Barman, C. Barman, N., & Miller, J. (1996). Two teaching methods and students’ understanding of sound. School Science and Mathematics, 96 (2), 63-67.
Bianchini, J. (1997). Where knowledge construction, equity, and context intersect: Student Learning of Science in small groups. Journal of Research in Science Teaching, 34(10), 1039-1065.
Breyfogle, M. & Herbel-Eisenmann, B. (2004). Focusing on students’ mathematical thinking. Mathematics Teacher, 97 (4), 244-247.
Brooks, J. & Brooks, M. (1999). Chapter 9: Becoming a constructivist teacher. In In Search of Understanding: The Case for Constructivist Classrooms (101-118). VA: ASCD.
Chazan, D. (2000). Chapter 2: Curricular engagement and personal trajectories: “Motivation” in high school mathematics. In Beyond Formulas in Mathematics and Teaching (37-58). New York: Teachers College Press.
Chissick, N. 2004). Promoting learning through inquiry. Mathematics Teacher, 97 (1), 6-11.
Clough, M. (1992). Research is required reading. The Science Teacher, 59 (7), 37-39.
Clough, M., Smasal, R, & Clough, D. (1994). Managing each minute. The Science Teacher, 61 (6), 30-34.
Edwards, M., Luft, J., Potter, T., & Roehrig, J. (1999). Extended inquiry activities. The Science Teacher, 66 (September), 44-47.
Ellis, M. (2003). Constructing a personal understanding of mathematics: Making the pieces fit. Mathematics Teacher, 96 (8), 562-566.
Evertson, C. & Harris, A. (1994). What we know about managing classrooms. Educational Leadership, 49 (7), 74-77.
Fine. M. (1991). Chapter 1: On equal educational opportunities and unequal educational outcomes. In Framing Dropouts: Notes on the Politics of an Urban Public High School (13-27). Albany: State University of New York Press.
Gerver, R. & Sgroi, R. (2003). Creating and using guided-discovery lessons. Mathematics Teacher, 96 (1), 6-13.
Goos, M. (2004). Learning mathematics in a community of inquiry. Journal for Research in Mathematics Education, 35 (4), 258-291.
Hiebert, J., Carpenter, T., Fennema, E., Fuson, K., Wearne, D., Murray, H., Oliver, A., & Human, P. (2003). Chapter 3: The role of the teacher. In Making Sense: Teaching and Learning Mathematics with Understanding (29-41). Portsmouth, NH: Heineman.
Hiebert, J., Carpenter, T., Fennema, E., Fuson, K., Wearne, D., Murray, H., Oliver, A., & Human, P. (2003). Chapter 4: The social culture of the classroom. In Making Sense: Teaching and Learning Mathematics with Understanding (43-52). Portsmouth, NH: Heineman.
Johnson, D., Johnson, R., and Holubec, E. (1994). Chapter 3: Essential components of cooperative learning. In The New Circles of Learning: Cooperation in the Classroom and School (25-35). Alexandria, VA: ASCD.
Kastberg, S. (2003). Using Bloom’s taxonomy as a framework for classroom assessment. Mathematics Teacher, 96 (6) 402-405.
Leikin, R & Zaslovsky, O. (1999). Cooperative learning in mathematics. Mathematics Teacher, 92 (3) 240-246.
Luft, J.A. (1999). Challenging myths. The Science Teacher, 66 (4), 40-43.
Manouchehi, A., & Lapp, D. (2003). Unveiling student understanding: The role of questioning in instruction. Mathematics Teacher, 96 (8), 562-566.
Marzano & Marzano (2003). The key to classroom management. Educational Leadership, 61 (1), 6-13.
Murphy, T. (1999). Changing assessment practices in an algebra class, or “Will this be on the test?” Mathematics Teacher, 92 (3), 247-249.
National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.
Novak, J., & Gowin, D. (1991). Concept mapping for meaningful learning. In Learning How to Learn (15-39). New York: Press Syndicate of the University of Cambridge.
Penick, J. (1991). Where’s the science? The dos and don’ts of laboratory science. The Science Teacher, May, 27-29.
Penick, J., Crow, L., & Bonnstetter, R. (1996). Questions are the answer: A logical questioning strategy for any topic. The Science Teacher, January, 27-29.
Roehrig, G., Luft, J.A., & Edwards, M. (2001). Versatile Vee maps. The Science Teacher, 68 (1), 28-31.
Rowe, M.B. (1986). Wait time: Slowing down may be a way of speeding up! Journal of Teacher Education, 37(1), 43-50.
Schoenfeld, A. (1988). When good teaching leads to bad results: The disasters of “well-taught” mathematics courses. Educational Psychologist, 23(2), 145-166.
Williams, K. (2003). Writing about the problem-solving process to improve problem-solving
performance. Mathematics Teacher, 96 (3), 185-187.