Countdown to Annual Conference
San Antonio, Tex.
March 6-8, 2010
Home
MISSION: ASCD (formerly the Association for Supervision and Curriculum Development) is a membership organization that develops programs, products, and services essential to the way educators learn, teach, and lead.
We are here to help!
1703 North Beauregard St.
Alexandria, VA 22311-1714

Tel: 1-800-933-ASCD (2723)
Fax: 1-703-575-5400

8:00 a.m. to 6:00 p.m. EST Monday through Friday

Local to the D.C. area:
703-578-9600, press 1

Toll-free from the U.S. and Canada: 1-800-933-ASCD (2723), press 1

All other countries (International Access Code): +1-703-578-9600, press 1
Permissions and Translations
ASCD recognizes and respects intellectual property rights and adheres to copyright law. Learn about our rights and permissions policies.




Better Learning Through Structured Teaching

by Douglas Fisher and Nancy Frey

Table of Contents




References

Aldrich, C. (2005). Learning by doing: A comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences. San Francisco: Jossey-Bass.

Alvermann, D. E., & Boothby, P. R. (1986). Children's transfer of graphic organizer instruction. Reading Psychology, 7(2), 87–100.

Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Clearinghouse on Language and Linguistics. Retrieved March 30, 2007, from http://www.cal.org/resources/digest/0110anderson.html

Angelo, T. A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. Classroom Research: Early Lessons from Success, 46, 17–31.

Atkin, B. (2000). Voices from the fields: Children of migrant farmworkers tell their stories. New York: Little, Brown.

Bandura, A. (1965). Influence of models' reinforcement contingencies on the acquisition of imitative responses. Journal of Personality and Social Psychology, 1, 589–595.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Beckman, M. (1990). Collaborative learning: Preparation for the workplace and democracy. College Teaching, 38(4), 128–133.

Benjamin, A. (2002). Differentiated instruction: A guide for middle and high school teachers. Larchmont, NY: Eye on Education.

Bennett, N., & Cass, A. (1988). The effects of group composition on group interactive processes and pupil understanding. British Educational Research Journal, 15, 19–32.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74.

Bomer, R. (1999). Conferring with struggling readers: The test of our craft, courage, and hope. New Advocate, 12(1), 21–38.

Borzak, L. (Ed.). (1981). Field study: A source book for experiential learning. Thousand Oaks, CA: Sage.

Brochmann, H. (2007). Iteration and recursion. Retrieved April 2, 2007, from http://www.members.shaw.ca/FLYAWAYTOO/math/Recursion/Recur-1.00.html

Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Bruchac, J. (2001). Sacajawea. New York: Scholastic.

Camp, D. (2006). Pairing fiction and nonfiction: Strategies to build comprehension in the content areas. New York: Scholastic.

Candy, P. C. (1991). Self-direction for lifelong learning. San Francisco: Jossey-Bass.

Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.

Clay, M. M. (2000). Running records for classroom teachers. Portsmouth, NH: Heinemann.

Cleary, B. (1996). A girl from Yamhill: A memoir. New York: HarperTrophy.

Clements-Davis, G. L., & Ley, T. C. (1991). Thematic preorganizers and the reading comprehension of tenth-grade world literature students. Reading Research & Instruction, 31(1), 43–53.

Coleman, M. R., & Gallagher, J. J. (1995). Middle schools and their impact on talent development. Middle School Journal, 26, 47–56.

Covey, S. R. (2004). The seven habits of highly effective people: Powerful lessons in personal change. New York: Free Press.

Daniels, H. (2001). Literature circles: Voice and choice in book clubs and reading groups. York, ME: Stenhouse.

Daniels, H. (2006). What's the next big thing with literature circles? Voices from the Middle, 13(4), 10–15.

Denenberg, B. (1990). Stealing home: The story of Jackie Robinson. New York: Scholastic.

Diaz-Lefebvre, R. (2004). Multiple intelligences, learning for understanding, and creative assessment: Some pieces to the puzzle of learning. Teachers College Record, 106, 49–57.

Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5th ed.). New York: Addison Wesley Longman.

Dodge, B. (1998). Schools, skills and scaffolding on the Web. Retrieved July 6, 2006, from http://edweb.sdsu.edu/people/bdodge/scaffolding.html

Dodge, B. J. (n.d.) FOCUS: Five rules for writing a great WebQuest. Retrieved March 31, 2007, at http://www.webquest.futuro.usp.br/artigos/textos_outros-bernie1.html

Duffy, G. G. (2003). Explaining reading: A resource for teaching concepts, skills, and strategies. New York: Guilford.

Duffy, G. G., Roehler, L. R., & Rackliffe, G. (1986). How teachers' instructional talk influences students' understanding of lesson content. Elementary School Journal, 87(1), 3–16.

Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205–242). Newark, DE: International Reading Association.

Farmer, D. (1994). Meeting the needs of gifted students in the regular classroom. Sydney: Commonwealth of Australia.

