References for Principles # 1 A Culture of Thinking for Teachers

  1. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What Makes Professional Development Effective? Results From a National Sample of Teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915

  2. Greenleaf, C. L., Litman, C., Hanson, T. L., Rosen, R., Boscardin, C. K., Herman, J., Schneider, S. A., Madden, S., & Jones, B. (2011). Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development. American Educational Research Journal, 48(3), 647–717. https://doi.org/10.3102/0002831210384839

  3. Schwartz, K. (2020, January 26). Why Focusing On Adult Learning Builds A School Culture Where Students Thrive. Retrieved from https://www.kqed.org/mindshift/54750/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive

  4. Opfer, V. D., & Pedder, D. (2011). Conceptualizing Teacher Professional Learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609

  5. Goddard, Y. L., Miller, R., Larson, R., & Goddard, R. (2010). Connecting Principal Leadership, Teacher Collaboration, and Student Achievement. 1–32. Denver, CO.

  6. Lara-Alecio, R., Tong, F., Irby, B. J., Guerrero, C., Huerta, M., & Fan, Y. (2012). The effect of an instructional intervention on middle school English learners’ science and English reading achievement. Journal of Research in Science Teaching, 49(8), 987–1011. https://doi.org/10.1002/tea.21031

  7. Reeves, P. M., Pun, W. H., & Chung, K. S. (2017). Influence of teacher collaboration on job satisfaction and student achievement. Teaching and Teacher Education, 67, 227–236. https://doi.org/10.1016/j.tate.2017.06.016

  8. Schwartz, K. (2016, March 16). 7 Qualities That Promote Teacher Leadership in Schools. Retrieved October 18, 2019, from KQED website: https://www.kqed.org/mindshift/44295/7-qualities-that-promote-teacher-leadership-in-schools

  9. Sarisohn, H. (2018). Study reveals teachers don’t have enough time for peer collaboration. Retrieved February 11, 2020, from http://blogs.edweek.org/teachers/teaching_now/2018/04/teachers-dont-have-enough-time-for-peer-collaboration.html

  10. Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools. 109(4), 877–896.

  11. Myers, L. (2018). What Happened to the Teacher Workday? Retrieved October 11, 2019, from Education Week Teacher website: https://www.edweek.org/tm/articles/2018/02/28/what-happened-to-the-teacher-workday.html

  12. Burgess, S., Shenila R., & Taylor, E.S. (2019). Teacher peer observation and student test scores: Evidence from a field experiment in English secondary schools. (EdWorkingPaper: 19-139). Retrieved from Annenberg Institute at Brown University: http://www.edworkingpapers.com/ai19-139

  13. Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers’ perceptions of risk. Teaching and Teacher Education, 38, 56–64. https://doi.org/10.1016/j.tate.2013.11.007

  14. Mizell, H., & Learning Forward. (2010). Why Professional Development Matters. Oxford, OH: Learning Forward.

  15. Schwartz, K. (2016, March 16). Retrieved from 7 Qualities That Promote Teacher Leadership in Schools website: https://www.kqed.org/mindshift/44295/7-qualities-that-promote-teacher-leadership-in-schools

  16. Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.

References for Principles #2 Questions Drive Thinking and Learning

  1. Ritchhart, R. (2015). Creating Cutlures of Thinking: The 8 forces we must master to truly transform our schools. San Francisco: Jossey-Bass.

  2. Schulz, B. (2008). The Importance of soft skills: education beyond academic knowledge. Journal of Language and Communication, (June), 146-154.

  3. Tishman, S. (1994). What makes a good thinker? A look at thinking dispositions. Education Alumni Bulletin, 39(1), 7-9.

  4. Perkins, D. N., Jay, E., & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1-21.

  5. Ritchhart, R. (2002). Intellectual Character: What it is, why it matters, and how to get it. San Francisco: Jossey-Bass.

