, B., Calhoun, E. Puckey, M. & Hopkins, D. (1997). From England/inquiring and collaborating at an exemplary school. Educational Leadership, 54(8), 63–66.

Joyce, B., Hopkins, D., & Calhoun, E. (2014). Winning with coaching: Strengthening the links between professional learning, CCSS, and STEM. Changing Schools (Fall, pp. 8–10). Denver Co: McRel.

Joyce, B., Hopkins, D., & Calhoun, E. (2014). Winning with coaching: Strengthening the links between professional learning, CCSS, and STEM. Changing Schools (Fall, pp. 8–10). Denver Co: McRel.

Joyce, B., Hrycauk, M., & Calhoun, E. (2001). A second chance for struggling readers. Educational Leadership, 58(6), 42–47.

Joyce, B., Hrycauk, M., Calhoun, E., & Hrycauk, W. (2006). The tending of diversity through a robust core literacy curriculum: Gender, socioeconomic status, learning disabilities, and ethnicity. Paper presented at the Asian Pacific Educational Research Association, Hong Kong.

Joyce, B., Murphy, C., Showers, B., & Murphy, J. (1989). School renewal as cultural change. Educational Leadership, 47(3), 70–77.

Joyce, B., Peck, L., & Brown, C. (Eds.) (1981). Flexibility in teaching (pp. 94–100). New York, NY: Longman.

Joyce, B., & Showers, B. (1982). The coaching of teaching. Educational Leadership, 40(1), 4–8, 10.

Joyce, B., & Showers, B. (1983). Power in staff development through research on training. Alexandria, VA: ASCD.

Joyce, B. & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.

Joyce, B., & Showers, B. (2004). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.

Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (8th ed.). New York, NY: Pearson.

Joyce, B., Weil, M. & Wald, R. (1981). Can teachers learn repertoires of models of teaching? In B. Joyce, L. Peck, & C. Brown (Eds.), Flexibility in teaching (pp. 141–156). New York, NY: Longman.

Joyce, B., & Wolf, J. M. (1996). Readersville: Building a culture of readers and writers. In B. Joyce & E. Calhoun (Eds.), Learning experiences in school renewal. An exploration of five successful programs (pp. 95–115). Eugene, OR: ERIC Clearinghouse on Educational Management.

Juel, C. (1988). Learning to read and write. Journal of Educational Psychology, 80(4), 437–447

Kagan, S. (1990). Cooperative learning resources for teachers. San Juan Capistrano, CA: Resources for Teachers.

Kagan, S., & Kagan, M. (2015). Kagan cooperative learning. San Clemente, CA: Kagan Publishing.

Kamii, C., & DeVries, R. (1974). Piaget-based curricula for early childhood education. In R. Parker (Ed.), The preschool in action. Boston, MA: Allyn & Bacon.

Kaplan, A. (1964). The conduct of inquiry. San Francisco, CA: Chandler.

Karplus, R. (1964). Theoretical background of the science curriculum improvement study. Berkeley, CA: University of California Press.

Kay, K. (2010). 21st century skills: Why they matter, what they are, and how we get there. In J. Bellanca & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (pp. xiii–xxi). Bloomington, IN: Solution Tree Press.

Keyes, D. K. (2006). Metaphorical voices: Secondary students’ exploration into multidimensional perspectives in literature and creative writing using the synectics model. Unpublished doctoral dissertation, University of Houston.

Klauer, K., & Phye, G. (2008). Inductive reasoning: A training approach. Review of Educational Research, 78(1), 85–123.

Klein, S. (1985). Handbook for achieving sex equity through education. Baltimore, MA: Johns Hopkins University Press.

Knowles, M. (1978). The adult learner: A neglected species. Houston, TX: Gulf. 

Kohlberg, L. (1966). Moral education and the schools. School Review, 74, 1–30. 

Kohlberg, L. (1976). The cognitive developmental approach to moral education. In D. Purpel & K. Ryan (Eds.), Moral education: It comes with the territory. Berkeley, CA: McCutchan.

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268

Kramarski, B., & Maravech, Z. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281–310. 

Kretlow, A., & Bartholomew, C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. https://doi.org/10.1177/0888406410371643

Kucan, L., & Beck, I. L. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67(3), 271–299.

Kuhn, D., Amsel, E., & O’Loughlin, M. (1988). The development of scientific thinking skills. New York, NY: Academic Press. 

Kulik, C. C., Kulik, J. A., & Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of Educational Research, 60, 265–299

Kurtz, L. (1990). The self-help movement: Review of the past decade of research. Social Work with Groups, 13(3), 101–115.

Lawton, J. T. (1977). The use of advance organizers in the learning and retention of logical operations in social studies concepts. American Educational Research Journal, 14(1), 24–43.

Lawton, J. T., & Wanska, S. K. (1977, Summer). The effects of different types of advance organizers on classification learning. American Educational Research Journal, 16(3), 223–239.

Leithwood, K., Harris, A., & Hopkins, D. (2019). Seven strong claims about successful school leadership revisited. School Leadership & Management, doi:10.1080/13632434.2019.1596077 

Levin, J. R., McCormick, C., Miller, H., & Berry, J. (1982). Mnemonic versus nonmnemonic strategies for children. American Educational Research Journal, 19(1), 121–136.

