Bibliography
Adelman, H., & Taylor, L. (2002). School counselors and school reform: New directions. Professional School Counseling, 5(4), 235–248.
Ainsworth, L., & Viegut, D. (2006). Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA: Corwin.
American Psychological Association. (1997). Learner-centered psychological principles: A framework for school reform. Washington, DC: The Learner-Centered Work Group of the American Psychological Association’s Board of Education Affairs.
Balfanz, R. (2009). Can the American high school become an avenue of advancement for all? Future of Children, 19(1), 17–36.
Barell, J. (2007). Problem-based learning: An inquiry approach (2nd ed.). Thousand Oaks, CA: Corwin.
Batsche, G., Elliot, J., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education.
Belgrad, S., Burke, K., & Fogarty, R. (2008). The portfolio connection: Student work linked to standards (3rd ed.). Thousand Oaks, CA: Corwin.
Bolliger, D. U. (2004). Investigating student learning in a constructivist multimedia-rich learning environment. Paper presented at the annual meeting of the Association for Educational Communications and Technology, Chicago. (ERIC Document Reproduction Service No. ED485028)
Born, J., Gais, S., & Lucas, B. (2006). Sleep after learning aids memory recall. Learning & Memory, 13(3), 259–262.
Brewster, C., & Fager, J. (2000). Increasing student engagement and motivation: From time-on-task to homework. Portland, OR: Northwest Regional Educational Laboratory.
Brown-Chidsey, R. (2007). No more waiting to fail. Educational Leadership, 65(2), 40–46.
Butler, R. (2006). Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement. British Journal of Educational Psychology, 76, 595–611.
Caine, G., & Caine, R. (2006). Meaningful learning and the executive functions of the human brain. In S. Johnson & K.Taylor (Eds.), The neuroscience of adult learning: New directions for adult and continuing education (p. 110).San Francisco: Jossey-Bass.
Casey, L., Bicard, D., et al. (2008). A much delayed response to “A Nation at Risk”: Recent innovations in general and special education. Phi Delta Kappan, 89, 593–596.
Center on Education Policy. (2007). Choices, changes, and challenges: Curriculum and instruction in the NCLB era. Washington, DC: Author.
Chang, C., & Tseng, K. (2009). Use and performances of web-based portfolio assessment. British Journal of Educational Technology, 40, 358–370.
Corcoran, T., & Silander, M. (2009). Instruction in high schools: The evidence and the challenge. Future of Children, 19, 157–183.
Corpus, J. H., Hayenga, A. O., & McClintic-Gilbert, M. S. (2007, April). Contextual predictors of within-grade changes in children’s intrinsic and extrinsic motivational orientations. Poster presented at the biennial meeting of the Society for Research in Child Development, Boston.
Dahl, R. E. (2006). Sleeplessness and aggression in youth. Journal of Adolescent Health, 38(6), 641–642.
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York: Teachers College Press.
Deci, E. L. (1992). The relation of interest to the motivation of behavior. In K. A. Renninger, S. Hidi, & A. Knapp (Eds.), The role of interest in learning and development (pp. 43–70). Hillsdale, NJ: Erlbaum.
Duffy, H. (2007). Meeting the needs of significantly struggling learners in high school: A look at approaches to tiered intervention. Washington, DC: National High School Center at the American Institutes for Research.
Dunleavy, J., & Milton, P. (2008). Student engagement for effective teaching and deep learning. Education Canada, 5, 4–8.
Finn, Jr., C. E., Liam, J., et al. (2006). To dream the impossible dream: Four approaches to national standards and tests for America’s schools. Washington, DC: Thomas B. Fordham Foundation. Retrieved January 13, 2010, from http://www.edexcellence.net/detail/news.cfm?news_id=361
Fisher, D. (2009). The use of instructional time in the typical high school classroom. Educational Forum, 73, 168–176.
Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Fletcher, J. M. (2006). Learning disabilities: From identification to intervention. New York: Guilford.
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157–171.
Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. Thousand Oaks, CA: Corwin.
Gibbs, G., & Simpson, C. (2004) Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3–31.
Glasser, W. (1986). Control theory in the classroom. New York: Harper and Row.
Gong, B. (2008, February). Developing learning progressions to inform formative assessment. Presentation at the Council of Chief State School Officers (CCSSO) Formative Assessment for Teachers and Students (FAST) State Collaborative on Assessment and Student Standards (SCASS) Meeting, Atlanta, GA.
Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3–19.
Gregory, G. H. (2005). Differentiating instruction with style. Thousand Oaks, CA: Corwin.
Gresham, F. (2007). Evolution of the response-to-intervention concept: Empirical foundations and recent developments. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 10–24). New York: Springer.
Guhn, M. (2009). Insights from successful and unsuccessful implementations of school reform programs. Journal of Educational Change, 4, 337–363.
Haggart, W. (2003). Discipline and learning styles: An educator’s guide. Nevada City, CA: Performance Learning Systems.
Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved August 25, 2005, from www.cast.org/publications/ncac/ncac_diffinstruc.html
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved July 8, 2010, from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html
Hamilton, L. S., Halverson, R., et al. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences. Retrieved January 23, 2010, from http://ies.ed.gov/ncee/wwc/publications/practiceguides/
Hamilton, L. S., Stecher, B. M., & Yuan, K. (2008). Standards-based reform in the United States: History, research, and future directions. Washington, DC: RAND Corporation, Center on Education Policy.
Hausfather, S. J., Outlaw, M. E., & Strehle, E. L. (1996). Relationships as a foundation: Emerging field experiences within multiple college-school partnerships. In T. Warren (Ed.), Partnerships in teacher education (pp. 27–41). Lanham, MD: University Press of America.
Helm, J. H. (2008). Got standards? Don’t give up on engaged learning! Young Children, 63(4), 14–20.
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement [Annual synthesis]. Austin, TX: Southwest Educational Development Laboratory, National Center for Family & Community Connections with Schools.
Herman, J. L. (2009). Moving to the next generation of standards for science: Building on recent practices (CRESST Report 762). National Center for Research on Evaluation, Standards, and Student Testing. Los Angeles: University of California, Graduate School of Education & Information Studies. (ERIC Document No. ED507092)
Howell, W., Peterson, M., & West, P. (2009). Education Next—PEPG survey of public opinion. Cambridge, MA: Education Next. Retrieved January 8, 2010, from http://educationnext.org/files/pepg2009.pdf
Hoy, W. K., Tarter, J. C., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43, 425–446.
Jang, H. (2008). Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 4, 798–811.
Kane, L. (2004). Educators, learners and active learning methodologies. International Journal of Lifelong Education, 23, 275–286.
Kidron, Y., & Fleischman, S. (2006). Promoting adolescents’ prosocial behavior. Educational Leadership, 63(7), 90–91.
Kilian, J. M., Fish, M. C., & Maniago, E. B. (2007). Making schools safe: A system-wide school intervention to increase student prosocial behaviors and enhance school climate. Journal of Applied School Psychology, 23(1), 1–30.
King, M. B., Newmann, F. M., & Carmichael, D. L. (2009). Authentic intellectual work: Common standards for teaching social studies. Social Education, 73(1), 43–49.
Kohn, A. (2010, January 14). Debunking the case for national standards. Education Week, 29(17). Retrieved February 20, 2010, from http://www.alfiekohn.org/teaching/edweek/national.htm
Lauer, P. A., Snow, D., et al (2005). The influence of standards on K–12 teaching and learning: A research synthesis. Retrieved May 03, 2010, from http://www.mcrel.org/pdf/synthesis/5052_RSInfluenceofStandards.pdf
Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98, 567–582.
Levine, M. (2000). Fundamentals of sensation and perception (3rd ed.). New York: Oxford University Press.
Magee, P. A., & Barman, N. S. (2009). Developing a relationship with science through authentic inquiry. In R. E.Yager (Ed.), Inquiry: The key to exemplary science
(pp. 115–138). Arlington, VA: National Science Teachers Association Press.
Malecki, C. K., & Demaray, M. M. (2007). Social behavior assessment and response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 161–181). New York: Springer.
Maquet, P., Peigneux, P., Laureys, S., & Smith, C. (2002). Be caught napping: You’re doing more than resting your eyes. Nature Neuroscience, 5, 618–619.
Maslow, A. H., (1943).A theory of human motivation. Psychological Review, 50, 370–396.
Maslow, A. H., (1954). Motivation and personality. New York: Harper and Row.
McCain, R. (2005). Teaching for tomorrow: Teaching content and problem-solving skills. Thousand Oaks, CA: Corwin.
McManus, S. (2008). Attributes of effective formative assessment. Retrieved May 20, 2010, from http://beta.ccsso.org/Documents/2008/Attributes_of_Effective_2008.pdf
McMaster, K. L., & Wagner, D. (2007). Monitoring response to general education instruction. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 223–233). New York: Springer.
McTighe, J., & Brown, J. L. (2005). Differentiated instruction and educational standards: Is détente possible? Theory Into Practice, 44, 234–244.
Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30(4), 159–167.
Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16, 9–33.
Moore-Brown, B. J., Montgomery, J. K., Bielinski, J., & Shubin, J. (2005). Responsiveness to intervention teaching before testing helps avoid labeling. Topics in Language Disorders, 25(2), 148–167.
Murphy, P., Lunn, S., & Jones, H. (2006). The impact of authentic learning on students’ engagement with physics. Curriculum Journal, 17(3), 229–246.
A nation at risk: The imperative for educational reform (1983). Retrieved March 24, 2010, from http://www2.ed.gov/pubs/NatAtRisk/index.html
National Academy of Education. (2009). Standards, assessment, and accountability. Washington, DC: Author.
National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: U.S. Government Printing Office.
Noddings, N. (2007). When school reform goes wrong. New York: Teachers College Press.
Organization for Economic Co-Operation and Development (OECD). (2007). PISA 2006: Science competencies for tomorrow’s world, briefing note for the United States. Paris: Author.
Organization for Economic Co-Operation and Development (OECD). (2007). PISA 2006: Science competencies for tomorrow’s world, briefing note for the United States. Paris: Author.
