References: Think-Pair-Share

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American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK-12 teaching and learning.

Butler, L. P., & Walton, G. M. (2013). The opportunity to collaborate increases preschoolers' motivation for challenging tasks. Journal of experimental child psychology, 116(4), 953-961.

Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), _Caring classrooms/intelligent schools: The social emotional education of young children _(Chapter 1). New York: Teachers College Press.

Dieker, L. A., Delisio, L., & Bukaty, C. (2015). Tuning in with technology. In W. W. Murawski & K. L. Scott (Eds.), What really works in elementary education: Research-based practical strategies for every teacher. Thousand Oaks, CA: Corwin Press.

Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., et al. (2003). Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving. Journal of Educational Psychology, 95(2), 293-305.

Gillies, R., & Boyle, M. (2013). Cooperative learning: A smart pedagogy for successful learning. Cooperative learning project. University of Queensland: School of Education.

Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.

The Institute of Education Sciences (IES). (2017). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools. NCEE 2009-4060.

Isaacs, A., & Carroll, W. (1999). Strategies for basic fact instruction. Teaching Children Mathematics, 5(9), 508-515.

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.

Joseph, G.E., Strain, P., Yates, T., Ph.D., & Hemmeter, M.L. (2010). Social emotional teaching strategies (presentation). The Center on the Social and Emotional Foundations for Early Learning.

Master, A., & Walton, G. M. (2013). Minimal groups increase young children's motivation and learning on groupÔÇÉrelevant tasks. Child development, 84(2), 737-751.

Mercer, N., & Sams, C. (2006). Teaching children how to use language to solve maths problems. Language and Education, 20(6), 507-528.

National Mathematics Advisory Panel (NMAP). (2008). Foundations for success: The final report of the national mathematics advisory panel. Washington, DC: U.S. 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.

Slavin, R.E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicologia, 30(3), 785.791.

Slavin, R.E. (2015). Cooperative learning in elementary schools. Education 3-13, 43(1), 5-14.

Tournaki, N. (2003). The differential effects of teaching addition through strategy instruction versus drill and practice to students with and without learning disabilities. Journal of Learning Disabilities, 36(5), 449-458.

Vygotsky, L. S. (1978). Mind in society (Eds. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman). Cambridge, MA: Harvard University Press.

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

Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.