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References
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.
Attard, C. (2012). Engagement with mathematics: What does it mean and what does it look like?.
Australian Primary Mathematics Classroom
,17(1), 9-13
http://www.eric.ed.gov/PDFS/EJ978128.pdf
Bost, L.J. & Riccomini, P.J. (2006). Effective instruction:Inconspicuous strategy for dropout prevention.
Remedial & Special Education
, 27(5), 301-311. Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=a71f3aee-4909-499f-9b2f-6399f05d0a19%40sessionmgr4&vid=4&hid=22
Cauley, K. M., & McMillan, J. H. (2009). Formative assessment techniques to support student motivation and achievement.
Clearing House
, 83(1), 1-6. doi:10.1080/00098650903267784
CEC's Policy on Safe and Positive School Climate. (2008).
Teaching Exceptional Children
,40(6), 41-42. Retrieved from
http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=32&hid=116
Dotterer, A., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence.
Journal Of Youth & Adolescence
,40(12), 1649-1660.doi: 10.1007/s10964-011-9647-f
Garcia, F., Kilgore, J., Rodriguez, P. & Thomas, S. (1995). “It's like having a metal detector at the door”: a conversation with students about voice.
Theory Into Practice
,34138-144. doi: 10.1080/00405849509543671
Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: current perspectives on research and practice.
School
Psychology Review
,31(3), 328-349.Retrieved from
http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=76&hid=107
Hallahan, D. P., & Sapona, R. R. (1983). Self-monitoring of attention with learning-disabled children: Past research and current issues.
Journal Of Learning Disabilities
, 16(10), 616-620. Retrieved from
http://ehis.ebscohost.com.libdata.lib.ua.edu/eds/pdfviewer/pdfviewer?sid=2f2f5792-f827-4ed7-886e-e0963d260c18%40sessionmgr114&vid=15&hid=106
Hallenbeck, M. J. (2002). Taking charge: Adolescents with learning disabilities assume responsibility for their own writing.
Learning Disability Quarterly
,25(4), 227-246. doi: 10.2307/1511355
Handley, K., Price, M., & Millar, J. (2011). Beyond 'doing time': investigating the concept of student engagement with feedback.
Oxford Review of Education
, 37 (4), 543-560. doi:10.1080/03054985.2011.604951
Hattie, J. (2009).
Visible learning: A synthesis of over 800 meta-analyses relating to achievement
. New York: Routledge.
Hishinuma, E. S., Johnson, R. C., & Foster, J. E. (2001). Association between actual and self-reported grades for ethnically diverse Asian/Pacific Islander adolescents.
Research in Education
, (65), 53-69. Retrieved from
http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=125&hid=115
Prescott, H. M. (2001). Helping students say how they know what they know.
Clearing House
,74(6), 327-331. doi: 10.1080/00098650109599219
Mirci, P., Loomis, C., & Hensley, P. (2011). Social justice, self-systems, and engagement in learning: What students labeled as "at-risk" can teach us.
Educational Leadership and Administration: Teaching and Program Development
, 2357-74. Retrieved from
http://www.eric.ed.gov/PDFS/EJ965194.pdf
Nakkula, M. (2013). A crooked path to success.
Phi Delta Kappan
,94 (6), 60.Retreived from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=ad863d32-8079-4ed5-af1a-7d893099393b%40sessionmgr12&vid=6&hid=24
Rossow, A., & Hess, C. (2001). Engaging students in meaningful reading: A professional development journey.
Teaching Exceptional Children
, 33(6), 15-20 Retrieved from
http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=22&hid=4
Siewert, L. (2010). The effects of written teacher feedback on the academic achievement of fifth-grade students with learning challenges.
Preventing School Failure
, 55(1), 17-27. doi: 10.1080/1045988090328677
Smith, S. M. (2011). Creating safe learning environments for at-risk students in urban schools.
Clearing House
, 84(4), 123-126. doi: 10.1080/00098655.2011.564970
Tanriseven, I., & Dilmac, B. (2013). Predictive relationships between secondary school students' human values, motivational beliefs, and self-regulated learning strategies.
Educational Sciences: Theory & Practice
, 13(1), 29-36. Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=ad863d32-8079-4ed5-af1a-7d893099393b%40sessionmgr12&vid=8&hid=24
Wehmeyer, M. L., Palmer, S. B., & Agran, M. (2000). Promoting causal agency: the self-determined learning model of instruction.
Exceptional Children
,66(4), 439-453. Retrieved from
http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=22&hid=4
Wilcox, K., & Angelis, J. (2011). High school best practices: Results from cross-case comparisons.
High School Journal,
94(4), 138-153.Retrieved from
http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=63&hid=106
Wisehart, R. (2004). Nurturing passionate teachers: Making our work transparent.
