My Ideological Stance in Content Area InstructionSherrie Lee
I present my ideological stance in content area instruction by first providing background information about the students and their goals and challenges regarding attaining proficiency in academic literacy practices. I then briefly summarize my ideological stance regarding teaching students in content area instruction, followed by describing three pedagogical approaches to integrate academic literacy into my instruction so as to provide equity and access for all students to succeed in content understanding.
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
The Role of Interest and Enjoyment in Determining Students’ Approach to Learning.
This paper provides information about findings from a recent research project that provides a new insight into how students’ approaches to learning may be impacted by their level of interest in and enjoyment of the topic being studied. The data from this research suggests that for contemporary students, interest and enjoyment play an important role in determining their approach to learning. As such there are implications for all educators who may wish to encourage their students to use a deep approach to learning.
The purpose of this paper is to present a research proposal as a response to the need for inquiry on new participatory approaches of learning design in higher education. Learning scenarios are required that better connect with the skills and interests of specific groups of students, both in regard to the methodological strategies and the uses of supporting technological tools proposed
My Ideological Stance in Content Area InstructionSherrie Lee
I present my ideological stance in content area instruction by first providing background information about the students and their goals and challenges regarding attaining proficiency in academic literacy practices. I then briefly summarize my ideological stance regarding teaching students in content area instruction, followed by describing three pedagogical approaches to integrate academic literacy into my instruction so as to provide equity and access for all students to succeed in content understanding.
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
The Role of Interest and Enjoyment in Determining Students’ Approach to Learning.
This paper provides information about findings from a recent research project that provides a new insight into how students’ approaches to learning may be impacted by their level of interest in and enjoyment of the topic being studied. The data from this research suggests that for contemporary students, interest and enjoyment play an important role in determining their approach to learning. As such there are implications for all educators who may wish to encourage their students to use a deep approach to learning.
The purpose of this paper is to present a research proposal as a response to the need for inquiry on new participatory approaches of learning design in higher education. Learning scenarios are required that better connect with the skills and interests of specific groups of students, both in regard to the methodological strategies and the uses of supporting technological tools proposed
Learning Environment In Early Childhood Education Centers Of Lahoreiosrjce
In Pakistan, the focus of educators and policy makers has been primarily limited to curricular
planning and policy making, with little or no attention given to the worldwide changing trend in early childhood
education; the construction of a stimulating learning environment, and its subsequent influence on the
performance of a child. The present study was aimed at assessing the quality of the offered learning
environment in private early childhood education centers of Lahore, with the globally accepted tool for quality
assessment of classroom environments, the Early Childhood Environment Rating Scale-Revised (ECERS-R). A
non-probability convenience sampling method was used, primarily due to willingness to participate of private
institutes offering early childhood education services for children aged between 3-5 years. From the findings it
was concluded that while there is a varying range in quality of available learning environments, an overall low
quality is under practice by majority schools. In the light of these findings, implications for further research to
stress the overwhelming impact of learning environments on child performance are discussed, along with the
need for policy makers and educators to re-think and re-design the current curriculum and practices of early
childhood education accordingly
Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced?
Is there Clear Evidence that Constructivist Principles have been
Applied to all Aspects of Contemporary University Undergraduate Study?
This conceptual paper provides an overview of constructivist education and the development and
use of constructivist principles in contemporary higher education, outlining constructivism and
some specific facets of student-centered learning. Drawing from first-hand experience and using two
examples of current university assessment practice, reflective learning, and learning outcomes, the
author argues that, despite claims constructivist pedagogical approaches have become normative
practice when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
A brief introduction to transactional distance and equivalency theories, two theories useful to the design, implementation, and evaluation of distance or online education. This deck was drawn from a lesson I used in teaching an online course on "Distance Education Research and Design."
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Learning Environment In Early Childhood Education Centers Of Lahoreiosrjce
In Pakistan, the focus of educators and policy makers has been primarily limited to curricular
planning and policy making, with little or no attention given to the worldwide changing trend in early childhood
education; the construction of a stimulating learning environment, and its subsequent influence on the
performance of a child. The present study was aimed at assessing the quality of the offered learning
environment in private early childhood education centers of Lahore, with the globally accepted tool for quality
assessment of classroom environments, the Early Childhood Environment Rating Scale-Revised (ECERS-R). A
non-probability convenience sampling method was used, primarily due to willingness to participate of private
institutes offering early childhood education services for children aged between 3-5 years. From the findings it
was concluded that while there is a varying range in quality of available learning environments, an overall low
quality is under practice by majority schools. In the light of these findings, implications for further research to
stress the overwhelming impact of learning environments on child performance are discussed, along with the
need for policy makers and educators to re-think and re-design the current curriculum and practices of early
childhood education accordingly
Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced?