  6.  Kohn, A. (1997). How Not to Teach Values: A Critical Look at Character Education. Retrieved from https://www.alfiekohn.org/article/teach-values/

  7.  Sparks, S. D. (2010). Character Education Found to Fall Short in Federal Study. Retrieved from https://www.edweek.org/leadership/character-education-found-to-fall-short-in-federal-study/2010/10

  8. Engel, S. L. (2015). The hungry mind : the origins of curiosity in childhood. Cambridge, Massachusetts: Harvard University Press.

  9.  Kaufman, S. B. (2017). Schools Are Missing What Matters About Learning. Retrieved from https://amp.theatlantic.com/amp/article/534573/

  10.  Shah, P. E., Weeks, H. M., Richards, B., & Kaciroti, N. (2018). Early childhood curiosity and kindergarten reading and math academic achievement. Pediatric Research, 84(3), 380-386. doi:10.1038/s41390-018-0039-3

  11.  Weikart, D., & Schweinhart, L. (1997). High/scope Perry Preschool Program. In G. W. Albee, & T. P. Gullotta (Eds.), Primary prevention works (Vol. 6, pp. 146-166). SAGE Publications, Inc., https://www-doi-org.ezp-prod1.hul.harvard.edu/10.4135/9781452243801.n7

  12. Tough, P. (2012). How children succeed : grit, curiosity, and the hidden power of character. Boston: Houghton Mifflin Harcourt.

  13. Saaris, N. (2017). Mastering Metacognition: The What, Why, and How. Retrieved from https://www.activelylearn.com/post/metacognition

  14. Deci, E. L. (1995). Why we do what we do: Understanding self-motivation. New York: G. P. Putnam's Sons.

  15. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievment. New York: Routledge.

  16. Melbourne, D. o. E. a. T. (2017). State of Victoria (Department of Education and Training) 2017 HIGH IMPACT TEACHING STRATEGIES Excellence in Teaching and Learning. Retrieved from Melbourne, Australia: https://www.education.vic.gov.au/Documents/school/teachers/management/highimpactteachingstrat.pdf

  17. Muis, K. R., & Duffy, M. C. (2013). Epistemic climate and epistemic change: Instruction designed to change students' beliefs and learning strategies and improve achievement. Journal of Educational Psychology, 105(1), 213–225. https://doi.org/10.1037/a0029690

  18. Taylor, C. (2005). Walking the talk. London: Random House Business.

References for Principles #3 The Role of the Teacher and Student

  1. Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. Knowing, learning, and instruction: Essays in honor of Robert Glaser, 361-392.

  2. Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322-330.

  3. Broom, C. (2015). Empowering students: Pedagogy that benefits educators and learners. Citizenship, Social and Economics Education, 14(2), 79-86.

  4. Cuban, L. (2019). Challening the grammar of schooling. Retrieved from https://larrycuban.wordpress.com/2019/05/06/challenging-the-grammar-of-schooling-part-2/

  5. Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257.

  6. DeWitt, P. (2017). Why does teacher talk still dominate high school classrooms?  Retrieved from https://blogs-edweek-org.ezp-prod1.hul.harvard.edu/edweek/finding_common_ground/2017/05/why_does_teacher_talk_still_dominate_high_school_classrooms.html

  7. Fisher, D., & Frey, N. (2014). Speaking Volumes. Educational Leadership, 72(3), 18-23.

  8. Flynn, L., & Colby, S. R. (2017). Cultivating Classroom Spaces as Homes for Learning. Middle Grades Review, 3(3), 3.

  9. Forum, W. E. (2020). Schools of the future: Defining new models of education for the fourth industrial revolution. Retrieved from http://www3.weforum.org/docs/WEF_Schools_of_the_Future_Report_2019.pdf

  10. Freire, P. (1973). Edcuation as critical consciousness. New York: Continuum.

  11. Frey, N., & Fisher, D. (2010). Identifying instructional moves during guided learning. The Reading Teacher, 64(2), 84-95.

  12. Furtak, E. M., & Kunter, M. (2012). Effects of autonomy-supportive teaching on student learning and motivation. The Journal of Experimental Education, 80(3), 284-316.

  13. Gillies, R. M. (2014). Developments in classroom-based talk. International Journal of Educational Research, 63, 63-68.

