Versions Compared

Key

  • This line was added.
  • This line was removed.
  • Formatting was changed.



Panel
titleColorwhite
titleBGColor#331C54
titleSection 5: References


...

Fisher, D. & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum             DevelopmentCurriculum Development.

Gardner, H. (1983; 2003). Frames of mind. The theory of multiple intelligences. New York: BasicBooks.

...

Kizlik, B. (2004). Five common mistakes in writing lesson plans and how to avoid them. Retrieved 8/5/13 from            from  http://www.educationoasis.com/resources/Articles/five_common_mistakes.htm

Kizlik, B. (2013). Definitions of behavioral verbs for learning objectives. Retrieved 8/5/13 from                http://www.proteacher.com/redirect.php?goto=1583

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey:             Prentice-Hall.

Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential learning theory: Previous research and new             directions. In Perspectives on cognitive, learning, and thinking styles. Sternberg & Zhang (Eds.). NJ: Lawrence Erlbaum.

Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, VA:             Association for Supervision and Curriculum Development.

Kuhs, T., Johnson, R., Agruso, S. & Monrad, D. Put to the test: Tools and techniques for classroom assessment.                 Portsmouth, NH: Heinemann.

Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Boss Publishing Co.

Lawson, M., & Lawson, H. (2013). New conceptual frameworks for student engagement, research, policy, and               practice practice. Review of Educational Research, 83(3), 432-479. doi: 10.3102/0034654313480891

Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education preparing                 classroom teachers to teach English language learners. Journal of Teacher Education, 59(4), 361-373.               doi  doi: 10.1177/0022487108322110

Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in               preservice  preservice teacher education. Theory Into Practice, 52(2), 98-109. doi: 10.1080/00405841.2013.770327

Maina, M., Brock, C, & Mor, Y. (2015). The art and science of learning design. Roterrdam, NL: Sense Publishers.

Marzano, R. (2013). Art and science of teaching- Targets, objectives, standards: How do they fit? Educational Leadership, 70(8). Retrieved from: http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/Targets,-Objectives,-Standards@-How-Do-They-Fit%C2%A2.aspx

Marzano, R. (2007). The art and science of teaching. Alexandria, VA:               Association  Association for Supervision and Curriculum Development.

Moll, L., Amanti, C., Neff, D., and Gonzalez, N. (1992). Funds of Knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2).

Nagy, W. & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, Volume 47, Issue 1, pp. 91-108.                           International   International Reading Association.

Pierce, K. M. & Gilles, C.J. (Eds.). (1993). Cycles of meaning: Exploring the potential of talk in learning               communities communities. Portsmouth, N.H. : Heinemann.

Pollard-Durodola, S., Gonzalez, J., Simmons, D., Davis, M., Simmons, L. & Nava-Walichowski, M. (2011). Using               knowledge  knowledge of networks to develop preschoolers’ content vocabulary. The Reading Teacher, Volume 65               Issue , Issue 4, pp. 265-274. International Reading Association.

Richley, & C. Wylie (Eds.), (2012). Handbook of research on student engagement (pp. 97-131). New York, NY:             Springer Science + Business Media

Rothstein-Fisch, C. & Trumbull, E. (2008). Managing diverse classroom: How to build on students’ cultural strengths. Alexandria, VA: Association for Supervision and Curriculum Development.          

...

Snow, C., and Uccelli, P. (2009). The challenge of academic language. In David R. Olson and N. Torrance (Eds.),               Cambridge  Cambridge Handbook of Literacy. 112-133. Cambridge, UK: Cambridge University Press.

Sousa, D. (2011). How the brain learns. Thousand Oaks, CA: Corwin.

...

Vogt, M., Echevarria, J. & Short, D. (2014). Making content comprehensible for elementary English Learners: The               SIOP  SIOP Model. Upper Saddle River, NJ: Pearson.

Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and               Curriculum  Curriculum Development.

Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37, 3-14. doi:               10 10.1016/j.stueduc.2011.03.001

Willis, J. (2007). Brain-friendly strategies for the inclusion classroom. Alexandria, VA: Association for Supervision               and  and Curriculum Development.

Zwiers, J. (2007). Teacher practices and perspectives for developing academic language. International Journal ofof Applied Linguistics, 17(1), 93-116.

Zweirs, J. (2008). Building academic language: Essential practices for content classrooms, grades 5-12. Jossey Bass.