Levin, J. R., Shriberg, L., & Berry, J. (1983). A concrete strategy for remembering abstract prose. American Educational Research Journal, 20(2), 277–290.

Levin, M. E., & Levin, J. R. (1990). Scientific mnemonics: Methods for maximizing more than memory. American Educational Research Journal, 27, 301–321.

Levy, D. V., & Stark, J. (1982). Implementation of the Chicago mastery learning reading program at inner-city elementary schools. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Lindvall, C. M., & Bolvin, J. O. (1966). The project for individually prescribed instruction. Oakleaf Project. Unpublished manuscript, Learning Research and Development Center, University of Pittsburgh.

Linn, M., & Hyde, J. (1989). Gender, mathematics, and science. Educational Researcher, 18(8), 17–19, 22–27.

Lippitt, R., Fox, R., & Schaible, L. (1969). Social science laboratory units. Chicago, IL: Science Research Associates.

Locke, J. (1927). Some thoughts concerning education (R. H. Quick, Ed.). Cambridge, UK: Cambridge University Press

Lorayne, H., & Lucas, J. (1974). The memory book. Briercliff Manor, NY: Lucas Educational Systems.

Lortie, D. (1975). Schoolteacher. Chicago, IL: University of Chicago Press.

Loucks, S. F., Newlove, B. W., & Hall, G. E. (1975). Measuring levels of use of the innovation: A manual for trainers, interviewers, and raters. Austin, TX: Research and Development Center for Teacher Education, University of Texas.

Lucas, J. (2001). Learning how to learn. Frisco, TX: Lucas Educational Systems.

Luiten, J., Ames, W., & Ackerson, G. A. (1980). A meta-analysis of the effects of advance organizers on learning and retention. American Educational Research Journal, 17, 211–218. 

Lumsdaine, A. A., & Glaser, R. (Eds.) (1960). Teaching machines and programmed learning: A source book. Washington, DC: National Education Association.

Lunis, N. (1997). Discovering electricity. Sundance/Newbridge Big Books. https://www.s undancenewbridge.com/

Lunis, N., & White, N. (1999). Being a scientist. New York, NY: Newbridge Educational Publishing.

Madaus, G. F., Airasian, P. W., & Kellaghan, T. (1980). School effectiveness: A reassessment of the evidence. New York: McGraw Hill.

Madden, N. A., & Slavin, R. E. (1983). Cooperative learning and social acceptance of mainstreamed academically handicapped students. Journal of Special Education, 17, 171–182.

Mahoney, M., & Thoresen, C. (1972). Behavioral self-control: Power to the person. Educational Researcher, 1, 5–7.

Maloney, D. (1994). Research on problem solving: Physics. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 327–354). New York, NY: Macmillan

Maslow, A. (1962). Toward a psychology of being. New York, NY: Van Nostrand. 

Mastropieri, M. A., & Scruggs, T. E. (1991). Teaching students ways to remember. Cambridge, MA: Brookline Books.

Mastropieri, M. A., & Scruggs, T. E. (1994). A practical guide for teaching science to students with special needs in inclusive settings. Austin, TX: Pro-Ed. 

Mayer, R. F. (1979). Can advance organizers influence meaningful learning? Review of Educational Research, 49(2), 371–383. 

Mazuzan, G. T. (1994, July 15). The National Science Foundation: A brief history. https://www. nsf.gov/about/history/nsf50/nsf8816.jsp 

McCarthy, B. (1981). The 4mat system: Teaching to learning styles with right/left mode techniques. Barrington, IL: Excel. 

McDonald, F. J., & Elias, P. (1976). Beginning teacher evaluation study: Phase II, 1973–74. Executive summary report. Princeton, NJ: Educational Testing Service

McGill-Franzen, A., & Allington, R. (1991). The gridlock of low achievement. Remedial and Special Education, 12, 20–30.

McGill-Franzen, A., Allington, R., Yokoi, I., & Brooks, G. (1999). Putting books in the room seems necessary but not sufficient. Journal of Educational Research, 93, 67–74

McGill-Franzen, A., & Goatley, V. (2001). Title I and special education: Support for children who struggle to learn to read. In S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research (pp. 471–484). New York, NY: Guilford.

McGill-Franzen, A., & Goatley, V. (2001). Title I and special education: Support for children who struggle to learn to read. In S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research (pp. 471–484). New York, NY: Guilford.

McKinney, C., Warren, A., Larkins, G., Ford, M. J., & Davis, J. C. III. (1983). The effectiveness of three methods of teaching social studies concepts to fourth-grade students: An aptitude– treatment interaction study. American Educational Research Journal, 20, 663–670

Medley, D. M. (1977). Teacher competence and teacher effectiveness. Washington, DC: American Association of Colleges of Teacher Education. 

Medley, D. M. (1982). Teacher effectiveness. In H. Mitzel (Ed.), Encyclopedia of educational research (pp. 1894–1903). New York, NY: Macmillan.

Medley, D., Soar, R., & Coker, H. (1984). Measurement-based evaluation of teacher performance. New York, NY: Longman.

Medley, D., Soar, R., & Coker, H. (1984). Measurement-based evaluation of teacher performance. New York, NY: Longman.