  14. Graves, M. F., & Fitzgerald, J. (2003). Scaffolding reading experiences for multilingual classrooms. In G. C. Garcia (Ed.), English Learners: Reaching the Highest Level of English Literacy: ERIC.

  15. Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change: Jossey-Bass.

  16. Haidt, J., & Lukianoff, G. (2018). The coddling of the American mind: How good intentions and bad ideas are setting up a generation for failure: Penguin UK.

  17. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning: Routledge.

  18. Imbertson, D. (2017). The importance of student talk and strategies for promoting classroom conversations.

  19. Ketsman, O. (2013). The Creative Process Entailed in the Co-Construction of Classroom Curriculum. Critical Questions in Education, 4(1), 21-29.

  20. Kittle, P., & Gallagher, K. (2020). The curse of" helicopter teaching. Educational Leadership, 77(6), 14-19.

  21. May, W. T. (1993). Teaching as a work of art in the medium of curriculum. Theory into Practice, 32(4), 210-218.

  22. McGregor, J. (2004). Space, power and the classroom. Paper presented at the Forum: for promoting 3-19 comprehensive education.

  23. Michaels, S., O’Connor, M. C., Hall, M. W., & Resnick, L. B. (2010). Accountable talk sourcebook: For classroom conversation that works. Pittsburgh, PA: University of Pittsburgh Institute for Learning.

  24. Michigan-Virtual-Learning-Research-Institute”. (2020). How Implementing Voice & Choice Can Improve Student Engagement. Student-Centered learning. Retrieved from https://michiganvirtual.org/blog/how-implementing-voice-choice-can-improve-student-engagement/

  25. Ostroff, W. L. (2020). Empowering Children through Dialogue and Discussion. Educational Leadership, 77(7), 14-20.

  26. Pandolpho, B. (2018). Listening is a teacher’s most powerful tool. Education Week, 3(7).

  27. Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896.

  28. Rebora, A. (2020). Better Listening, Better Teaching. In: ASSOC SUPERVISION CURRICULUM DEVELOPMENT 1703 N BEAUREGARD ST, ALEXANDRIA ….

  29. Resnick, L. B., Asterhan, C. S., & Clarke, S. N. (2018). Accountable talk: Instructional dialogue that builds the mind. Geneva, Switzerland: The International Academy of Education (IAE) and the International Bureau of Education (IBE) of the United Nations Educational, Scientific and Cultural Organization (UNESCO).

  30. Ritchhart, R. (2015). Creating Cutlures of Thinking:  The 8 forces we must master to truly transform our schools. San Francisco: Jossey-Bass.

  31. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.

  32. Sadowski, M. (2013). There's always that one teacher. Educational Leadership, 71(1), 28-32.

  33. Seifert, T. (2004). Understanding student motivation. Educational research, 46(2), 137-149.

  34. Steen, M. (2017). When teachers become better listeners, students become better learners—here’s why. In: Room.

  35. Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational psychologist, 39(2), 97-110.

  36. Thompson, T. (2010). Are you scaffolding or rescuing. Retrieved February, 12, 2016.

  37. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms: ASCD.

  38. Tyack, D., & Cuban, L. (1995). Why the grammar of schooling persists. Tinkering toward utopia, 85-109.

  39. Wolpert-Gawron, H. (2018). What giving students choice looks like in the classroom. . Retrieved from https://www.kqed.org/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom

References for Principles #4 Feeling Known

  1. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020

  2. Shernoff, D. J. (2013). Connecting to “The Who”: The Primacy of Supportive Relationships. In Optimal Learning Environments to Promote Student Engagement (pp. 151–174). New York: Springer Science+Business Media. https://doi.org/10.1007/978-1-4614-7089-2_7

  3. Roehlkepartain, E. C., Pekel, K., Syvertsen, A. K., Sethi, J., Sullivan, T. K., & Scales, P. C. (2017). Relationships First: Creating Connections that Help Young People Thrive. Minneapolis, MN: Search Institute.

