References: Student Choice

Return to Student Choice strategy page.

References

American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK-12 teaching and learning. Retrieved from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf

Behrman, E. H. (2006). Teaching about language, power, and text: A review of classroom practices that support critical literacy. Journal of Adolescent & Adult Literacy, 49(6), 490-498.

Douglas, D. (2004). Self‐advocacy: Encouraging students to become partners in differentiation. Roeper Review, 26(4), 223-228.

Faircloth, B. S. (2012). "Wearing a mask" vs. connecting identity with learning. Contemporary Educational Psychology, 37(3), 186-194.

Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331.

Immordino-Yang, M.H., & Faeth, M. (2016). The role of emotion and skilled intuition in learning. In M.H. Immordino-Yang (Ed.), Emotions, learning, and the brain (pp. 93-105). New York, NY: W.W. Norton & Company.

Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97-110.

Wigfield, A., & Guthrie, J. T. (2000). Engagement and motivation in reading. Handbook of Reading Research__, 3, 403-422.

Wissman, K., Costello, S., & Hamilton, D. (2012). 'You're like yourself': Multimodal literacies in a reading support class. Changing English, 19(3), 325-338.