10.6 Chapter summary and references  (Page 3/3)

Gill, B.&Schlossman, S. (2004). Villain or savior? The American discourse on homework, 1850-2003. Theory into practice, 43 (3), 174-181.

Gronlund, N. (2004). Writing instructional objectives for teaching and assessment, 6 th edition. Upper Saddle River, NJ: Pearson.

Gulitt, J., Renkl, A., Motes, M.,&Hauser, S. (2006). How can we use concept maps for prior knowledge activation? Proceedings of the 7 th International Conference on Learning Sciences, 217-220.

Haas, L.&Robertson, J. (Eds). (2004). The information commons. Washington, D.C.: Association of Research Libraries.

Harrow, A. (1972). A taxonomy of the psychomotor domain. New York: David McKay.

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

Haywood, K.&Getchell, N. (2005). Life span motor development, 4 th edition. Champaign, IL: Human Kinetics Press.

Hyde, J.&Lynn, M. (2006). Gender similarities in mathematics and science. Science, 314 (5799), 599-600.

Jacobson, T. (2003). Confronting out discomfort: Clearing the way for anti-bias in early childhood. Portsmouth, NH: Heinemann.

Johnson, B.&O’Grady, C. (Eds.). (2006). The spirit of service: Exploring faith, service, and social justice in higher education. Bolton, MA: Anker Publishers.

Jones, S., Gilbride-Brown, J.,&Gasiorski, A. (2005). Getting inside the “underside” of service-learning: Student resistance and possibilities. In D. Butin (Ed.), Service-learning in higher education: Critical issues and directions, pp. xxx-yyy. New York: Palgrave Macmillan.

Kohn, A. (1999). The schools our children deserve. Boston: Houghton Mifflin.

Kohn, A. (2004). Challenging students, and how to have more of them. Phi Delta Kappan,86 (3), 184-194.

Lester, P.&Ross, S. (2003). Images that injure: Pictorial stereotypes in the media. Westport, CT: Praeger.

Mager, R. (2005). Preparing instructional objectives, 3 rd edition. Atlanta, GA: Center for Effective Performance.

Marzano, R. (2006). Designing a new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Books.

Notar, C., Wilson, J., Yunker, B.,&Zuelke, D. (2004). The table of specifications: Insuring accountability in teacher-made tests. Journal of Instructional Psychology, 31 (3).

Ohio Department of Education. (2003). Academic Content Standards. Columbus, Ohio: Author.

Owens, C. (2003). Nonsense, sense and science: Misconceptions and illustrated trade books. Journal of children’s literature, 29 (1), 55-62.

Parsad, B.&Jones, J. (2005). Internet access in U.S. public schools and classrooms: 1994-2003. Washington, D.C.: United States Department of Education, National Center for Education Statistics.

Perkins, D.&Mebert, C. (2005). Efficacy of multicultural education for preschool children. Journal of Cross-Cultural Psychology, 36 (4), 497-512.

Peterson, E. (2002). A practical guide to early childhood curriculum: Linking thematic, emergent, and skill-based planning to children’s outcomes, 2 nd edition. Boston: Allyn&Bacon.

Popham, J. (2002). What every teacher should know about educational assessment. Upper Saddle River, NJ: Pearson.

Ragains, P. (2006). Information literacy instruction that works. New York: Neal-Schuman Publishers.

Rebellon, C. (2006). Do adolescents engage in delinquency to attract the social attention of peers? An extension and longitudinal test of the social reinforcement hypothesis. Journal of Research in Crime and Delinquency, 43 (4), 387-411.

Riley, R. (2002). Education reform through standards and partnerships, 1993-2000. Phi Delta Kappan, 83 (9), 700-707.

Rogoff, B. (2003). Cultural nature of human development, Chapter 7, “Thinking with the tools and institutions of culture,” pp. 236-281.

Seitz, H. (2006). The plan: building on children’s interests. Young Children, 61 (2), 36-41.

Skinner, H., Biscope, S.,&Poland, B. (2003). Quality of Internet access: Barriers behind Internet use statistics, 57 (5), 875-880.

Slotta, J.&Chi, M. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24 (2), 261-289.

Tanner, K.&Allen, D. (2005). Approaches to biology teaching and learning—understanding the wrong answers: Teaching toward conceptual change. Cell Biology Education, 4, 112-117.

Thomsen, K. (2006). Service-learning in grades K-8: Experiential learning that builds character and motivation. Thousand Oaks, CA: Corwin.

Vartuli, S.&Rohs, J. (2006). Conceptual organizers of early childhood curriculum content. Early Childhood Education Journal, 33 (4), 231-237.

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Wurm, J. (2005). Working in the Reggio way. St. Paul, MN: Redleaf Press.