Think Paper Sources
Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M.T. (2009). Investigating the impact of video games on high school students’ engagement and learning about genetics. Computers & Education, 53, 74-85. PDF
Butler, D. L. & Cartier, S. C. (2004). Promoting effective task interpretation as an important work habit: A key to successful teaching and learning. Teachers College Record, 106, 1729-1758. PDF
Capon, N., & Kuhn, D. (2004). What's so good about problem-based learning? Cognition & Instruction, 22, 61-79. PDF
Chibbaro, J. (2007). School counselors and the cyberbully: Interventions and implications. Professional School Counseling, 11(1), 65-68. PDF
Clark, A. M., Anderson, R. C., Kuo, L.(2003). Collaborative reasoning: Expanding ways for children to talk and think in school. Educational Psychology Review, 15, 181-198. PDF
Connolly, I., & O'Moore, M. (2003). Personality and family relations of children who bully. Personality and Individual Differences, 35(3), 559-567. PDF
Demaray, M., Schaefer, K., & Delong, L. (2003). Attention-Deficit/Hyperactivity Disorder (ADHD): A National Survey of Training and Current Assessment Practices in the Schools. Psychology in the Schools, 40(6), 583-597. PDF
Entwistle, N., & Entwistle, D. (2003). Preparing for examinations: The interplay of memorizing and understanding, and the development of knowledge objects. Higher Education Research & Development, 22, 19-41. PDF
ED/OSERS (2008). Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home. US Department of Education, (ERIC Document Reproduction Service No. ED502959). PDF
Finn, J. D., Gerber, S. B., & Achilles, C. M. (2001). The enduring effects of small classes. Teachers College Record, 103, 145-183. PDF
Finn, J. D., Pannozzo, G. M., Achilles, C. M. (2003). The "why's" of class size: Student behavior in small classes. Review of Educational Research, 73, 321-368. PDF
Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implication of the theory of multiple intelligences. Educational Researcher, 18, 4-10. PDF
Graham, S., & Bellmore, A. (2007). Peer Victimization and Mental Health during Early Adolescence. Theory Into Practice, 46(2), 138-146. PDF
Harris, K. R., Mason, L. H., Graham, S., & Saddler, B. (2002). Developing self-regulated writers. Theory into Practice, 41, 110-115. PDF
Herrenkohl, L. (2006). Intellectual Role Taking: Supporting Discussion in Heterogeneous Elementary Science Classes. Theory Into Practice, 45(1), 47-54. PDF
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235-265. PDF
Hmelo-Silver, C., Duncan, R., & Chinn, C. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107. PDF
Kimmel, M., & Mahler, M. (2003). Adolescent masculinity, homophobia, and violence: Random school shootings, 1982-2001. American Behavioral Scientist, 46(10), 1439-1458. PDF
Kirschner, P., Sweller, J., & Clark, R. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86. PDF
King, A. (2002). Structuring Peer Interaction To Promote High-Level Cognitive Processing. Theory into Practice, 41(1), 33-39. PDF
Johnson, D. W. (2003). Social interdependence: Interrelationships among theory, research, and practice. American Psychologist, 58, 934-945. PDF
Mayer, R. E (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59, 14-19. PDF
McMaster, K. N., & Fuchs, D. (2002). Effects of cooperative learning on the academic achievement of students with learning disabilities: An update of Tateyama-Sniezek's review. Learning Disabilities: Research & Practice, 17, 107-117. PDF
Miller, L. M., Chang, C.-I., Wang, S., Beier, M. E., & Klisch, Y. (2011). Learning and motivational impacts of a multimedia science game. Computers & Education, 57, 1425-1433. PDF
O’Donnell, A. M., Dansereau, D. F. & Hall, R. H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14, 71-86. PDF
Palincsar, A., & Herrenkohl, L. (2002). Designing Collaborative Learning Contexts. Theory into Practice, 41(1), 26-32. PDF
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119. PDF
Purdie, N., Hattie, J., & Carroll, A. (2002). A Review of the Research on Interventions for Attention Deficit Hyperactivity Disorder: What Works Best? Review of Educational Research, 72(1), 61-99. PDF
Rogers, D. & Swan, K. (2004). Self-regulated learning and internet searching. Teachers College Record, 106, 1804-1824. PDF
Root, R., & Resnick, R. (2003). An update on the diagnosis and treatment of attention-deficit/hyperactivity disorder in children. Professional Psychology: Research and Practice, 34(1), 34-41. PDF
Salomon, G., & Almog, T. (1998). Educational psychology and technology: A matter of reciprocal relations. Teachers College Record, 100, 222-241. PDF
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Singh, I. (2008). Beyond polemics: science and ethics of ADHD. Nature Reviews Neuroscience 9, 957-964. PDF
Smith, P., & Ananiadou, K. (2003). The nature of school bullying and the effectiveness of school-based interventions. Journal of Applied Psychoanalytic Studies, 5(2), 189-209. PDF
Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review, 17, 125-146. PDF
Squire, K. D. (2008). Designing centers of expertise for academic learning through video games. Theory Into Practice, 47, 240-251. PDF
Sternberg, R. J. (2002). Raising the achievement of all students: Teaching for successful intelligence. Educational Psychology Review, 14, 383-393 . PDF
Stone, C. A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of LearningDisabilities, 31, 344-364 . HTML
Swaak, J., & de Jong, T. (2001). Discovery Simulations and the Assessment of Intuitive Knowledge. Journal of Computer Assisted Learning, 17(3), 284-94. PDF
Tieso, C. L. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26, 29-36 . HTML
Timimi, S. (2004). A Critique of the International Consensus Statement on ADHD. Clinical Child and Family Psychology Review, 7(1), 59-63. PDF
Waterhouse, L. (2006). Multiple intelligences, the Mozart effect, and emotional intelligence: A critical review. Educational Psychologist,41, 207-245. PDF
Williams, R. L., & Eggert, A. C. (2002). Notetaking in college classes: Student patterns and instructional strategies. Journal of General Education, 51, 173-199. PDF