Miles, M., & Huberman, M. (1984). Innovation up close. New York, NY: Praeger.

Millar, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity to process information. Psychological Review, 63, 81–87

Miller, M. J. (1980). Role-playing as a therapeutic strategy: a research review. The School Counselor, 27(3), 217–226.

Minner, D., Levy, A., & Century, J. (2010). Inquiry-based science instruction: What is it and does it matter? Results from a research synthesis years 1984–2002. Journal of Research in Science Teaching 47(4), 474–496.

More, T. (1965). Utopia. New York: Dutton. 

Morris, R. (1997, September). How new research on brain development will influence educational policy. Paper presented at Policy Makers Institute, Georgia Center for Advanced Telecommunications Technology. Atlanta, GA. 

Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. New York, NY: Scholastic

Nagy, W., & Anderson, R. (1984). How many words are there in printed English? Reading Research Quarterly, 19, 304–330. 

Nagy, W. E., & Herman, P. A. (1987). Breadth and depth in vocabulary knowledge. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19–35). Lawrence Erlbaum. 

Nagy, W., Herman, P., & Anderson, R. (1985). Learning words from context. Reading Research Quarterly, 20, 233–253. 

Natale, J. (2001). Early learners: Are full-day kindergartens too much for young children? American School Board Journal, 188(3), 22–25.

National Academies of Sciences, Engineering, & Medicine. (2019). Science and engineering for grades 6–12: Investigation and design at the center. Washington, DC: The National Academies Press. https://doi.org/10.17226/25216. Retrieved 4/6/2023 from https://nap.nationalacademies. org/download/25216# 

National Academies of Sciences, Engineering, and Medicine. (2022a). Science and engineering in preschool through elementary grades: The brilliance of children and the strengths of educators. Washington, DC: The National Academies Press. https://doi.org/10.17226/26215

National Academies of Sciences, Engineering, and Medicine. (2022b). Taking stock of science standards implementation: Planning for progress: Proceedings of a workshop—in brief. Washington, DC: The National Academies Press. https://doi.org/10.17226/26766

National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academies Press. https://doi.org/10.17226/11463

National Center for Education Statistics. (2011). The Nation’s Report Card: Reading 2011 (NCES 2012-457). Washington, DC: U.S. Department of Education, Institute of Education Sciences. Available from https://nces.ed.gov/nationsreportcard/pdf/main2011/2012457.pdf

National Center for Education Statistics. (2011–2013). Schools and Staffing Survey (SASS) and Teacher Followup Survey (TFS). Washington, DC: U.S. Department of Education. NCES. 

National Council for the Social Studies. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010a). Common Core State Standards for English language arts and literacy in history/ social studies, science, and technical subjects: Appendix A: Research supporting key elements of the standards and glossary of key terms. Washington, DC: Authors. Retrieved from www.corestandards.org/assets/Appendix_A.pdf.assets/Appendix_C.pdf

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010b). Common Core State Standards for mathematics. Washington, DC: Authors. Retrieved from https://www.thecorestandards.org/Math/

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction—Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development. Available at https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf 

National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.

National Research Council. (2013). Next Generation Science Standards: For States, by States. Washington, DC: The National Academies Press. https://doi.org/10.17226/18290

National Research Council. (2013). Next Generation Science Standards: For States, by States. Washington, DC: The National Academies Press. https://doi.org/10.17226/18290

Neuman, S., & Dickinson, D. (Eds.) (2001). Handbook of early literacy research. New York, NY: Guilford Press.

New Standards Primary Literacy Committee. (1999). Reading and writing: Grade by grade. Pittsburgh, PA: National Center on Education and the Economy and the University of Pittsburgh.

New Teacher Center. (2013). TELL. Maryland Research Survey Brief. Santa Cruz, CA. New Teacher Center. Retrieved from https://tellmaryland.org/uploads/File/MD113 Brief Val Rel.pdf

Newby, T. J., & Ertner, P. A. (1994). Instructional analogies and the learning of concepts. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.

Nicholson, A. M., & Joyce, B. (with D. Parker & F. Waterman). (1976). The literature on inservice teacher education. (ISTE Report No 3.) Syracuse, NY: National Dissemination Center, Syracuse University.

Nolan, V., & Williams, C. (2010). Imagine that: Celebrating 50 years of synectics. Boston: Synectics World.

Nucci, L. P. (Ed.) (1989). Moral development and character education. Berkeley, CA: McCutchan.

Obama, M. (2018) Becoming. New York, NY: Crown Publishing Group, A division of Penguin.

Olson, D. R. (1970). Cognitive development: The child’s acquisition of diagonality. New York, NY: Academic Press.

Organization for Economic Cooperation and Development (OECD). (2009). OECD programme for international student assessment (PISA) 2009 results. Retrieved from https://www.oecd.org/ pisa/pisaproducts/48852548.pdf

Organization for Economic Cooperation and Development (OECD). (2013). Results: What makes schools successful? Resources, policies, and practices (Vol. IV). Paris: OECD.

Organization for Economic Cooperation and Development OECD. (2019). PISA 2018: Insights and interpretations. Paris: OECD.

Owen, R. (2019). Roots, stems, leaves, and flowers: Let’s investigate plant parts. Ruby Tuesday Books.

