Module
1 Figure
1.1:
Arnett, Jeffrey, Adolescence
and Emerging Adulthood, 3rd
Edition. Copyright © 2006. Reprinted by permission of Pearson
Education, Upper Saddle River, NJ.
Module
3 Table
3.2:
Cairns, R., “A contemporary perspective on social development” in
Strain et al., Children’s
Social Behavior.
Copyright © Academic Press. Reprinted by permission of Elsevier.
Module
4 Table
4.1: Adapted
from Doty, G., Fostering
Emotional Intelligence in K-8 Students.
Copyright © 2001 Sage Publications, Inc. Used with permission. Table
4.4:
Doty, G., Fostering
Emotional Intelligence in K-8 Students.
Copyright © 2001 Sage Publications, Inc. Used with permission.
Module
5
p.
79:
© 2005 School Datebooks, Inc. All rights reserved.
Module
6 Figure
6.3: From
R. Shore, Rethinking
the Brain: New Insights into Early Development,
p. 20. Copyright © 1997 Families & Work Institute. All rights
reserved. Reprinted with permission. Figure
6.5: Image
retrieved from http:// www.brainconnection.com. Used with permission
from PositScience.
Module
7 Figure
7.1: Siegler
& Alibali, Children’s
Thinking
4/e. Copyright © 2005. Published by Pearson Education, Upper Saddle
River, NJ. Used with permission. Figure
7.2:
Wink & Putney, A
Vision of Vygotsky.
Copyright © 2002. Published by Allyn & Bacon, Inc., a division
of Pearson Education. Used with permission.
Module
8 Table
8.2:
Torgesen, J.K. and P.G. Mathes, A
Basic Guide To Understanding, Assessing, And Teaching Phonological
Awareness.
Copyright © 2000 PRO-ED, Inc. Reprinted with permission.
Module
11 Figure
11.2: Reprinted
by permission of Derek Smith.
Module
12 Box
12.2:
Palincsar & Brown, “Reciprocal teaching of
comprehension-fostering and comprehension-monitoring activities,”
Cognition
and Instruction
2, 117–175, 1984. Copyright © 1984 Routledge. Reprinted by
permission of Taylor & Francis Book Group. Table
12.2:
Scardamalia M. et al., “Teachability of reflective processes in
written composition” Cognitive
Science
8 No. 2, pp. 173–190, 1984. Copyright © 1984 Lawrence Erlbaum &
Associates. Reprinted by permission of Taylor & Francis Book
Group. Figure
12.1:
(Outline Notes and Matrix Notes) From Kiewra, K.A., (2002). “How
classroom teachers can help students learn and teach them how to
learn,” Theory
into Practice
41:71–80. Copyright © 2002 College of Education, The Ohio State
University. With permission via Copyright Clearance Center.
Module
13 Box
13.1: Reed,
S.K. “A structure-mapping model for word problems” Journal
of Experimental Psychology: Learning, Memory and Cognition
13(1) 124–139, 1987, p. 127. Copyright © 1987 American
Psychological Association. Used with permission. Box
13.2: Means,
B. et al., Teaching
Advanced Skills To At-Risk Students,
pp. 80–83, 1991. Copyright © 1991. Reprinted with permission of
John Wiley & Sons, Inc.
Module
14 Table
14.5: Bransford,
J. & B.S. Stein, The
IDEAL problem solver: A guide for improving thinking, learning, and
creativity, 2/e.
Copyright © 1993 W.H. Freeman. Reprinted with permission.
Module
15 Table
15.1:
From J. Brophy, 1981, “Teacher Praise: A functional analysis”
Review
of Educational Research
51:5–32. Copyright © 1981 American Educational Research
Association. Reprinted by permission of Sage Publishers.
Module
16 Figures
16.1, 16.2:
Stipek, D., Motivation
To Learn.
Copy-right © 2002. Published by Allyn & Bacon, a division of
Pearson Education. Used with permission.
Module
17 Figure
17.1:
Covington, M.V. and K.J. Mueller, “Intrinsic versus Extrinsic
Motivation: An approach/avoidance reformulation,” Educational
Psychology Review,
vol. 13, No. 2, pp. 157–176, 2001. Copyright © 2001. Reprinted by
permission of Springer. Figure
17.2: Maslow,
A.H., et al., Motivation
And Personality, 3/E.
Copyright © 1987. Electronically reproduced by permission of Pearson
Education, Inc., Upper Saddle River, New Jersey. Figure
17.3: Adapted
from R.M. Ryan and E.L. Deci, “Self-determination theory and
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the
facilitation of intrinsic motivation, social development and
well-being,” American
Psychologist
55(1): 68–78, figure 1, January 2000. Copyright © 2000 American
Psychological Association. Used with permission.