Partin, R. L. (2009). Classroom teacher’s survival guide. San Francisco: Jossey-Bass.
Patrick, H., Anderman, L. H., & Ryan, A. M. (2002). Social motivation and the classroom social environment. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 85–108). Mahwah, NJ: Lawrence Erlbaum.
Phillips, V., & Wong, C. (2010). Tying together the common core of standards, instruction, and assessments. Phi Delta Kappan, 91(5), 37–42.
Pohlman, C., & Levine, M. (2008). Revealing minds: Assessing to understand and support struggling learners. San Francisco: Jossey-Bass.
Popham, J. W. (2007). The lowdown on learning progressions. Educational Leadership, 64(7), 83–84.
Porter, A., Polikoff, M., & Smithson, J. (2009). Is there a de facto national curriculum? Evidence from state standards. Educational Evaluation and Policy Analysis, 31, 238–268.
Reese, W. J. (2005). America’s public schools: From the common school to “No Child Left Behind.” Baltimore: Johns Hopkins University Press.
Resnick, L. B. (2006). Making accountability really count. Educational Measurement: Issues and Practice, 25(1), 33–37.
Rothman, B. (2009). Common standards: The time is now. Washington, DC: Alliance for Excellent Education. Retrieved January 6, 2010, from http://www.all4ed.org/files/TheTimeIsNow.pdf
Rothman, R. (1999). Standards and assessment: The foundation of high student achievement. In D. D. Marsh & J. B. Codding (Eds.), The new American high school (pp. 37–61). Thousand Oaks, CA: Corwin.
Sampson, W. A. (2007). Race, class, and family intervention: Engaging parents and families for academic success. Lanham, MD: Rowman & Littlefield Education.
Sanders, N. M. (2001). Introduction. In H. Apthorp, C. Dean, et al. (Eds.), Standards in classroom practice research synthesis (pp. 1–6). Aurora, CO: Mid-continent Research for Education and Learning.
Schlemmer, P., & Schlemmer, D. (2008). Teaching beyond the test: Differentiated project-based learning in a standards-based age. Minneapolis, MN: Free Spirit.
Shernoff, D. J., Csikszentmihalyi, M., et al. (2003). Student engagement in high school classrooms from the perspective of Flow Theory. School Psychology Quarterly, 18, 158–176.
Shkolnik, J., Song, M., et al. (2007). Changes in rigor, relevance, and student learning in redesigned high schools. Washington, DC: The American Institutes for Research. Retrieved January 11, 2010, from http://www.air.org/publications/documents/Gates%20Report_TASW-Redesigned_Schools_10_29_07.pdf
Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 8, 153–189.
Slavkin, M. L. (2004). Authentic learning: How learning about the brain can shape the development of students. Lanham, MD: ScarecrowEducation.
Sprenger, M. (2005a). Differentiation through learning styles and memory. Thousand Oaks, CA: Corwin.
Sprenger, M. (2005b). How to teach so students remember. Alexandria, VA: Association for Supervision and Curriculum Development.
Squires, D. A. (2009). Curriculum alignment: Research-based strategies for increasing student achievement. Thousand Oaks, CA: Corwin.
Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42, 795–819.
Tomlinson, C. A. (2000). Reconcilable differences: Standards-based teaching and differentiation. Educational Leadership, 58(1), 6.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: Jossey-Bass.
Vedova, J. D. (2002) Using differentiated instruction to create student-centered environments in multilevel classrooms (p. 1). Retrieved June 10, 2010, from http://gse.gmu.edu/assets/docs/lmtip/vol3/J.DellaVedova2.doc
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wedl, R. (2005). Response to intervention: An alternative to traditional eligibility criteria for students with disabilities. Retrieved May 11, 2010, from http://www.educationevolving.org/pdf/Response_to_Intervention.pdf
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
Wilhelm, J., & Walters, K. (2008). Project-based learning environments: Challenging preservice teachers to act in the moment. Journal of Educational Research, 101, 220–233.
Yates, T. K. (2006). A criticism of the No Child Left Behind Act. Whittier Journal of Child and Family Advocacy, 399, 408–411.
Yazzie-Mintz, E. (2007). Voices of students on engagement: A report on the 2006 high school survey of student engagement. Bloomington: Indiana University, Center for Evaluation & Education Policy.
Young, J. W., Cho, Y., et al. (2008). Validity and fairness of state standards-based assessments for English language learners. Educational Assessment, 13, 170–192.
Zakaria, F. (2009, November 23). Is America losing its mojo? Newsweek, 38–41.
Zhao, Y. (2009). Comments on the common core standards initiative. AASA Journal of Scholarship & Practice, 6(3), 46–54.
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 3–22). New York: Teachers College.
Zins, J. E., Elias, M. J., & Greenberg, M. T. (2007). School practices to build social-emotional competence as the foundation of academic and life success. In R. Bar-On, J. G. Maree, & M. J. Elias (Eds.), Educating people to be emotionally intelligent (pp. 79–94). Westport, CT: Praeger.