Parker, L., & Offer, J. (1987). School science achievement: Conditions for equality. International Journal for Science Education, 8(2), 173–183.

Pavlov, I. (1927). Conditioned reflexes: An investigation of physiological activity of the cerebral cortex (G. V. Anrep, Trans.). London, UK: Oxford University Press.

PBS Teacherline. (2005). An introduction to underlying principles and research for effective literacy instruction. PBS Electronic Catalog. Washington, DC: PBS Teacherline.

Pearson, P. D., & Dole, J. A. (1987). Explicit comprehension instruction: A review of research and a new conceptualization of instruction. The Elementary School Journal, 88(2), 151–165.

Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344.

Peng, P., Wang, W., Filderman, M. J., Zhang, W., & Lin, L. (2023). The active ingredient in reading comprehension strategy intervention for struggling readers: A Bayesian network metaanalysis. Review of Educational Research, 94(1). https://doi.org/10.3102/00346543231171345

Perkins, D. N. (1984). Creativity by design. Educational Leadership, 42(1), 18–25. 

Perls, F. (1968). Gestalt therapy verbatim. Lafayette, CA: Real People Press.

Peterson, P., & Clark, C. (1978). Teachers’ reports of their cognitive processes while teaching. American Educational Research Journal, 15(4), 555–565.

Peterson, P., Marx, R., & Clark, C. (1978). Teacher planning, teacher behavior, and student achievement. American Educational Research Journal, 15(4), 417–432.

Phenix, P. (1961). Education and the common good. New York, NY: Harper.

Piaget, J. (1952). The origins of intelligence in children. New York, NY: International University Press.

Piaget, J. (1960). The child’s conception of the world. Atlantic Highlands, NJ: Humanities Press.

Pinnell, G. S., Lyone, C. A., Deford, D., Bryk, A., & Seltzer, M. (1994). Comparing instructional models for the literacy education of high-risk first graders. Reading Research Quarterly, 29(1), 9–38.

PISA 2006: Science competencies for tomorrow’s world. (2007). OECD briefing note for the United States. Retrieved from www.oecd.org/dataoecd/16/28/39722597.pdf

Plato. (1945). Republic (F. M. Cornford, Trans.). New York, NY: Oxford University Press

Pont, B., Nusche D., & Hopkins D. (Eds) (2008). Improving school leadership, Volume 2: Case studies on system leadership. Paris: OECD/SSAT.

Pressley, M. (1977). Children’s use of the keyword method to learn simple Spanish words. Journal of Educational Psychology, 69(5), 465–472.

Pressley, M. (1992). Reading instruction that works: The case for balanced literacy (2nd ed.). New York: Guilford.

Pressley, M. (1995). Cognitive strategy instruction that really improves student performance. Cambridge, MA: Brookline.

Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. Farstrup & J. Samuels (Eds.), What research has to say about reading instruction (pp. 291–310). Newark, DE: International Reading Association.

Pressley, M. (2005). Reading instruction that works: The case for balanced teaching (3rd ed.). New York: Guilford.

Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.

Pressley, M., & Brainerd, C. (Eds). (1985). Cognitive learning and memory in children. New York, NY: Springer-Verlag.

Pressley, M., & Dennis-Rounds, J. (1980). Transfer of a mnemonic keyword strategy at two age levels. Journal of Educational Psychology, 72(4), 575–607.

Pressley, M., & Levin, J. R. (1978). Developmental constraints associated with children’s use of the keyword method of foreign language learning. Journal of Experimental Child Psychology, 26(1), 359–372.

Pressley, M., Levin, J. R., & Delaney, H. D. (1982). The mnemonic keyword method. Review of Educational Research, 52(1), 61–91. 

Pressley, M., Levin, J., & Ghatala, E. (1984). Memory-strategy monitoring in adults and children. Journal of Verbal Learning and Verbal Behavior, 23(2), 270–288.

Pressley, M., Levin, J. R., & McCormick, C. (1980). Young children’s learning of foreign language vocabulary: A sentence variation of the keyword method. Contemporary Educational Psychology, 5(1), 22–29.

Pressley, M., Levin, J., & Miller, G. (1981a). How does the keyword method affect vocabulary, comprehension, and usage? Reading Research Quarterly, 16(2), 213–226. 

Pressley, M., Levin, J., & Miller, G. (1981b). The keyword method and children’s learning of foreign vocabulary with abstract meanings. Canadian Psychology, 35(3), 283–287.

Pressley, M., Samuel, J., Hershey, M., Bishop, S., & Dickinson, D. (1981). Use of a mnemonic technique to teach young children foreign-language vocabulary. Contemporary Educational Psychology, 6, 110–116

Pressley, T., Allington, R. L., & Pressley, M. (2023). Reading instruction that works: The case for balanced instruction (5th Ed.). New York: Guilford.

Purkey, S., & Smith, M. (1983). Effective schools: A review. Elementary School Journal, 83(4), 427–452.

Purpel, D., & Ryan, K. (Eds.) (1976). Moral education: It comes with the territory. Berkeley, CA: McCutchan.

Qin, Z., Johnson, D. W., & Johnson, R. T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65(2), 82–102.

Raver, C., Jones, S., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ preacademic skills: Self-regulation as a mediating mechanism. Child Development, 82(1), 362–378. doi: 10.1111/j.1467-8624.2010.01561.x

Resnick, L. B. (1987). Education and learning to think. Washington, DC: Academic Press.