Is there Clear Evidence that Constructivist Principles have been
Applied to all Aspects of Contemporary University Undergraduate Study?
This conceptual paper provides an overview of constructivist education and the development and
use of constructivist principles in contemporary higher education, outlining constructivism and
some specific facets of student-centered learning. Drawing from first-hand experience and using two
examples of current university assessment practice, reflective learning, and learning outcomes, the
author argues that, despite claims constructivist pedagogical approaches have become normative
practice when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
A brief introduction to transactional distance and equivalency theories, two theories useful to the design, implementation, and evaluation of distance or online education. This deck was drawn from a lesson I used in teaching an online course on "Distance Education Research and Design."
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
Many researchers have focused on online collaborative learning, crosscultural
communication, project-based learning, digital literacy, and digital
storytelling but there is no pedagogical framework that incorporates these
elements for English as Foreign Language (EFL) teaching. This study based
on the qualitative design established a pedagogical framework from three
different types of cross-cultural collaborative projects with the collected data
including students’ artifacts and project structures. We have found that the
pedagogical framework proposed here serves as a guide to facilitate different
types of cross-cultural projects in their classrooms. The multiple cases of
cross-cultural online collaborative projects in an EFL class were taught
according to the theories of project-based learning and content language
integrated learning alike, proved to follow this pedagogical framework.
Implementation is also described to give more details on how the projects
were conducted. In the end, opportunities and challenges are provided for
future implementation of online collaborative EFL projects.
21ST CENTURY SKILLS AND ICT INTEGRATION IN INSTRUCTION18.pptx
Abdul Kareem Ideological Stance
1. My Ideological Stance in
Content Area Instruction
Aziza Abdul Kareem
EDUC 505
Dr. Nelli
2. Background of Students
• Business, Science, Mathematics, and
Technology High School in urban setting.
• Ninth grade class ages range from 14-17.
• Students come from low socioeconomic
background.
• Reading and writing abilities of students
varies.
• Active learners who prefer group work and
very opinionated.
3. Learning Outcome
As a result of classroom instruction students will be able to construct
knowledge about the application of multiple reading strategies while
deciphering when and how to utilize comprehension techniques
through engagement with texts. Implementation of this learning
outcome will result from a dialectical constructivist model which
emphasizes the teachers’ ability to anticipate student’s needs by
providing strategies that serve as a scaffold to reading awareness,
supervising the learning process through modeling exercises, and
guiding student’s understanding as they internalize the model provided
in creation of their own comprehension techniques (Pressley, Harris, &
Marks 1992).
4. Critical Thinking
&
Academic Language
Critical thinking is supported through the continued interaction between
the student and the classroom environment. Acquisition of new
knowledge and reorganization of what is already known (e.g., White,
1959) is motivated by the gap between current understanding and the
understanding required to comprehend the world as it is (Pressley,
Harris, and Marks 1992). In turn, academic language stemming from
the social science discipline is developed through group discussion
and explicit instruction such as think aloud or guided practice using
morphemic analysis (word chunking), context clues (use of context to
interpret reading), and key concepts (general class linked by a
common element or idea) (Vacca, Vacca, & Mraz 2011).
5. Ideological Stance
My ideological stance is based upon three concepts:
promotion of intellectual social justice or the ability
to make intelligent claims that counter authority
figures’ beliefs, open minded acquisition of learning
or the ability to consider opposing views, and
encouraging students’ critical judgment in the
analysis of ideas and comments faced in texts while
supporting claims with evidence.
6. Goal
Academic Literacy
•Academic Literacy involves becoming proficient in reading and writing
while developing characteristic methods of acting, interacting, valuing,
feeling, dressing, thinking, believing with other people and various objects,
tools, and technologies (Gee 2012 pg. 152).
•Access to Social Science Enduring Understandings comprises academic
language proficiency which requires students use linguistic skills to
interpret and infer meaning from oral and written language; discern
precise meaning and information from text, relate ideas and information,
recognize the conventions of various genres, and enlist a variety of
linguistic strategies on behalf of a wide range of communicative purposes
(Dutro & Moran 2003 pgs. 230-231).
7. Challenge
• Elliot (2008) suggests, that the “critical analysis of the
relationship between belief and practice is fundamental to
teaching, yet many educators do not see it as imperative” (pg.
210).