Module
20 Figure
20.1: Cycle
of Inquiry Learning. http://www
.inquiry.uiuc.edu/index.php.
Used with permission. Table
20.1: Thompson,
J.G., First
Year Teacher’s Survival Kit,
p. 168. Copyright © 2002. Reprinted with permission of John Wiley &
Sons, Inc. Table
20.4:
Goldenberg, C. (1992/1993). “Instructional Conversations: Promoting
comprehension through discussion,” The
Reading Teacher
46(4):316–326, 1992. Copyright © 1992 International Reading
Association. Used with permission. Table
20.5: King
A. (2002), “Structuring peer interaction to promote high-level
cognitive processing,” Theory
into Practice 41(1):33–38.
Copyright © 2002 Ohio State University, College of Education.
Reprinted by permission of Lawrence Erlbaum Associates, Inc.
Module
21 Figure
21.2:
Adapted from R.M. Gilles, Cooperative
Learning: Integrating Theory and Practice.
Table 2.2, p. 46. Copyright © 2007 Sage Publications. Used with
permission.
Module
22 Table
22.4: Sternberg,
R.J. “What does it mean to be smart?” Educational
Leadership
54(6):20–24, 1997. Copyright © 1997. Reprinted by permission of
ACSD. Figure
22.3: Encarta
is a registered trademark of Microsoft Corporation in the United
States and/or other countries.
© 2008 Microsoft Corporation. All rights reserved.
p.
398:
Gardner, H., Frames
of Mind: The Theory of Multiple Intelligences.
Copyright © 1993 Basic Books. Reprinted by permission of Basic
Books, a member of Perseus Books Group.
Module
23 Figure
23.1:
Renzulli, J.S., “What makes giftedness? Reexamining a definition,”
Phi
Delta Kappan
60:180–184, 261, 1978. Copyright © 1978. Reprinted by permission
of the author. Figure
23.3: Renzulli
et al., Scales
for Rating the Behavioral Characteristics of Superior Students.
Copy-right © 1976, revised 1997 Creative Learning Press. Used with
permission.
Module 26 Table 26.1: Adaptation of figure 2.3, p. 17 in Lorna M. Earl, Steven Katz, and Western and Northern Canadian
Protocol
for collaboration in Education. Rethinking
Classroom Assessment with Purpose in Mind: Assessment for Learning,
Assessment as Learning, Assessment of Learning.
Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2006.
Available online at www.wncp.ca. All rights reserved. Used with
permission. Figure
26.4:
Adapted from Thompson, J.A. (2002), First
Year Teacher’s Survival Kit,
pp. 117–118. Copyright © 2002 Jossey-Bass. Reprinted with
permission of John Wiley & Sons, Inc.
Module
27 Table
27.1:
Nitko, Anthony J., & Brookhart, Susan M., Educational
Assessment of Students, 5/e.
Copyright © 2007 by Pearson Education. Adapted by permission of the
publisher. Table
27.2:
Kryspin, W.J. & Feldhusen, J.F., Developing
Classroom Tests.
Copyright © 1974. Published by Pearson Custom, Boston, MA. Used with
permission. Box
27.2:
Adapted from Haladyna, T.M. et al., “A review of multiple-choice
item-writing guidelines for classroom assessment,” Applied
Measurement in Education
15(3): 309–334. Copyright © 2002. Reprinted by permission of
Taylor & Francis Book Group.
Module
28 Tables
28.1, 28.2: Mertler,
Craig A., “Designing scoring rubrics for your classroom,”
Practical Assessment, Research and Evaluation
7(25), 2001. Copyright © 2001. Reprinted by permission of the
author. Figure
28.1:
Krathwohl, David R., Benjamin S. Bloom & Bertram B. Masia et al.
Taxonomy Of Educational Objectives, Book 2: Affective Domain.
Published by Allyn and Bacon, Boston, MA. Copyright © 1964 by
Pearson Education. Adapted by permission of the publisher.
Module
29 Figure
29.1: TerraNova,
The Third Edition.
Copyright © 2008 CTB/McGraw-Hill LLC. Reprinted by permission of
McGraw-Hill Companies, Inc. Figure
29.4:
From Test
Service Notebook 148.
Originally published as Test
Service Bulletin No. 48,
January 1955. Updated to include Normal Curve Equivalents, September
1980 by NCS Pearson, Inc. Reproduced with permission. All rights
reserved.
Module 30 Table 30.2: The Interstate New Teacher Assessment & Support Consortium. Copyright © 1992. Used with permission.
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