Fisher, D. (2004). Setting the "opportunity to read" standard: Resuscitating the SSR program in an urban high school. Journal of Adolescent & Adult Literacy, 48, 138–150.

Fisher, D., & Frey, N. (2007a). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Fisher, D., & Frey, N. (2007b). Improving adolescent literacy: Content area strategies at work (2nd ed.) Upper Saddle River, NJ: Merrill Prentice Hall.

Fisher, D., & Frey, N. (2007c). Scaffolded writing instruction: Teaching with a gradual-release framework. New York: Scholastic.

Fisher, D., Frey, N., & Williams, D. (2002). Seven literacy strategies that work. Educational Leadership, 60(3), 70–73.

Flood, J., Lapp, D., Flood, S., & Nagel, G. (1992). Am I allowed to group? Using flexible patterns for effective instruction. The Reading Teacher, 45, 608–615.

Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.

Frank, A. (1993). Anne Frank: The diary of a young girl. New York: Bantam Books.

Frey, N., & Fisher, D. (2006). Language arts workshop: Purposeful reading and writing instruction. Upper Saddle River, NJ: Merrill/Prentice Hall.

Fullan, M., Hill, P., & Crévola, C. (2006). Breakthrough. Thousand Oaks, CA: Corwin.

Fulwiler, T., & Young, A. (1982). Language connections: Writing and reading across the curriculum. Urbana, IL: National Council of Teachers of English.

Gallant, R. A. (2000). Comets, asteroids, and meteorites. New York: Benchmark Books.

Ganci, C. (2003). Chief: The life of Peter J. Ganci, a New York City firefighter. New York: Orchard.

Gardner, H. (2006). Multiple intelligences: New horizons. New York: Perseus Books.

Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English language learners. Exceptional Children, 66, 454–470.

Goldman, S. R., & Pellegrino, J. (1986). Microcomputer: Effective drill and practice. Academic Therapy, 22(2), 133–140.

Graff, G., & Birkenstein, C. (2006). They say/I say: The moves that matter in academic writing. New York: Norton.

Graves, M. F., & Fitzgerald, J. (2003). Scaffolding reading experiences for multilingual classrooms. In G. G. García (Ed.), English learners: Reaching the highest level of English literacy (pp. 96–124). Newark, DE: International Reading Association.

Guzzetti, B. J., Synder, T. E., Glass, G. V., & Gamas, W. S. (1993). Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 28, 116–159.

Heuser, D. (2000). Reworking the workshop for math and science. Educational Leadership, 58(1), 34–37.

Hill, J. D., & Flynn, K. M. (2006). Classroom instruction that works with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Holdaway, D. (1979). The foundations of literacy. New York: Scholastic.

Hong, L. T. (1993). Two of everything. New York: Whitman.

Ivey, G., & Broaddus, K. (2001). "Just plain reading": A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36, 350–377.

Johnson, D. W., & Johnson, R. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (2nd ed.). Boston: Allyn & Bacon.

Johnson, D. W., Johnson, R. T., & Smith, K. (1991). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.

Kellough, R. D., & Kellough, N. G. (1999). Secondary school teaching: A guide to methods and resources. Upper Saddle River, NJ: Prentice Hall.

Kesten, C. (1987). Independent learning. Regina, Canada: Saskatchewan Education.

Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.

Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Studies of group process (pp. 33–57). New York: Wiley.

Krull, K. (2003). Harvesting hope: The story of César Chávez. San Diego, CA: Harcourt.

Krull, K. (2004). A woman for president: The story of Victoria Woodhull. New York: Walker.

Kucan, L., & Beck, I. L. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67, 271–299.

LaBerge, D. I., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.

Levstik, L., & Barton, K. (1997). Doing history: Investigating with children in elementary and middle schools. Mahwah, NJ: Erlbaum.

Lewis, M., Bergon, F., & Clark, W. (2003). The journals of Lewis and Clark. New York: Penguin.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Mason, D. A., & Good, T. L. (1993). Effects of two-group and whole-class teaching on regrouped elementary students' mathematics achievement. American Educational Research Journal, 30, 328–360.

McInnerney, J., & Roberts, T. S. (2005). Collaborative and cooperative learning. In The encyclopedia of distance learning: Volume 1. Online learning and technologies (pp. 269–276). Hershey, PA: Information Science Publishing.

Mooney, M. (1988). Developing life-long readers. Wellington, New Zealand: Learning Media.

Moore, D. W., & Readence, J. E. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78(1), 11–17.

Mulryan, C. (1995). Fifth and sixth graders' involvement and participation in cooperative small groups in mathematics. Elementary School Journal, 95(4), 297–310.

Nathan, M. J., & Petrosino, A. (2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40, 905–928.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Retrieved March 31, 2007, from http://standards.nctm.org/document/chapter2/assess.htm

National Research Council. (2006). America's lab report: Investigations in high school science. Washington, DC: National Academies Press.