• The tension between use of reading strategies and student
construction of social science enduring understandings is
based upon the teacher’s ability to implement techniques that
provide students with competencies while grappling with
complex vocabularies, and developing necessary skills in the
areas of analysis and synthesis of ideas. In other words,
although reading strategies are implemented in instructional
practices, this is not an indication that students know how to
use these techniques independently.
9. Cooperative Learning
• Cooperative groups facilitate active participation and should be a primary form
of classroom organization when teachers bring students together to
comprehend texts (Vacca, Vacca, & Mraz pg. 152).
• Based on the social constructivist theory in which the collective efforts of
students impose meaning on the world (Ormrod, 2011 pg. 221).
• Equity and Access occurs when students’ zone of proximal development
includes learning and problem solving with assistance from more competent
adults and peers (Ormrod, 2011).
• Social Science enduring understanding is achieved through positive
interdependence, individual accountability, equal participation, and
simultaneous interaction (Kagan, 1998).
Examples:
Jigsaw Groups Group Investigation
Learning Circles Group Retellings
10. Modeling
• Modeling of academic skills can be especially effective when the model
demonstrates not only how to do a task but also how to think about a task
(Ormrod, 2011 pg. 330).
• Based upon the social cognitive views of learning cognitive modeling helps
students learn many academic skills, at least in part, by observing what others
do (Ormrod, 2011 pg. 330).
• Equity and access occurs through the use of demonstrations, integration of
technology, and use of think aloud to provide follow up assistance to students
with varying needs (Vacca, Vacca, & Mraz 2011 pg. 129).
• Social Science enduring understanding is achieved through making predictions
or showing students how to develop hypothesis, describing visual images,
sharing an analogy which links prior knowledge with new information,
verbalizing confusing points, demonstrating fix-up strategies(Alaska
Department of Education & Early Development Instructional Methods).
Examples: Think-Aloud, Modeling with Explicit Strategy
11. Active Literacy
• Active literacy involves what a teacher does before, during, and after
reading (B-D-A) as a crucial, active, and purposeful component of
reading (Vacca, Vacca, & Mraz 2011 pg. 131).
• Based upon the constructivist theory students take many separate
pieces of information from before, during, and after reading activities to
build an overall understanding or interpretation (Ormrod, 2011 pg.
218).
• Equity and access is achieved through assignments that allow
students to process content from multiple perspectives (Vacca, Vacca,
& Mraz 2011 pg. 283).
• Social Studies enduring understanding is developed through
generating questions, summarizing, clarifying text, and predicting.
Examples:
Anticipation Guide, Double Entry Journals, and Exit Slips
12. Conclusion
In conclusion, use of the three pedagogical practices of
cooperative learning, modeling, and active literacy
provides the necessary scaffold for students’
comprehension and acquisition of literacy strategies. In
turn students will develop skills necessary for academic
language development and content understanding.
Through collaborative interactions meaningful learning
takes place as a result of collective metacognition.
13. References
Alaska Department of Education & Early Development Instructional Methods Retrieved on 11/21/12
http://www.eed.state.ak.us/tls/frameworks/sstudies/part3a5.htm
Dutro, S. & Moran, C. (2003). Rethinking English Language Instruction: An Architectural Approach. In G. Garcia (ed.) In English Learners: Reaching
the Highest Level of English Literacy. Intl Reading Assoc., Pgs. 227-258.
Elliot, P. (2008). Mapping the Terrain(s) of Ideology in New Urban Teachers’ Professional Development Experiences. In L. Bartolome (Ed.)
Ideologies in Education: Unmasking the Trap of Teacher Neutrality. Peter Lang. Pgs. 208-228.
Gee, J. (2012). Discourses and literacies. Social linguistics and literacies: Ideology in discourses (4 th ed.) (pp. 147-178). New York, NY:Routledge.
Kagan, S. (1998). New cooperative learning, multiple intelligences, and inclusion. In J.W. Putnam and R. W. Slavin (Eds.), Cooperative learning
and strategies for inclusion: Celebrating diversity in the classroom (pp. 105-136). Baltimore, MD: Brookes Publishing.
Pressley, M., Harris, K., & Marks, B. M. But good strategy instructors are constructivist! Educational Psychology Review, Vol 4., No. 1, 1992
Ormrod, J.E. (2011). Educational Psychology: Developing Learners (7th Ed.). Upper Saddle River, N.J. Pearson.
Vacca, Richard T., Vacca, Jo Anne L., and Mraz, MaryAnn. Content Area Reading: Literacy and learning across the curriculum. Boston: Pearson
Education, Inc. 10th Edition 2011