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Gardner, H. (2003, April 21). Multiple intelligences after twenty years. Paper presented at the American Educational Research Association, Chicago, IL.

Garlick, K. (2002). Understanding the nature of the general factor of intelligence. Psychological review, 109 (1), 116-136.

Golombok, S.&Fivush, R. (1994). Gender development. New York: Cambridge University Press.

Greenfield, P. (1994). Independence and interdependence as cultural scripts. In P. Greenfield&R. Cocking (Eds.), Cross-cultural roots of minority child development, pp. 1-40. Mahwah, NJ: Erlbaum.

Greenfield, P., Keller, H., Fuligni, A.,&Maynard, A. (2003). Cultural pathways through universal development. Annual Review of Psychology, 54, 461-490.

Gottfredson, L. (2004). Intelligence: Is it the epidemiologists’ elusive “fundamental cause” of social class inequalities in health? Journal of Personality and Social Psychology, 86 (1), 174-199.

Hansen, L., Umeda, Y.,&McKinney, M. (2002). Savings in the relearning of second language vocabulary: The effects of time and proficiency. Language Learning, 52, 653-663.

Hyde, J. (2005). The gender similarities hypothesis. American Psychologist, 60 (6), 581-592.

Jimenez, R., Garcia, G.,&Pearson. D. (1995). Three children, two languages, and strategic reading: Case studies in bilingual/monolingual reading. American Educational Research Journal, 32 (1), 67-97.

Johnson, D.&Johnson, R. (1998). Learning together and alone: Cooperative, competitive, and individualistic learning, 5 th edition. Boston: Allyn&Bacon.

Kohn, A. (2004). Test today, privatize tomorrow. Phi Delta Kappan, 85 (8), 568-577.

Kohnert, K., Yim, D., Nett, K., Kan, P.,&Duran, L. (2005). Intervention with linguistically diverse preschool children . Language, Speech, and Hearing Services in Schools, 36, 251-263.

Loo, R. (2004). Kolb’s learning styles and learning preferences: Is there a linkage? Educational psychology, 24 (1), 99-108.

Lubinski, D. (2004). 100 years after Spearman’s “‘General Intelligence,’ Objectively Determined and Measured”. Journal of Personality and Social Psychology, 86 (1), 96-111.

Macbeth, D. (2003). Hugh Mehan’s “Learning Lessons” reconsidered: On the differences between naturalistic and critical analysis of classroom discourse. American Educational Research Journal, 40 (1), 239-280.

Maccoby, E. (2002). Gender and social exchange: A developmental perspective. San Francisco: Jossey-Bass.

Martinez-Roldan, C.&Malave, G. (2004). Language ideologies mediating literacy and identity in bilingual contexts. Journal of early childhood literacy, 4 (2), 155-180.

Measor, L.&Sykes, P. (1992). Gender and schools. New York: Cassell.

Mehan, H. (1979). Learning lessons: social organization in the classroom. Cambridge, MA: Harvard University Press.

Messner, M., Dunca, M.,&Cooky, C. (2003). Silence, sports bras, and wrestling porn. Journal of Sport and Social Issues, 27 (1), 38-51.

Meyers-Sutton, C. (2005). Multiple voices: An introduction to bilingualism. Malden, MA: Blackwell Publishers.

Minami, M. (2002). Culture-specific language styles: The development of oral narrative and literacy. Clevedon, UK: Multilingual Matters.

Myaskovsky, L, Unikel, E.,&Dew, M. (2005). Effects of gender diversity on performance and interpersonal behavior in small work groups. Sex Roles, 52 (9/10), 645-657.

Pritchard, A. (2005). Ways of learning: Learning theories and learning styles in the classroom. London, UK: David Fulton.

Rogers, R., Malancharuvil-Berkes, E., Mosely, M., Hui, D.,&O’Garro, G. (2005). Critical discourse analysis in education: A review of the literature. Review of Educational Research, 75 (3), 365-416.

Rogoff, B. (2003). The culture of human development. New York: Oxford University Press.

Sadker, D. (2002). An educator’s primer on the gender war. Phi Delta Kappan, 84 (3), 235-240.

Shiever, S.&Maker, C. (2003). New directions in enrichment and acceleration. In N. Colangelo&G. Davis (Eds.), Handbook fo gifted education, 3 rd edition (pp. 163-173). Boston: Allyn&Bacon.

Stahl, S. (2002). Different strokes for different folks? In L. Abbeduto (Ed.), Taking sides: Clashing on controversial issue sin educational psychology (pp. 98-107). Guilford, CT: McGraw Hill.

Steiner, H.&Carr, M. (2003). Cognitive development in gifted children: Toward a more precise understanding of emerging differences in intelligence. Educational Psychology Review, 15, 215-246.

Tannen, D. (2001). You just don’t understand: Men and women in conversation. New York: Quill.

Tharp, R.&Gallimore, R. (1989). Rousing minds to life. New York: Cambridge University Press.

Torres-Guzman, M. (1998). Language culture, and literacy in Puerto Rican communities. In B. Perez (Ed.), Sociocultural contexts of language and literacy. Mahwah, NJ: Erlbaum.

Tse, L. (2001). Why don’t they learn English? New York: Teachers’ College Press.

United States Department of Commerce, Bureau of the Census. (2003). American community survey. Washington, D.C.: Author.

Wilkinson, L.&Marrett, C. (Eds.). (1985). Gender influences in classroom interaction. Orlando, FL: Academic Press.

Zhang, L.&Sternberg, R. (2005). Three-fold model of intellectual styles. Educational psychology review, 17 (1).

Zhang, L.&Sternberg, R. (2006). The nature of intellectual styles. Mahwah, NJ: Erlbaum

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Source:  OpenStax, Educational psychology. OpenStax CNX. May 11, 2011 Download for free at http://cnx.org/content/col11302/1.2
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