Section 5: References

Section 5: References


Apple, M. & Beane, J. (1995). Democratic schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Barnes, D. (1976). From communication to curriculum. New York: Penguin.

Beck, I., McKeown, M. & Kucan, L. (2002). Bringing words to life. NY: The Guilford Press.

Benegas, M., & Stopelstad, A. (2020). Teacher Leadership for School-Wide English Learning. Alexandria, VA: TESOL Press.

Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching, 2nd Edition. Alexandria, VA: Association for Supervision and Curriculum Development.

Dean, C.; Hubbell, R.; Pitler, H.; & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement. 2nd ed. ASCD.

Dorovolomo, J., Phan, H.P., & Maebuta, J. (2017). Quality lesson planning and quality lesson delivery: Do they relate? The International Journal of Learning, 17(3), 447-454.

Dove, M., & Honigsfeld, A. (2018). Co-teaching for english learners: A guide to collaborative planning, instruction, assessment, and reflection. Thousand Oaks, CA: Corwin

Erwin, J. (2004). The classroom of choice: Giving students what they need and getting what you want. Alexandria, VA: Association for Supervision and Curriculum Development.

Finn, J., & Zimmer, K. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A.

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

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

Gardner, H. (1999). Intelligence reframed. New York: Basic Books.

Gardner, H. (2000). The disciplined mind: Beyond facts and standardized tests, the K-12 education that every child deserves. New York: Penguin Putnam.

Goldenberg, C. (2013). Unlocking the research on English Learners: What we know –and don’t yet know – about effective instruction. The American Educator, 37 (2), 4-11.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81- 112. doi:  10.3102/003465430298487

Hart, D. (1994). Authentic assessment: A handbook for educators. NY: Addison-Wesley Publishing Company.

Heck, T., Bacharach, N. (2010). Mentoring teacher candidates through co-teaching: Collaboration that makes a difference. St. Cloud, MN: St. Cloud State University.

Hunter, M. (1994). Enhancing teaching. NY: Macmillan College Publishing Company.

Johnson, D. & Johnson, B. (2011). Words: The foundation of literacy. Boulder CO: Westview Press.

Johnson, Z. D., & LaBelle, S. (2017). An examination of teacher authenticity in the college classroom. Communication Education, 66(4), 1-17.

Kizlik, B. (2004). Five common mistakes in writing lesson plans and how to avoid them. Retrieved 8/5/13 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. 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: 10.1177/0022487108322110

Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in 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 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 Reading Association.

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

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

Seidle, T., Rimmele, R., & Prenzel, M. (2005). Clarity and coherence of lesson goals as a scaffold for student learning. Learning and Instruction, 15, 539–556.

Shanklin, N. (2006). How do we talk with students to help them learn? Voices from the Middle, 14(2). National Council of Teachers of English.

Singer, A.F. & Audley, S. (2017). Some teachers just simply care: Respect in urban student-teacher relationships. Journal of Critical Education Policy Studies, 2(1). 

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

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

Sullo, B. (2007). Activating the desire to learn. Alexandria, VA: Association for Supervision and Curriculum Development.

St. Cloud State University. (2020). The Academy of Co-Teaching Resources. Retrieved from https://www.stcloudstate.edu/oce/co-teaching.aspx on June 8, 2020.

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

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

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

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

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

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

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