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, 2 nd 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, 2 nd 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, 7 th 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, 9 th 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, 6 th 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.
McCafferty, 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 learner-centered 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, 2 nd 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.