Rhine, W. R. (Ed.) (1981). Making schools more effective: New directions from follow through. New York, NY: Academic Press.

Rimm, D. C., & Masters, J. C. (1974). Behavior therapy: Techniques and empirical findings. New York, NY: Academic Press.

Ripple, R., & Drinkwater, D. (1981). Transfer of learning. In H. E. Mitzel (Ed.), Encyclopedia of educational research (Vol. 4, pp. 1947–1953). New York, NY: Free Press, Macmillan.

Roberts, J. (1969). Human relations training and its effect on the teaching-learning process in social studies. (Final Report.) Albany, NY: Division of Research, New York State Education Department.

Roebuck, F., Buhler, J., & Aspy, D. (1976). A comparison of high and low levels of humane teaching/ learning conditions on the subsequent achievement of students identified as having learning difficulties. (Final Report: Order No. PLD6816-76 re the National Institute of Mental Health.) Denton, TX: Texas Woman’s University Press

Rogers, C. (1961). On becoming a person. Boston, MA: Houghton Mifflin. 

Rogers, C. (1971). Client centered therapy. Boston, MA: Houghton Mifflin. 

Rogers, C. (1982). Freedom to learn in the eighties. Columbus, OH: Merrill. 

Rogers, S., & Evans, J. (2008). Inside role-play in early childhood education: Researching young children’s perspectives. London: Routledge.

Rolheiser-Bennett, C. (1986). Four models of teaching: A meta-analysis of student outcomes. Ph.D. thesis, University of Oregon.

Romberg, T. A., & Wilson, J. (1970). The effect of an advance organizer, cognitive set, and postorganizer on the learning and retention of written materials. Paper presented at the annual meeting of the American Educational Research Association, Minneapolis, MN.

Rosenholtz, S. J. (1989). Teachers’ workplace: The social organization of schools. White Plains, NY: Longman.

Rosenshine, B. (1971). Teaching behaviours and student achievement. Slough, England: National Foundation for Educational Research in England and Wales.

Rosenshine, B. (1985). Direct instruction. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (Vol. 3, pp. 1395–1400). Oxford, UK: Pergamon Press.

Rousseau, J. J. (1983). Emile. New York, NY: Dutton. (Original work published 1762.) 

Rowe, M. B. (1969). Science, soul, and sanctions. Science and Children, 6(6), 11–13. 

Rowe, M. B. (1974). Wait-time and rewards as instructional variables: Their influence on language, logic, and fate control. Journal of Research in Science Teaching, 11, 81–94

Rutter, M., Maughan, R., Mortimore, P., & Oustin, J., with Smith, A. (1979). Fifteen thousand hours: Secondary schools and their effects on children. Cambridge, MA: Harvard University Press.

Sadker, M., & Sadker, D. (1994). Failing at fairness. New York, NY: Touchstone (Simon & Schuster). 

Sahlberg, P. (Ed.) (1990). Luonnontieteiden opetuksen työtapoja. Helsinki: Valtion painatuskeskus. 

Sahlberg, P. (2018). FinnishEd leadership: Four big, inexpensive ideas to transform education. Corwin. 

Sahlberg, P. (2021). Finnish lessons. What can the world learn from educational change in Finland. New York: Teachers College Press.

Sanders, D. A., & Sanders, J. A. (1984). Teaching creativity through metaphor. New York, NY: Longman. 

Sanders, W., & Rivers, J. (1996). Cumulative and residual effects of teachers on future student academic achievement: Research progress report. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center. 

Sarason, S. (1982). The culture of the school and the problem of change (2nd ed.). Boston, MA: Allyn & Bacon.

Scanlon, R., & Brown, M. (1969). In-service education for individualized instruction. Unpublished manuscript. Philadelphia, PA: Research for Better Schools. 

Scardamalia, M., & Bereiter, C. (1984). Development of strategies in text processing. In H. Mandl, N. Stein, & T. Trabasso (Eds.), Learning and comprehension of text (pp. 370–406). Hillsdale, NJ: Erlbaum. 

Schaefer, L. M., & Schaefer, A. (2016). Because of an acorn. Chronicle. 

Schaefer, R. (1967). The school as a center of inquiry. New York, NY: Harper & Row. 

Schaubel, L., Klopfer, L. E., & Raghavan, K. (1991). Students’ transition from an engineering model to a science model of experimentation. Journal of Research on Science Teaching, 28(9), 859–882. 

Schlenker, R. (1976). Learning about fossil formation by classroom simulation. Science Activities, 28(3), 17–20.

Schmuck, R. A., & Runkel, P. J. (1985). The handbook of organizational development in schools (3rd ed.). Palo Alto, CA: Mayfield Press.

Schmuck, R. A., Runkel, P. J., Arends, R., & Arends, J. (1977). The second handbook of organizational development in schools. Palo Alto, CA: Mayfield Press.

Schön, D. (1982). The reflective practitioner. New York, NY: Basic Books.

Schrenker, G. (1976). The effects of an inquiry-development program on elementary schoolchildren’s science learning. Ph.D. thesis, New York University.