  4. Bowlby, 1969; as referenced in Christenson, S. L., Wylie, C., & Reschly, A. L. (2012). Handbook of Research on Student Engagement. Handbook of Research on Student Engagement, 1–840. https://doi.org/10.1007/978-1-4614-2018-7

  5. Shernoff, D. J. (2013). Connecting to “The Who”: The Primacy of Supportive Relationships. In Optimal Learning Environments to Promote Student Engagement (pp. 151–174). New York: Springer Science+Business Media. https://doi.org/10.1007/978-1-4614-7089-2_7

  6. Roehlkepartain, E. C., Pekel, K., Syvertsen, A. K., Sethi, J., Sullivan, T. K., & Scales, P. C. (2017). Relationships First: Creating Connections that Help Young People Thrive. Minneapolis, MN: Search Institute.

  7. Search Institute Survey, 2012-15, https://www.search-institute.org/developmental-relationships/learning-developmental-relationships/

References for Principles #5 Learning is a consequence of Thinking

  1. Perkins, D. (1992). Smart schools : From training memories to educating minds. New York : Toronto: Free Press ; Maxwell Macmillan Canada.

  2. Perkins, David. (1993). Teaching for Understanding. American Educator: The Professional Journal of the American Federation of Teachers, 17(3), 8-35.

  3. Buschkuehl, M. (n.d.). What are Schemas? Retrieved June 24, 2020, from https://blog.mindresearch.org/blog/schema-in-education.

  4. Darling-Hammond, L., & George Lucas Educational Foundation. (2008). Powerful learning : What we know about teaching for understanding (1st ed.). San Francisco, CA: Jossey-Bass.

  5. Coe, R., Rauch, C., Kime, S., & Singleton, D. (2020). Great Teaching Toolkit: Evidence Review, June 2020. Evidence Based Education. Retrieved from https://www.cambridgeinternational.org/Images/584544-great-teaching-toolkit-evidence-review-introduction.pdf

  6. Hattie, J. (n.d.). Hattie effect size list - 256 Influences Related To Achievement . Retrieved June 24, 2020, from https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/

  7. Sepulveda, Y., & Venegas-Muggli, J. I. (2020). Effects of Using Thinking Routines on the Academic Results of Business Students at a Chilean Tertiary Education Institution. Decision Sciences Journal of Innovative Education.

  8. Ritchhart, R., & Church, M. (2020). The Power of Making Thinking Visible: Practices to engage and empower all learners. San Francisco: Jossey-Bass.

  9. Harvey, S., & Goudvis, A. (2013). Comprehension at the Core. The Reading Teacher, 66(6), 432-439. doi:10.1002/trtr.1145

  10. Ebersbach, M., Feierabend, M., & Nazari, K. B. B. (2020). Comparing the effects of generating questions, testing, and restudying on students' long‐term recall in university learning. Applied Cognitive Psychology, 34(3), 724-736. doi: https://doi.org/10.1002/acp.3639

  11. Street, F. (2021). The Feynman Learning Technique. Retrieved from https://fs.blog/2021/02/feynman-learning-technique/

References for Principles #6 Learning is as much a collective endeavor as it is an individual enterprise

  1. Barron, B. (2003). When smart groups fail. The journal of the learning sciences, 12(3), 307-359.

  2. Boaler, J. (2006). Promoting respectful learning. Educational Leadership, 63(5), 74.

  3. Boaler, J. (2008). Promoting ‘relational equity’and high mathematics achievement through an innovative mixed‐ability approach. British Educational Research Journal, 34(2), 167-194.

  4. Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.

  5. Carr, P. B., & Walton, G. M. (2014). Cues of working together fuel intrinsic motivation. Journal of Experimental Social Psychology, 53, 169–184. https://doi.org/10.1016/j.jesp.2014.03.015

  6. Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977.