Teacher Education Quarterly
, 31(4), 45-53. Retrieved from
http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=55&hid=4
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References
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Attard, C. (2012). Engagement with mathematics: What does it mean and what does it look like?. Australian Primary Mathematics Classroom,17(1), 9-13 http://www.eric.ed.gov/PDFS/EJ978128.pdf
Bost, L.J. & Riccomini, P.J. (2006). Effective instruction:Inconspicuous strategy for dropout prevention. Remedial & Special Education, 27(5), 301-311. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=a71f3aee-4909-499f-9b2f-6399f05d0a19%40sessionmgr4&vid=4&hid=22
Cauley, K. M., & McMillan, J. H. (2009). Formative assessment techniques to support student motivation and achievement. Clearing House, 83(1), 1-6. doi:10.1080/00098650903267784
CEC's Policy on Safe and Positive School Climate. (2008).Teaching Exceptional Children,40(6), 41-42. Retrieved from http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=32&hid=116
Dotterer, A., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal Of Youth & Adolescence,40(12), 1649-1660.doi: 10.1007/s10964-011-9647-f
Garcia, F., Kilgore, J., Rodriguez, P. & Thomas, S. (1995). “It's like having a metal detector at the door”: a conversation with students about voice. Theory Into Practice,34138-144. doi: 10.1080/00405849509543671
Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: current perspectives on research and practice. School Psychology Review,31(3), 328-349.Retrieved from http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=76&hid=107
Hallahan, D. P., & Sapona, R. R. (1983). Self-monitoring of attention with learning-disabled children: Past research and current issues. Journal Of Learning Disabilities, 16(10), 616-620. Retrieved from http://ehis.ebscohost.com.libdata.lib.ua.edu/eds/pdfviewer/pdfviewer?sid=2f2f5792-f827-4ed7-886e-e0963d260c18%40sessionmgr114&vid=15&hid=106
Hallenbeck, M. J. (2002). Taking charge: Adolescents with learning disabilities assume responsibility for their own writing. Learning Disability Quarterly,25(4), 227-246. doi: 10.2307/1511355
Handley, K., Price, M., & Millar, J. (2011). Beyond 'doing time': investigating the concept of student engagement with feedback. Oxford Review of Education, 37 (4), 543-560. doi:10.1080/03054985.2011.604951
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Hishinuma, E. S., Johnson, R. C., & Foster, J. E. (2001). Association between actual and self-reported grades for ethnically diverse Asian/Pacific Islander adolescents. Research in Education, (65), 53-69. Retrieved from http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=125&hid=115
Prescott, H. M. (2001). Helping students say how they know what they know.Clearing House,74(6), 327-331. doi: 10.1080/00098650109599219
Mirci, P., Loomis, C., & Hensley, P. (2011). Social justice, self-systems, and engagement in learning: What students labeled as "at-risk" can teach us. Educational Leadership and Administration: Teaching and Program Development, 2357-74. Retrieved from http://www.eric.ed.gov/PDFS/EJ965194.pdf
Nakkula, M. (2013). A crooked path to success. Phi Delta Kappan,94 (6), 60.Retreived from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=ad863d32-8079-4ed5-af1a-7d893099393b%40sessionmgr12&vid=6&hid=24
Rossow, A., & Hess, C. (2001). Engaging students in meaningful reading: A professional development journey. Teaching Exceptional Children, 33(6), 15-20 Retrieved from http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=22&hid=4
Siewert, L. (2010). The effects of written teacher feedback on the academic achievement of fifth-grade students with learning challenges. Preventing School Failure, 55(1), 17-27. doi: 10.1080/1045988090328677
Smith, S. M. (2011). Creating safe learning environments for at-risk students in urban schools. Clearing House, 84(4), 123-126. doi: 10.1080/00098655.2011.564970
Tanriseven, I., & Dilmac, B. (2013). Predictive relationships between secondary school students' human values, motivational beliefs, and self-regulated learning strategies. Educational Sciences: Theory & Practice, 13(1), 29-36. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=ad863d32-8079-4ed5-af1a-7d893099393b%40sessionmgr12&vid=8&hid=24
Wehmeyer, M. L., Palmer, S. B., & Agran, M. (2000). Promoting causal agency: the self-determined learning model of instruction. Exceptional Children,66(4), 439-453. Retrieved from http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=22&hid=4
Wilcox, K., & Angelis, J. (2011). High school best practices: Results from cross-case comparisons. High School Journal,94(4), 138-153.Retrieved from http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=63&hid=106
Wisehart, R. (2004). Nurturing passionate teachers: Making our work transparent. Teacher Education Quarterly, 31(4), 45-53. Retrieved from http://ehis.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?sid=605c82fd-d704-4ff7-830f-d95cebdee6e8%40sessionmgr10&vid=55&hid=4