Schroeder, H. M., Driver, M. J., & Streufert, S. (1967). Human information processing: Individuals and groups functioning in complex social situations. New York, NY: Holt, Rinehart & Winston.

Schroeder, H. M., Karlins, M., & Phares, J. (1973). Education for freedom. New York, NY: Wiley. 

Schutz, W. (1967). Joy: Expanding human awareness. New York, NY: Grove Press. 

Schutz, W. (1982). Firo. New York, NY: Holt, Rinehart & Winston.

Schwab, J. (1965). Biological sciences curriculum study: Biology teachers’ handbook. New York, NY: Wiley. 

Schwab, J. (1982). Science, curriculum, and liberal education: Selected essays. Chicago, IL: University of Chicago Press. 

Schwab, J., & Brandwein, P. (1962). The teaching of science. Cambridge, MA: Harvard University Press.

Shaftel, F., & Shaftel, G. (1967). Role playing of social values: Decision making in the social studies. Englewood Cliffs, NJ: Prentice-Hall. 

Shaftel, F., & Shaftel, G. (1982). Role playing in the curriculum. Englewood Cliffs, NJ: Prentice-Hall. 

Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: IES practice guide. NCEE 2010–4038. What Works Clearinghouse. 

Sharan, S. (1980). Cooperative learning in small groups: Recent methods and effects on achievement, attitudes, and ethnic relations. Review of Educational Research, 50(2), 241–271. 

Sharan, S. (1990). Cooperative learning: Theory and research. New York, NY: Praeger

Sharan, S., & Hertz-Lazarowitz, R. (1980a). Academic achievement of elementary school children in small-group versus whole-class instruction. Journal of Experimental Education, 48(2), 120–129. 

Sharan, S., & Hertz-Lazarowitz, R. (1980b). A group investigation method of cooperative learning in the classroom. In S. Sharan, P. Hare, C. Webb, & R. Hertz-Lazarowitz (Eds.), Cooperation in education (pp. 14–46). Provo, UT: Brigham Young University Press. 

Sharan, S., & Hertz-Lazarowitz, R. (1982). Effects of an instructional change program on teachers’ behavior, attitudes, and perceptions. Journal of Applied Behavioral Science, 18(2), 185–201. 

Sharan, S., & Shachar, H. (1988). Language and learning in the cooperative classroom. New York, NY: Springer-Verlag. 

Sharan, S., & Shaulov, A. (1990). Cooperative learning, motivation to learn, and academic achievement. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp. 173–202). New York, NY: Praeger. 

Sharan, S., Slavin, R., & Davidson, N. (1990). The IASCE: An agenda for the 90’s. Cooperative Learning, 10, 2–4.

Showers, B. (1980). Self-efficacy as a predictor of teacher participation in school decision-making. Ph.D. thesis, Stanford University. 

Showers, B. (1982a). A study of coaching in teacher training. Eugene, OR: Center for Educational Policy and Management, University of Oregon. 

Showers, B. (1982b). Transfer of training: The contribution of coaching. Eugene, OR: Center for Educational Policy and Management, University of Oregon. 

Showers, B. (1984). Peer coaching and its effect on transfer of training. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. 

Showers, B. (1985). Teachers coaching teachers. Educational Leadership, 42(7), 43–49.

Showers, B. (1989, March). Implementation: Research-based training and teaching strategies and their effects on the workplace and instruction. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. 

Showers, B., Joyce, B., & Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 45(3), 77–87. 

Showers, B., Joyce, B., Scanlon, M., & Schnaubelt, C. (1998). A second chance to learn to read. Educational Leadership, 55(6), 27–31.

Shymansky, J., Kyle, W., & Alport, J. (1983). The effects of new science curricula on student performance. Journal of Research in Science Teaching, 20(5), 387–404.

Sigel, I. E. (1969). The Piagetian system and the world of education. In J. Hunt (Ed.), Intelligence and experience. New York, NY: Ronald.

Sill, C. (2013). About birds: A guide for children. Atlanta, GA: Peachtree.

Simon, A., & Boyer, E. G. (1967). Mirrors for behavior: An anthology of classroom observation instruments. Philadelphia, PA: Research for Better Schools, Inc.

Sitotnik, K. (1983). What you see is what you get: Consistency, persistence, and mediocrity in classrooms. Harvard Educational Review, 53(1), 16–31.

Sizer, T. R. (1985). Horace’s compromise: The dilemma of the American high school. Boston, MA: Houghton Mifflin. 

Skinner, B. F. (1953). Science and human behavior. New York, NY: Macmillan. 

Skinner, B. F. (1978). Reflections on behaviorism and society. Englewood Cliffs, NJ: Prentice-Hall

Slavin, R. E. (1977a). How student learning teams can integrate the desegregated classroom. Integrated Education, 15(6), 56–58. 

Slavin, R. E. (1977b). A student team approach to teaching adolescents with special emotional and behavioral needs. Psychology in the Schools, 14(1), 7. 

Slavin, R. E. (1983). Cooperative learning. New York, NY: Longman. 

Slavin, R. E. (1990). Mastery learning re-reconsidered. Review of Educational Research, 60(2), 300–302. 

Slavin, R. E. (1991). Are cooperative learning and “untracking” harmful to the gifted? Educational Leadership, 48(6), 68–70. 