  7. Elmore, R. F. (2019). The future of learning and the future of assessment. ECNU Review of Education, 2(3), 328-341.

  8. Ferlazzo, L. (2019, May 28). Response: “To maximize group work, make it metacognitive.” Retrieved May 25, 2020, from Education Week Teacher website: http://blogs.edweek.org.ezp-prod1.hul.harvard.edu/teachers/classroom_qa_with_larry_ferlazzo/2019/05/response_to_maximize_group_work_make_it_metacognitive.html

  9. Fiori, N., Boaler, J., Cleare, N., DiBrienza, J., & Sengupta, T. (2004). What discussions teach us about mathematical understanding: Exploring and assessing students’ mathematical work in classrooms. Paper presented at the the Proceedings of the 26th Meeting of the North America Chapter of the International Group for the Psychology of Mathematics Education. Toronto, Ontario.

  10. Halpern, R., Heckman, P., & Larson, R. (2013). Realizing the potential of learning in middle adolescence. West Hills, CA: The Sally and Dick Roberts Coyote Foundation.

  11. Krechevsky, M., & Stork, J. (2000). Challenging educational assumptions: Lessons from an Italian-American collaboration. Cambridge Journal of Education, 30(1), 57-74.

  12. Perret-Clermont, A.-N. (1980). Social interaction and cognitive development in children: Academic Press.

  13. Schwartz, K. (2018, April 17). How Debate Structures Allow English Learners' Brilliance to Shine. Retrieved October 27, 2018, from https://www.kqed.org/mindshift/50983/how-debate-structures-allow-english-learners-brilliance-to-shine

  14. Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. English language teaching, 3(4), 237-248.

  15. The Charles A. Dana Center at the University of Texas at Austin and Agile Mind, Inc. (n.d.). Culture of learning. Retrieved June 2, 2020, from Learning and the adolescent mind website: http://learningandtheadolescentmind.org/ideas_community.html

  16. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

  17. Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom: Prentice Hall International.

  18. Mercer, N. (2003). Helping children to talk and think together more effectively. POLIFONIA, (7), 1–26.

  19. Arends, R., & Kilcher, A. (2010). Teaching for student learning: Becoming an accomplished teacher. New York: Routledge.

  20. Liljedahl, P. (2016). Building Thinking Classrooms: Conditions for Problem Solving. 40 Years of CMESG/Les 40 Ans du GCEDM. 40th Anniversary Issue of the Canadian Mathematics Education Study Group/Groupe Canadien d'Étude en Didactique des Mathématiques. Canadian Mathematics Education Study Group, Canadian Mathematics Education Study Group, 2016. Retrieved from: http://peterliljedahl.com/wp-content/uploads/Building-Thinking-Classrooms-Feb-14-20151.pdf

  21. Lotan, R, A, (2003, March). Group-worthy tasks. Educational Leadership, 72-75 

  22. Featherstone, H., Crespo, S., Jilk, L., Oslund, J., Parks, A., & Wood, M. (Eds.). (2011). Selecting and Designing Groupworthy Tasks. In Smarter together! Collaboration and equity in elementary mathematics. Reston, VA: National Council of Teachers of Mathematics.

  23. Oakley, B., Brent, R., Felder, R. M., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9–34.

  24. Boudett, K. P., & Lockwood, M. (2019). The power of team norms. Educational Leadership, 76, 12–17.

  25. Putnam, J. W., Rynders, J. E., Johnson, R. T., & Johnson, D. W. (1989). Collaborative skill instruction for promoting positive interactions between mentally handicapped and nonhandicapped children. Exceptional Children, 55(6), 550-557.

  26. Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35.

  27. Stillman, D. (2017). The Math behind drawing Together. Retrieved from https://medium.com/the-conversation-factory/the-math-behind-drawing-in-together-1a24fe4b9084

References for Principles #7 Learning occurs at the point of challenge

  1. Boaler, J. (2019). Why Struggle Is Essential for the Brain — and Our Lives. Retrieved from https://www.edsurge.com/news/2019-10-28-why-struggle-is-essential-for-the-brain-and-our-lives

  2. Cheeseman, J. C., Doug; Roche, Anne; Walker, Nadia. (2016). Introducing challenging tasks: inviting and clarifying without explaining and demonstrating. Australian Primary Mathematics Classroom, September.

  3. Choppin, J. (2011). The impact of professional noticing on teachers' adaptations of challenging tasks. Mathematical Thinking and Learning, 13(3), 175-197.

