References: Cooperative Problem Solving

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References

Barton, K. C., & Ho, L. C. (2021). Curriculum for justice and harmony: Deliberation, knowledge, and action in social and civic education. Routledge.

Chen, R. H. (2021). Fostering students' workplace communicative competence and collaborative mindset through an inquiry-based learning design. Education sciences, 11(1), 17.

Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157–163.

National Association for the Education of Young Children. (2009). NAEYC Position Statement: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.

O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3–8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.

Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76(4), 763–782.

Ramani, G.B., & Eason, S.H. (2015). It all adds up: Learning early math through play and games. Phi Delta Kappan, 96(1), 27–32.

Smith, J. M., & Mancy, R. (2018). Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving–what do we mean by collaborative metacognition?. Research in Mathematics Education, 20(1), 14-36.

Pennequin, V., Questel, F., Delaville, E., Delugre, M., & Maintenant, C. (2020). Metacognition and emotional regulation in children from 8 to 12 years old. British Journal of Educational Psychology, 90, 1-16.

Tudge, J. R., Winterhoff, P. A., & Hogan, D. M. (1996). The cognitive consequences of collaborative problem solving with and without feedback. Child development, 67(6), 2892-2909.

Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143–2152.