Slavin, R. E. (2014). Making cooperative learning powerful. Educational Leadership, 72(2), 22–26. 

Slavin, R. E., & Madden, N. (2001). One million children: Success for all. Thousand Oaks, CA: Corwin Press. 

Slavin, R., Madden, N., Dolan, L., & Wasik, B. (1996). Every child, every school: Success for all. Thousand Oaks, CA: Corwin

Smith, D. (2012). The state of the world atlas. New York, NY: Penguin. 

Smith, M. L. (1980). Effects of aesthetics educations on basic skills learning. Boulder, CO: Laboratory of Educational Research, University of Colorado.

Soar, R. S. (1973). Follow through classroom process measurement and pupil growth (1970–71). (Final Report.) Gainesville, FL: College of Education, University of Florida.

Spaulding, R. L. (1970). E. I. P. Durham, NC: Duke University Press.

Stagg, B. C., & Donkin, M. E. (2015). Mnemonics are an effective tool for adult beginners learning plant identification. Journal of Biological Education, 50(1), 1–17. http://dx.doi.org/10.1080/ 00219266.2014.1000360

Stahl, S. A. (1999). Vocabulary development. Cambridge, MA: Brookline Books. 

Stauffer, R. (1969a). Directing reading maturity as a cognitive-learning process. New York, NY: Harper & Row. 

Stauffer, R. G. (1969b). Teaching reading as a thinking process. New York, NY: Harper & Row. 

Stauffer, R. (1970). The language-experience approach to the teaching of reading. New York, NY: Harper & Row.

Staver, J. (1989). A summary of research in science education. Science Education, 70(3), 245–341.

Steinbeck, J. (1952). East of Eden. New York, NY: Viking Press. 

Sternberg, R. (1986). Synthesis of research on the effectiveness of intellectual skills programs. Educational Leadership, 44, 60–67.

Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students’ achievement, attitudes, and social relations. American Educational Research Journal, 32(2), 321–351.

Stevenson, H. W., Lee, S., & Stigler, J. W. (1986). Mathematics achievement of Chinese, Japanese, and American children. Science, 231, 693–699.

Stevenson, H. W., & Stigler, J. (1992). The learning gap. New York, NY: Summit Books. 

Stockard, J., Wood, T. W., Coughlin, C., & Khoury, C. R. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), 479–507. https://doi.org/10.3102/0034654317751919

Stone, C. L. (1983). A meta-analysis of advance organizer studies. Journal of Experimental Education, 51(4), 194–199.

Suchman, J. R. (1961). Inquiry training: Building skills for autonomous discovery. Merrill-Palmer Quarterly of Behavior and Development, 7(3), 147–169.

Suchman, J. R. (1962). The elementary school training program in scientific inquiry. Champaign, IL: University of Illinois Press.

Suchman, R. (1981). Idea book for geological inquiry. Chicago, IL: Trillium Press.

Sullivan, E. V. (1984). A critical psychology: Interpretations of the personal world. New York, NY: Plenum.

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Palo Alto, CA: Learning Policy Institute.

Swartz, S., & Klein, A. (1997). Research in reading recovery. Portsmouth, NH: Heinemann.

Taba, H. (1966). Teaching strategies and cognitive functioning in elementary school children. (Cooperative Research Project 2404.) San Francisco, CA: San Francisco State College.

Taub, E. (2010). The web way to learn a language. New York Times, October 27. Technology, p. 1.

Taylor, C. (Ed.) (1964). Creativity: Progress and potential. New York, NY: McGraw-Hill.

Taylor, C. (Ed.) (1964). Creativity: Progress and potential. New York, NY: McGraw-Hill.

Taylor, C. (Ed.) (1964). Creativity: Progress and potential. New York, NY: McGraw-Hill.

Thelen, H. (1954). Dynamics of groups at work. Chicago, IL: University of Chicago Press. 

Thelen, H. (1960). Education and the human quest. New York, NY: Harper & Row. 

Thelen, H. (1981). The classroom society: The construction of education. New York, NY: Halsted Press.

Thoresen, C. (Ed.) (1973). Behavior modification in education. Chicago, IL: University of Chicago Press. 

Thorndike, E. L. (1911). Animal intelligence: An experimental study of the associative process in animals. In Psychological Review, 8(Suppl. 2). New York: Macmillan. 

Thorndike, E. L. (1913). The psychology of learning: Volume II: Educational psychology. New York: Teachers College.

Tobias, S. (1993). Overcoming math anxiety. New York: Norton. 

Tobin, K. (1986). Effects of teacher wait time on discourse characteristics in mathematics and language arts classes. American Educational Research Journal, 23(2), 191–200.

Torrance, E. P. (1962). Guiding creative talent. Englewood Cliffs, NJ: Prentice-Hall. 

Torrance, E. P. (1965). Gifted children in the classroom. New York, NY: Macmillan.

U.S. Department of Education. (2022, December 7). U.S. Department of Education launches new initiative to enhance STEM education for all students [Press release for Raise the Bar: STEM Excellence for All Students initiative].

Vaughn, M., Parsons, S. A., & Massey, D. (2020). Aligning the science of reading with adaptive teaching. Reading Research Quarterly, 55(S-1), S299–S306.