  4. Cobb, P., & Jackson, K. (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. Mathematics Teacher Education and Development, 13(1), 6-33.

  5. Cushman, K. (2014). conditions for motivated learning. Phi Delta Kappan, 95(8), 18-22.

  6. Dweck, C. (2006). Mindset: The new psychology of success. New York: Ballantine Books.

  7. Dweck, C. (2015). Carol Dweck revisits the growth mindset. Education Week, 35(5), 20-24.

  8. Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in human behavior, 54, 170-179.

  9. Hiebert, J., Stigler, J., Jacobs, J., Givvin, K., Garnier, H., & Smith, M. (2005). Mathematics teaching in the United States today (and tomorrow): Results from teh TIMSS 1999 video study. Educational Evaluation and Policy Analysis, 27, 111-132.

  10. Kang, H. (2017). Preservice teachers’ learning to plan intellectually challenging tasks. Journal of Teacher Education, 68(1), 55-68.

  11. Lamborn, S., Newmann, F., & Wehlage, G. (1992). The significance and sources of student engagement. Student engagement and achievement in American secondary schools, 11-39.

  12. Leonard, J., Martinez, D. N., Dashineau, S., Park, A., & Mackey, A. (2019). Children Persist Less When Adults Take Over.

  13. McGrath, S. (2019). Talk Less So Students Learn More.  Retrieved from https://www.edutopia.org/article/talk-less-so-students-learn-more

  14. McLeod, S. (2012). Zone of proximal development. Retrieved from.

  15. Mehta, J., & Fine, S. (2019). In search of deeper learning: The quest to remake the American high school: Harvard University Press.

  16. Meyer, D. (2010). Math class needs a makeover. TED Talk.

  17. Meyer, D. (2016). Beyond relevance & real world: Stronger strategies for student engagement. Paper presented at the NCTM annual Meeting, Phoenix, AZ.

  18. Nottingham, J. (2017). The learning challenge: How to guide your students through the learning pit to achieve deeper understanding: Corwin Press.

  19. Romero, C. (2015). What we know about growth mindset from scientific research. Mindset Scholars Network, 1-4.

  20. Shernoff, D. J. (2010). Engagement in after-school programs as a predictor of social competence and academic performance. American journal of community psychology, 45(3), 325-337.

  21. Shernoff, D. J. (2010). The experience of student engagement in high school classrooms: Infl uences

    and effects on long-term outcomes. Saarbruken:: Lambert Academic

  22. Shernoff, D. J. (2013). Optimal learning environemnts to promote student engagement. New York: Springer Science + Business Media.

  23. Stein, M. K., & Lane, S. (1996). Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project. Educational Research and Evaluation, 2(1), 50-80.

  24. Stigler, J. W., & Perry, M. (1988). Mathematics learning in Japanese, Chinese, and American classrooms. New Directions for Child and Adolescent Development, 1988(41), 27-54.

  25. Terenzini, P. T. (2020). Rethinking Effective Student Learning Experiences. Inside Higher Ed. Retrieved from https://www.insidehighered.com/advice/2020/07/29/six-characteristics-promote-student-learning-opinion

  26. Yazzie-Mintz, E. (2007). Voices of students on engagement: A report on the 2006 high school survey of student engagement. Center for Evaluation and Education Policy, Indiana University.

  27. Godman, H. (2015). Challenge your mind and body to sharpen your thinking skills. Harvard Health Bog. Retrieved from https://www.health.harvard.edu/blog/challenge-your-mind-and-body-to-sharpen-your-thinking-skills-201510298507

References for Principles #8 Questions Drive Thinking and Learning

  1. Berger, W. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas.

  2. Carlsen, W. S. (1991). Questioning in Classrooms: A Sociolinguistic Perspective. Review of Educational Research, 61(2), 157–178. https://doi.org/10.3102/00346543061002157.

