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Britt, T. (2005). Effects of identity-relevance and task difficulty on task motivation, stress, and performance. Motivation and Emotion, 29 (3), 189-202.

Brophy, J. (2004). Motivating students to learn, 2 nd edition. Mahwah, NJ: Erlbaum.

Brown, D. (2004). Urban teachers’ professed classroom management strategies: Reflections of culturally responsive teaching. Urban Education, 39 (3), 266-289.

Brookfield, S. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom, 2 nd edition. San Francisco: Jossey-Bass.

Chesebro, J. (2003). Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect. Communication Education, 52 (2), 135-147.

Cooper, P.&Simonds, C. (2003). Communication for the classroom teacher, 7 th edition. Boston: Allyn&Bacon.

Cronbach, L.&Snow, R. (1977). Aptitudes and instructional methods: A handbook for research on interaction. New York: Irvington.

Crutsinger, C., Knight, D.,&Kinley. (2005). Learning style preferences: Implications for Web-based instruction. Clothing and Textiles Research Journal, 23 (4), 266-276.

Davidson, J.&Wood, C. (2004). A conflict resolution model. Theory into Practice, 43 (1), 6-13.

Emmer, E.&Stough, L. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36 (2), 103-112.

Gibbs, J. (2003). Moral development and reality: Beyond the theories of Kohlberg and Hoffman. Thousand Oaks, CA: Sage.

Good, T.&Brophy, J. (2002). Looking in classrooms, 9 th edition. Boston: Allyn&Bacon.

Gordon, T. (2003). Teacher effectiveness training. New York: Three Rivers Press.

Guerrero, L.&Floyd, K. (2005). Nonverbal communication in close relationships. Mahwah, NJ: Erlbaum.

Hawkins, J. (2006). Accessing multicultural issues through critical thinking, critical inquiry, and the student research process. Urban Education, 41 (2), 169-141.

Heimann , M. Strid, K., Smith , L., Tjus , T., Ulvund , S.&Meltzoff, A. (2006). Exploring the relation between memory, gestural communication, and the emergence of language in infancy: a longitudinal study. Infant and Child Development , 15(3), 233-249.

Hunter, R. (2004). Madeline Hunter's Mastery Teaching, Revised Edition. Thousand Oaks, CA: Corwin Press.

Jones, T. (2004). Conflict resolution education: The field, the findings, and the future. Conflict Resolution Quarterly, 22 (1-2), 233-267.

Jones, V.&Jones, L. (2006). Comprehensive classroom management: Creating communities of support and solving problems, 6 th edition. Boston: Allyn&Bacon.

Katz, L. (2000). Engaging children's minds: The project approach. Norwood, NJ: Ablex Publishers.

Kohn, A. (2006). Beyond discipline: From compliance to community. Reston, VA: Association for Supervision and Curriculum Development.

Kounin, J. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart&Winston.

Lyman, F. T. (1981). The responsive classroom discussion: The inclusion of all students. In A. Anderson (Ed.), Mainstreaming Digest (pp. 109-113). College Park: University of Maryland Press.

Marks, L. (2003). Instructional management tips for teachers of students with autism-spectrum disorder. Teaching Exceptional Children, 35 (4), 50-54.

Marsh, A., Elfenbein, H.&Ambady, N. (2003). Nonverbal "accents": cultural differences in facial expressions of emotion. Psychological Science, 14 (3), 373-376.

Marzano, R.&Marzano, J. (2004). The key to classroom management. Educational Leadership, 62, pp. 2-7.

McCafferty, S., Jacobs, G.,&Iddings, S. (Eds.). (2006). Cooperative learning and second language teaching. New York: Cambridge University Press.

Moritz, J.&Christie, A. (2005). It’s elementary: Using elementary portfolios with young students. In C. Crawford (Ed.), Proceedings of the Society for Information Technology and Teacher Education International Conference 2005 (pp. 144-151). Chesapeake, VA: Association for the Advancement of Computing in Education.

Nations, S.&Boyett, S. (2002). So much stuff, so little space: Creating and managing the learner-centered classroom. Gainesville, FL: Maupin House.

Peterson, T. (2004). So you’re thinking of trying problem-based learning?: Three critical success factors for implementation. Journal of Management Education, 28 (5), 630-647.

Reynolds, A. (1992). What is competent beginning teaching? Review of Educational Research, 62 (1), 1-35.

Slavin. R. (1994). Cooperative learning, 2 nd edition. Boston: Allyn&Bacon.

Snow, R. (1989). Aptitude-treatment interaction as a framework for research on individual differences in learning. In P. Ackerman, R. Sternberg,&R. Glaser (Eds.), Learning and individual differences, pp. 13-60. New York: W. H. Freeman.

Sternberg, R.&Grigorenko, E. (2004). Successful intelligence in the classroom. Theory into Practice, 43 (4), 274-280.

Stevens, B.&Tollafield, A. (2003). Creating comfortable and productive parent/teacher conferences. Phi Delta Kappan, 84 (7), 521-525.

Stiggins, R.&Chappuis, J. (2005). Using student-involved classroom assessment to close achievement gaps. Theory into Practice 44 (1), 11-18.

Thorson, S. (2003). Listening to students: Reflections on secondary classroom management. Boston: Allyn&Bacon.

Turiel, E. (2006). The development of morality. In W. Damon, R. Lerner,&N. Eisenberg (Eds.), Handbook of child psychology, vol. 3, pp. 789-857. New York: Wiley.

Van Meerionboer, J., Kirschner, P.,&Kester, L. (2003). Taking the cognitive load off a learner’s mind: Instructional design for complex learning. Educational Psychologist, 38 (1), 5-13.

White, C. (2005). Student portfolios: An alternative way of encouraging and evaluating student learning. In M. Achacoso&N. Svinicki (Eds.), Alternative Strategies for Evaluating Student Learning (pp. 37-42). San Francisco: Jossey-Bass.

Weinstein, C.,Tomlinson-Clarke, S.,&Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55 (1), 25-38.

Questions & Answers

A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
Aislinn Reply
cm
tijani
what is titration
John Reply
what is physics
Siyaka Reply
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Jude Reply
Can you compute that for me. Ty
Jude
what is the dimension formula of energy?
David Reply
what is viscosity?
David
what is inorganic
emma Reply
what is chemistry
Youesf Reply
what is inorganic
emma
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
Krampah Reply
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
Sahid Reply
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
Samuel Reply
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Joseph Reply
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
Ryan
what's motion
Maurice Reply
what are the types of wave
Maurice
answer
Magreth
progressive wave
Magreth
hello friend how are you
Muhammad Reply
fine, how about you?
Mohammed
hi
Mujahid
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
yasuo Reply
Who can show me the full solution in this problem?
Reofrir Reply
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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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