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Classroom Tips: References

Baker, Scott and Gersten, Russell. (1998). Teal world use of scientific concepts: integrating situated cognition with explicit instruction. Exceptional Children, Fall, v 65, n1, pp 23.

Brenner, Mary. (1998). Development of Mathematical Communicaton in Problem Solving Groups by Language Minority Students. Bilengual Research Journal,Fall v 22, n 2-4, pp 149-74.

Caine and Caine. (1991). Affective Dimensions of Learning. North Central Regional Educational Laboratory.

Colburn, Alan. (2000). An Inquiry Primer. Science Scope, March, pp42-44.

Driver, R., Guesne, E., and Tiberghien, A. (Eds.) (1995). Children's Ideas in Science. Milton Keynes, United Kingdom: Open Press.

Fleith, Denise de Sonza. (2000). Teacher and Student Perceptions of Creativity in the Classroom Environment. Roeper Review, 22 (3) & 148-153.

Glazer, Francine S. (1998). Teaching science with toys and telephones. College Teaching, Summer, v 46, n3, pp 89.

Goodlad, John I. (1983). A summary of a study of schooling: Some finding and Hypotheses. Phi Delta Kappan, March, pp64(7) & 52-57.

Greenwood, Anita (1996). Science Is Part of the Big Picture. Teaching Teachers, pp32-34.

Hart, Diane. (1999). Opening Assessment to Ourt Students. Social Education, 63 (6) & 343-436.

Hennessdy, Beth A. (1997). Teaching for Creative Development: A Social-Psychological Approach. Needman Heights, MA: Allyn & Bacon.

Hewson. (2000). Science Education, July, v 84, pp 487.

Hodne, Peter; John, Roger T.; Johnson, David W.; and Stevahn, Laurie. (1997). The three C's of safe schools, October, pp 5.

Johns, Frank A. and Liske, Kurt A. Schoolyard Adventuring. Science and Children, November/December, pp21.

Josephson Institute. (1997). CHARACTER COUNTSSM Training Packet.

Joyce, Bruce. (2000). Discomfort and Learning. Models of Teaching, pp 398-402.

K-12 Science education reform- a primer for scientists. (1999). BioScience, July, v 49, i7, pp 569 (8).

Kepler, Lynne. (1996). How to make Hands-on Science Work for You. Instructor, March, pp46-54.

Konicek, Richard and Watson, Bruce. (1990). Teaching for Conceptual Change: Confronting Children's Experience. Phi Delta Kappan, May, pp 680-685.

Leonard, Jacqueline. (1999). From Monologue to Dialogue: Facilitating Classroom Debate in Mathematics Methods Courses. U.S.; Pennsylvania.

Leyden, Michael B. You graduate more criminals than scientists. Course Packet: CI 449/439, Spring 2001.

Moscovici, Hedy and Nelson, Tamara Holmlund. (1998). Shifting from Activitymania to Inquiry. Science and Children, January.

Rosenberg, Neil D. My Life As a Scientist: Why there won't be a Nobel Prize in my future. The Milwaukee Journal

Ross, Michael Elsohn. (2000). Science Their Way. Young Children, pp 63.

Rossman, Alan D. (1993). Managing Hands-On Inquiry. Science and Children, September, pp35.

Sloan, Megan. (1996). I Love This Piece BecauseĀ…. Instructor, 105 (7) & 30-32.

Spungin, Rika. (1996). First- and Second-Grade Studetns Communication in Mathematics. Teaching Children Mathematics, December, v 3, n 4, pp174-79.

Stahl, Robert J. (2000). Using Think Time and Wait Time Skillfully in the Classroom. ERIC Digest, ED370885, pp 2.

Tayman, Juliann M. and Thompson, Kathleen Lewis. (1996). Taking the chaos out of cooperative learning: the 3 most important components. The Clearing House, November/December, vol 70, n 2, pp81 (4).

Yager, Robert E. and Penick, John E. (1983). School Science in Crisus. Curriculum and Review, August.

Teacher Tips

Appreciating and Valuing Diversity

Are You Really Listening?

Coaching for Success in the Classroom

Goal Setting

Developing an Interest in Science and Math

Developing Communication Skills

Developing Problem-solving Skills

Effective Discipline

Encouraging Cooperative Learning

Encouraging Creativity

Encouraging Students to Explore for Answers

Fostering Independent Thinking

Motivating Students

Overcoming the Fear of Making a Mistake

Practicing Effective Questioning


Self-Evaluation Using Video

Teaching with the Constructivist Learning Theory

Teamwork in the Classroom

There is Not Always Just One Right Answer

Understanding Different Learning Styles