  3.  Christoph, J. N., & Nystrand, M. (2001). Taking Risks, Negotiating Relationships: "One Teacher's Transition toward a Dialogic Classroom". Research in the Teaching of English, 36(2), 249–286.https://search-proquest-com.ezp-prod1.hul.harvard.edu/docview/215345719/fulltextPDF/60ACE9F1EEA42F6PQ/1?accountid=11311 .

  4.  Boaler, J. , Brodie, K. , White, T. F., Shahan, E. , DiBrienza, J. and Fiori, N. , 2004-10-21 "The Importance, Nature, and Impact of Teacher Questions" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p117633_index.html .

  5. Ritchhart, R. (2015). Creating cultures of thinking.

  6.  Aguiar, O. G., Mortimer, E. F., & Scott, P. (2010). Learning from and responding to students’ questions: The authoritative and dialogic tension. Journal of Research in Science Teaching, 47(2), 174–193. https://doi.org/10.1002/tea.20315 .

  7.  Engel , S. (2016). But Why? Children’s Curiosity in the Classroom. Retrieved from https://cpb-us-w2.wpmucdn.com/web.sas.upenn.edu/dist/8/471/files/2018/06/Susan_Engel-1l0il50.pdf .

  8. McTighe, J., & Wiggins, G. P. (2013). Essential questions: opening doors to student understanding. Alexandria, Virginia, USA: ASCD.

  9. William, D. [Solution Tree]. (2009, October 9). Solution Tree: Dylan William, Content Then Process [Video File]. Retrieved from URL https://www.youtube.com/watch?time_continue=3&v=029fSeOaGio&feature=emb_title

  10. Walsh, J. A., & Sattes, B. D. (2015). A new rhythm for responding. Educational Leadership, 73(1), 46–52.

  11. Spencer, J. (2017, November 16). Helping Students Ask Better Questions by Creating a Culture of Inquiry. Retrieved from https://medium.com/@spencerideas/helping-students-ask-better-questions-by-creating-a-culture-of-inquiry-d1c4b0324a6f

  12. Ebersbach, M, Feierabend, M, Nazari, KBB. Comparing the effects of generating questions, testing, and restudying on students' long‐term recall in university learning. Appl Cognit Psychol. 2020; 34: 724– 736. https://doi.org/10.1002/acp.3639

     

     

 References for Principles #9 Powerful learning both engages and empowers learners

  1. City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education:  A network approach to improving teaching and learning. Cambridge, MA: Harvard Educational Publishing Group.

  2. Doyle, W. (1983). Academic work. Review of educational research, 53(2), 159-199.

  3. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.

  4. Gardner, H., & Boix-Mansilla, V. (1994). Teaching for understanding_within and across the disciplines. Educational Leadership, February, 14-18.

  5. Goss, P., & Sonnemann, J. (2017). Engaging students: Creating classrooms that improve learning: Grattan Institute.

  6. Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1994). Meaningful, engaged learning. Designing Learning and Technology for Educational Reform.

  7. Lukehart, W. (2019). Engaging Young Citizens. School Library Journal(Jan 15, 2019). Retrieved from https://www.slj.com/?detailStory=engaging-young-citizen-activists

  8. Mehta, J., & Fine, S. (2019). In search of deeper learning: the quest to remake the Americdan high school. Cambridge, MA: Harvard University Press.

  9. Nasir, N. i. S. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical thinking and learning, 4(2-3), 213-247.

  10. Newmann, F., Byrk, A. S., & Nagaoka, J. K. (2001). Authentic intellectual work and standardized tests: conflict or coexistence. Retrieved from Chicago:

  11. Newmann, F. M., Marks, H. M., & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104(August).

  12. Perkins, D. N. (2009). Making Learning whole:  How seven principles of teaching can transform education. San Francisco: Jossey-Bass.

  13. Ritchhart, R. (2015). Creating Cutlures of Thinking:  The 8 forces we must master to truly transform our schools. San Francisco: Jossey-Bass.

  14. Ritchhart, R., & Church, M. (2020). The power of making thinking visible : practices to engage and empower all learners(First edition. ed., pp. 1 online resource).

  15. Shernoff, D. J. (2010). The experience of student engagement in high school classrooms: Infl uences

    and effects on long-term outcomes. Saarbruken:: Lambert Academic.