Vaydylevich, Y. (2015, May). Iceland study provides insights into disease, paves way for large-scale genomic studies. NIH: National Human Genome Research Institute. Retrieved 4/20/2023 from https://www.genome.gov/27561444/iceland-study-provides-insights-into-diseasepaves-way-for-largescale-genomic-studies 

Vellutino, F., & Scanlon, D. (2001). Emergent literacy skills, early instruction, and individual differences as determinants of difficulties in learning to read: The case for early intervention. In S. Neuman & D. Dickinsons (Eds.), Handbook of early literacy research (pp. 295–321). New York, NY: Guilford.

Voss, B. A. (1982). Summary of research in science education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Vygotsky, L., (1986). Thought and language. Cambridge: MA: MIT Press.

Wade, N. (2002, June 18). Scientist at work/Kari Stefansson: Hunting for disease genes in Iceland’s genealogies. The New York Times, p. 4.

Wadsworth, B. (1978). Piaget for the classroom teacher. New York, NY: Longman. 

Walberg, H. J. (1985). Why Japanese educational productivity excels. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Walberg, H. J. (1986). What works in a nation still at risk. Educational Leadership, 44(1), 7–11. 

Walberg, H. J. (1990). Productive teaching and instruction: Assessing the knowledge base. Phi Delta Kappan, 71(6), 70–78.

Wallace, K. (2000). Born to be a butterfly. New York, NY: Dorling Kindersley

Wallace, R. C., Lemahieu, P. G., & Bickel, W. E. (1990). The Pittsburgh experience: Achieving commitment to comprehensive staff development. In B. Joyce (Ed.), Changing school culture through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.

Walston, J., & West, J. (2004). Full-day and half-day kindergarten in the United States. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Wang, H. H., Hong, Z. R., She, H. C., Smith, T. J., Fielding, J., & Lin, H. S. (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education, 9(14). https://doi.org/10.1186/s40594-022-00329-z

Wasik, B. A., & Slavin, R. E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28(2), 186–207.

Watson, J. B. (1916). The place of conditioned reflex in psychology. Psychological Review, 23, 89–116.

Watson, J. B., & Rayner, R. (1921). Conditioned emotional reactions. Journal of Experimental Psychology, 3, 1–14.

Weikart, D. (Ed.) (1971). The cognitively oriented curriculum: A framework for preschool teachers. Washington, DC: National Association for Education of Young Children.

Wentzel, K. (1991). Social competence at school: Relation between social responsibility and academic achievement. Review of Educational Research, 61(1), 1–24.

White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students, Cognition and Instruction, 16(1), 3–118.

White, B., Frederiksen, J., & Collins, A. (2009). The interplay of scientific inquiry and metacognition: More than a marriage of convenience. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 175–205). New York: Routledge.

White, S. (2002). Developmental Psychology as a Human Enterprise. Worcester, MA: Clark University Press.

White, T. G., Sowell, J., & Yanagihara, A. (1989). Teaching elementary children to use word-part clues. Reading Teacher, 42(4), 302–308.

Whitehead, A. (1929). The aims of education. New York, NY: Macmillan.

Wiederholt, J. L., & Bryant, B. (2001). Gray oral reading test. Austin, TX: Pro-Ed. 

Wiederholt, J. L., & Bryant, B. R. (2012). Gray oral reading test (5th ed.). Austin, TX: Pro-Ed. 

Wilford, J. (2013). Skull fossil suggests simpler human linkage. The New York Times, October 17, Science, p. 1.

Williams, K. (2017). National Geographic Readers: Plants (Level 1 Co-reader). Washington, DC: National Geographic Kids.

Wilson, C. D., Taylor, J. A., Kowalski, S. M., & Carlson, J. (2010). The relative effects and equity of inquiry-based and commonplace science teaching on students’ knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47(3), 276–301. 

Wing, R. (1965). Two computer-based economic games for sixth graders. Yorktown Heights, NY: Board of Cooperative Educational Services, Center for Educational Services and Research.

Wolfe, P., & Brandt, R. (1998). What do we know from brain research? Educational Leadership, 56(3), 8–13.

Wolpe, J. (1969). The practice of behavior therapy. Oxford, UK: Pergamon Press.

Wood, K., & Tinajero, J. (2002, May). Using pictures to teach content to second language learners. Middle School Journal, 47–51.

Worthen, B. (1968). A study of discovery and expository presentation: Implications for teaching. Journal of Teacher Education, 19, 223–242.

Wright, D. M., & Ehri, L. (2007). Beginners remember orthography when they learn to read words: The case of doubled letters. Applied Psycholinguistics, 28(1), 115–133.

Zepeda, S., & Ponticell, J. (Eds.) (2019). The Wiley handbook of educational supervision. Hoboken, NJ: John Wiley & Sons.

Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H. (2005). What makes the difference: A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107(8), 1836–1884.

Ziegler, S. (1981). The effectiveness of cooperative learning teams for increasing cross-ethnic friendship: Additional evidence. Human Organization, 40, 264–268.

Zimmer, C. (2015, March 15). In Iceland’s DNA, new clues to disease-causing gene. The New York Times. Retrieved 4/20/2023 from https://www.nytimes.com/2015/03/26/science/inicelands-dna-clues-to-what-genes-may-cause-disease.html