National Research Council, Division of Behavioral and Social Sciences and Education. (2005). How students learn: History, mathematics, and science in the classroom. Washington, DC: National Academies Press.

Naylor, P. R. (1991). Shiloh. New York: Atheneum.

O'Brien, T. C., & Moss, A. (2004). What's basic in mathematics? Rote memorization of arithmetic "facts" isn't as important as making sense of math concepts and applying them to the everyday world. Principal, 84(2), 25–27.

Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, DE: International Reading Association.

Opitz, M. F., & Rasinski, T. (1998). Good-bye round robin: 25 effective oral reading strategies. Portsmouth, NH: Heinemann.

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175.

Parker, S. (2005). Electricity. New York: DK.

PBS. (2007). Elements of a slide. Nova: Avalanche! Retrieved March 31, 2007, from http://www.pbs.org/wgbh/nova/avalanche/elements.html

Pearson, P. D., & Gallagher, G. (1983). The gradual release of responsibility model of instruction. Contemporary Educational Psychology, 8, 112–123.

Petrie, K. (2003). The food pyramid. Edina, MN: Abdo.

Piaget, J. (1952). The origins of intelligence in children. New York: Norton.

Pilgreen, J. (2000). The SSR handbook: How to organize and manage a sustained silent reading program. Portsmouth, NH: Heinemann.

Pincus, A. R. H. (2005). What's a teacher to do? Navigating the worksheet curriculum. The Reading Teacher, 59, 75–79.

Race, P. (1996). A fresh look at independent learning. Retrieved April 2, 2007, from http://www.city.londonmet.ac.uk/deliberations/eff.learning/indep.html

Raphael, T. E., Highfield, K., & Au, K. H. (2006). QAR now: A powerful and practical framework that develops comprehension and higher-level thinking in all students. New York: Scholastic.

Raphael, T. E., Pardo, L. S., & Highfield, K. (2002). Book club: A literature-based curriculum (2nd ed.). Lawrence, MA: Small Planet Communications.

Rigby. (2004). Dad. San Diego, CA: Harcourt.

Rogers, C. (1969). Freedom to learn: A view of what education might become. Columbus, OH: Merrill.

Ryan, P. M. (2000). Esperanza rising. New York: Scholastic.

Santa, C., & Havens, L. (1995). Creating independence through student-owned strategies: Project CRISS. Dubuque, IA: Kendall-Hunt.

Sapon-Shevin, M. (2007). Widening the circle: The power of inclusive classrooms. Boston: Beacon.

Saskatchewan Education. (n.d.). Understanding the common essential learnings. Regina, Canada: Author. Retrieved March 31, 2007, from http://www.sasked.gov.sk.ca/docs/policy/cels/el7.html

Slavin, R. E. (1980). Cooperative learning. Review of Educational Research, 50, 315–342.

Slavin, R. E. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94, 429–445.

Stevens, R. J., & Slavin, R. E. (1995). Effectiveness of a cooperative learning approach in reading and writing on academically handicapped and non-handicapped students. Elementary School Journal, 95, 241–262.

Summers, J. J. (2006). Effects of collaborative learning in math on sixth graders' individual goal orientations from a socioconstructivist perspective. Elementary School Journal, 106, 273–290.

Summers, S. (2004). Museums as resources for science teachers. Science Scope, 27(9), 28–29.

Swearingen, R. (2002). A primer: Diagnostic, formative, and summative assessment. Retrieved April 2, 2007, from http://www.mmrwsjr.com/assessment.htm

Tate, M. L. (2003). Worksheets don't grow dendrites. Thousand Oaks, CA: Corwin Press.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2003). Differentiation in practice: A resource guide for differentiating instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Totten, S., Sills, T., Digby, A., & Russ, P. (1991). Cooperative learning: A guide to research. New York: Garland.

University of Minnesota, Center for Teaching and Learning. (2006). Designing smart lectures. Retrieved March 30, 2007, from http://www1.umn.edu/ohr/teachlearn/tutorials/lectures/overview.html

Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.

Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

Webb, N. M. (1982). Student interaction and learning in small groups. Review of Educational Research, 52, 421–445.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Wilhelm, J. (2001). Improving comprehension with think-aloud strategies: Modeling what good readers do. New York: Scholastic.

Willis, J. (2005). Sharpen kids' memory to raise test scores. Education Digest, 70(7), 20–24.

Wilson, J., & Cutting, L. (2001). Contracts for independent learning: Engaging students in the middle years. Melbourne, Australia: Curriculum Corporation.

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring and problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100.

Yeh, S. S. (2006). High-stakes testing: Can rapid assessment reduce the pressure? Teachers College Record, 108, 621–661.



Table of Contents



Copyright © 2008 by Association for Supervision and Curriculum Development. All rights reserved. No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.

MEMBER SIGN IN
Username or Customer ID
Password