  16. Shernoff, D. J. (2013). Optimal learning environemnts to promote student engagement. New York: Springer Science + Business Media.

  17. Wallace, T. L., & Sung, H. C. (2017). Student Perceptions of Autonomy-Supportive

    Instructional Interactions in the Middle Grades. The Journal of Experimental Education, 83(3), 425-449. doi:10.1080/00220973.2016.1182885

 

References for Principles #10 We make thinking and learning visible to demystify, inform, and illuminate these processes.

  1. Project Zero. (2006). What is Documentation? Making Learning Visible. Retrieved from http://www.mlvpz.org/indexfd69.html

  2. Dart, B., Burnett, P. C., Purdie, N., Boulton-Lewis, G., Campbell, J., & Smith, D. (2001). Students' conceptions of learning, the classroom environtment, and approaches to learning. The Journal of Educational Research, 93(4), 262-270.

  3. Schoenfeld, A. H. (1983). Beyond the purely cognitive: Belief systems social cognitions, and metacognitions as driving forces in intellectual performance. Cognitive Science, 7, 329-363.

  4. Van Rossum, E., & Schenk, S. (1984). The relationship between learning concepttions, study strategy and learning outcome. British Educational Research Journal, 54, 73-83.

  5. Vermunt, J. D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 8(309-323).

  6. Keene, E., & Zimmermann, S. (1997). Mosaic of thought. Portsmouth, NH: Heinemann.

  7. Ritchhart, R., Turner, T., & Hadar, L. (2009). Uncovering students’ thinking about thinking using concept maps. Metacognition and Learning, 4(2), 145–159. doi: 10.1007/s11409-009-9040-x

  8. Dajani, M. Mohammed, Y. (2016). Using Thinking Routines as a Pedagogy for Teaching English as a Second Language in Palestine. Journal of Educational Research and Practice, 6(1). doi: 10.5590/jerap.2016.06.1.01

  9. Finn, B., & Metcalfe, J. (2008). Judgments of learning are influenced by memory for past test. Journal of Memory & Language, 58, 19–34.

  10. Weil, L. G., Fleming, S. M., Dumontheil, I., Kilford, E. J., Weil, R. S., Rees, G., … Blakemore, S.-J. (2013). The development of metacognitive ability in adolescence. Consciousness and Cognition, 22(1), 264–271. doi: 10.1016/j.concog.2013.01.004

  11. Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6–11, 38–46.

  12. Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-125.

  13. Rosenshine, B., & Meister, C. (1994). Reciprocal Teaching: A Review of the Research. Review of Educational Research, 64(4), 479–530. https://doi.org/10.3102/00346543064004479

  14. Oczkus, L. (2018). Chapter 1. The Fab Four: Reciprocal Teaching Strategies. Retrieved from http://www.ascd.org/publications/books/118045/chapters/The-Fab-Four@-Reciprocal-Teaching-Strategies.aspx

  15. Carter, C. J. (1997). Why reciprocal teaching?. Educational Leadership, 54, 64-69.

  16. Reutzel, D. R., Smith, J. A., & Fawson, P. C. (2005). An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts. Early Childhood Research Quarterly, 20(3), 276–305. https://doi.org/10.1016/j.ecresq.2005.07.002

  17. Ritchhart, R., & Church, M. (2020). The power of making thinking visible : practices to engage and empower all learners(First edition. ed., pp. 1 online resource).

  18. Sepulveda, Y. and Venegas-Muggli, J.I. (2019). Effects of using thinking routines on the

    academic results of business students at a Chilean tertiary education institution. Decision

    Sciences Journal of Innovative Education 17 (4): 405–417.

  19. Elwell , R. (2017, January 11). 5 ways to make thinking visible. Retrieved from https://www.eschoolnews.com/2017/01/12/5-ways-make-thinking-visible.

  20. Boaler, J. (2008). Promoting ‘relational equity’and high mathematics achievement through an innovative mixed‐ability approach. British Educational Research Journal, 34(2), 167-194.