您在這裡

References

17 二月, 2015 - 12:12
Available under Creative Commons-ShareAlike 4.0 International License. Download for free at http://cnx.org/contents/ce6c5eb6-84d3-4265-9554-84059b75221e@2.1

    Aronson, E. (2001). In the jigsaw classroom. Beverly Hills, CA: Sage.

    Benson, B. & Barnett, S. (2005). Student-led conferencing using showcase portfolios. Thousand Oaks, CA: Corwin Press.

    Black, P., Harrison, C., Lee C., Marshall, B., & William, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21.

    Bothmer, S. (2003). Creating the peaceable classroom. Tuscon, AZ: Zephyr Press.

    Britt, T. (2005). Effects of identity-relevance and task difficulty on task motivation, stress, and performance. Motivation and Emotion, 29(3), 189-202.

    Brophy, J. (2004). Motivating students to learn, 2nd edition. Mahwah, NJ: Erlbaum.

    Brown, D. (2004). Urban teachers' professed classroom management strategies: Reflections of culturally responsive teaching. Urban Education, 39(3), 266-289.

    Brookfield, S. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom, 2nd edition. San Francisco: Jossey-Bass.

    Chesebro, J. (2003). Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect. Communication Education, 52(2), 135-147.

    Cooper, P. & Simonds, C. (2003). Communication for the classroom teacher, 7th edition. Boston: Allyn & Bacon.

    Cronbach, L. & Snow, R. (1977). Aptitudes and instructional methods: A handbook for research on interaction. New York: Irvington.

    Crutsinger, C., Knight, D., & Kinley. (2005). Learning style preferences: Implications for Web-based instruction. Clothing and Textiles Research Journal, 23 (4), 266-276.

    Davidson, J. & Wood, C. (2004). A conflict resolution model. Theory into Practice, 43(1), 6-13.

    Emmer, E. & Stough, L. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112.

    Gibbs, J. (2003). Moral development and reality: Beyond the theories of Kohlberg and Hoffman. Thousand Oaks, CA: Sage.

    Good, T. & Brophy, J. (2002). Looking in classrooms, 9th edition. Boston: Allyn & Bacon.

    Gordon, T. (2003). Teacher effectiveness training. New York: Three Rivers Press.

    Guerrero, L. & Floyd, K. (2005). Nonverbal communication in close relationships. Mahwah, NJ: Erlbaum.

    Hawkins, J. (2006). Accessing multicultural issues through critical thinking, critical inquiry, and the student research process. Urban Education, 41(2), 169-141.

    Heimann, M. Strid, K., Smith, L., Tjus, T., Ulvund, S. & Meltzoff, A. (2006). Exploring the relation between memory, gestural communication, and the emergence of language in infancy: a longitudinal study. Infant and Child Development, 15(3), 233-249.

    Hunter, R. (2004). Madeline Hunter's Mastery Teaching, Revised Edition. Thousand Oaks, CA: Corwin Press.

    Jones, T. (2004). Conflict resolution education: The field, the findings, and the     future. Conflict Resolution Quarterly, 22(1-2), 233-267.

    Jones, V. & Jones, L. (2006). Comprehensive classroom management: Creating communities of support and solving problems, 6th edition. Boston: Allyn & Bacon.

    Katz, L. (2000). Engaging children's minds: The project approach. Norwood, NJ: Ablex Publishers.

    Kohn, A. (2006). Beyond discipline: From compliance to community. Reston, VA: Association for Supervision and Curriculum Development.

    Kounin, J. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart & Winston.

    Lyman, F. T. (1981). The responsive classroom discussion: The inclusion of all students. In A. Anderson (Ed.), Mainstreaming Digest (pp. 109-113). College Park: University of Maryland Press.

    Marks, L. (2003). Instructional management tips for teachers of students with autism-spectrum disorder. Teaching Exceptional Children, 35 (4), 50-54.

    Marsh, A., Elfenbein, H. & Ambady, N. (2003). Nonverbal "accents": cultural differences in facial expressions of emotion. Psychological Science, 14(3), 373-376.

    Marzano, R. & Marzano, J. (2004). The key to classroom management. Educational Leadership, 62, pp. 2-7.

    McCa”erty, S., Jacobs, G., & Iddings, S. (Eds.). (2006). Cooperative learning and second language teaching. New York: Cambridge University Press.

    Moritz, J. & Christie, A. (2005). It's elementary: Using elementary portfolios with young students. In C. Crawford (Ed.), Proceedings of the Society for Information Technology and Teacher Education International Conference 2005 (pp. 144-151). Chesapeake, VA: Association for the Advancement of Computing in Education.

    Nations, S. & Boyett, S. (2002). So much stuff, so little space: Creating and managing the learnercentered classroom. Gainesville, FL: Maupin House.

    Peterson, T. (2004). So you're thinking of trying problem-based learning?: Three critical success factors for implementation. Journal of Management Education, 28 (5), 630-647.

    Reynolds, A. (1992). What is competent beginning teaching? Review of Educational Research, 62 (1), 1-35.

    Slavin. R. (1994). Cooperative learning, 2nd edition. Boston: Allyn & Bacon.

    Snow, R. (1989). Aptitude-treatment interaction as a framework for research on individual differences in learning. In P. Ackerman, R. Sternberg, & R. Glaser (Eds.), Learning and individual differences, pp. 13-60. New York: W. H. Freeman.

    Sternberg, R. & Grigorenko, E. (2004). Successful intelligence in the classroom. Theory into Practice, 43(4), 274-280.

    Stevens, B. & Tollafield, A. (2003). Creating comfortable and productive parent/teacher conferences. Phi Delta Kappan, 84(7), 521-525.

    Stiggins, R. & Chappuis, J. (2005). Using student-involved classroom assessment to close achievement gaps. Theory into Practice 44(1), 11-18.

    Thorson, S. (2003). Listening to students: Reflections on secondary classroom management. Boston: Allyn & Bacon.

    Turiel, E. (2006). The development of morality. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology, vol. 3, pp. 789-857. New York: Wiley.

    Van Meerionboer, J., Kirschner, P., & Kester, L. (2003). Taking the cognitive load off a learner's mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13.

    White, C. (2005). Student portfolios: An alternative way of encouraging and evaluating student learning. In M. Achacoso & N. Svinicki (Eds.), Alternative Strategies for Evaluating Student Learning (pp. 37-42). San Francisco: Jossey-Bass.

    Weinstein, C.,Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25-38.