المرجع التربوي
قسم

المصادر والمراجع

كل مصدر مذكور في بطاقات المرجع، مع الصفحات التي استُشهد به فيها.

115 مصدراً

  1. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
  2. Arter, J. A., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Corwin Press.
  3. Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2). Academic Press.
  4. Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston.
  5. Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118–133.
  6. Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20(6), 481–486.
  7. Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25.
  8. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE.
  9. Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE National Conference Proceedings.
  10. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
  11. Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1(2).
  12. Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4–16.
  13. Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay.
  14. Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
  15. Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
  16. Bruner, J. S. (1960). The process of education. Harvard University Press.
  17. Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
  18. Bybee, R. W. (2015). The BSCS 5E instructional model: Creating teachable moments. NSTA Press.
  19. Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. BSCS.
  20. Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8).
  21. CAST. (2018). Universal Design for Learning guidelines version 2.2. https://udlguidelines.cast.org
  22. Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6).
  23. Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre.
  24. Daniels, H. (2001). Vygotsky and pedagogy. RoutledgeFalmer.
  25. Danielson, C. (2013). The framework for teaching evaluation instrument (2013 ed.). The Danielson Group.
  26. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
  27. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668.
  28. Deutsch, M. (1949). A theory of co-operation and competition. Human Relations, 2(2), 129–152.
  29. Dewey, J. (1916). Democracy and education. Macmillan.
  30. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D. C. Heath.
  31. Dewey, J. (1938). Experience and education. Kappa Delta Pi.
  32. Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students: A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231–264.
  33. Dudley, P. (2014). Lesson study: Professional learning for our time. Routledge.
  34. DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Solution Tree.
  35. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58.
  36. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
  37. Earl, L. M. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd ed.). Corwin.
  38. Ertmer, P. A., & Newby, T. J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24, 1–24.
  39. Fisher, D., & Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). ASCD.
  40. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911.
  41. Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11, 137–155.
  42. Fosnot, C. T. (Ed.). (2005). Constructivism: Theory, perspectives, and practice (2nd ed.). Teachers College Press.
  43. Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart & Winston.
  44. Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Wadsworth.
  45. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
  46. Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433–441.
  47. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
  48. Hess, K. K., Jones, B. S., Carlock, D., & Walkup, J. R. (2009). Cognitive rigor: Blending the strengths of Bloom’s taxonomy and Webb’s depth of knowledge to enhance classroom-level processes. ERIC ED517804.
  49. Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The impact of digital technology on learning: A summary for the Education Endowment Foundation. Education Endowment Foundation.
  50. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
  51. Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.
  52. Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. Basic Books.
  53. Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379.
  54. Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2008). Cooperation in the classroom (8th ed.). Interaction Book Company.
  55. Kagan, S. (1994). Cooperative learning. Kagan Publishing.
  56. Karplus, R., & Thier, H. D. (1967). A new look at elementary school science. Rand McNally.
  57. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work. Educational Psychologist, 41(2), 75–86.
  58. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
  59. Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distributed Learning, 9(3).
  60. Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences. Cambridge University Press.
  61. Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212–218.
  62. Lewis, C. C. (2002). Lesson study: A handbook of teacher-led instructional change. Research for Better Schools.
  63. Lyman, F. (1981). The responsive classroom discussion: The inclusion of all students. In A. Anderson (Ed.), Mainstreaming digest (pp. 109–113). University of Maryland.
  64. Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
  65. McTighe, J., & Wiggins, G. (2012). Understanding by design framework. ASCD.
  66. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education.
  67. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  68. Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34–36.
  69. National Research Council. (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. National Academy Press.
  70. Novak, J. D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Lawrence Erlbaum.
  71. Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them (Technical Report IHMC CmapTools 2006-01 Rev 01-2008). Florida Institute for Human and Machine Cognition.
  72. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119.
  73. Paul, R., & Elder, L. (2007). The thinker’s guide to the art of Socratic questioning. Foundation for Critical Thinking.
  74. Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5).
  75. Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344.
  76. Perkins, D. N. (1992). Smart schools: Better thinking and learning for every child. Free Press.
  77. Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
  78. Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
  79. Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS) manual: K–3. Paul H. Brookes.
  80. Popham, W. J. (2014). Classroom assessment: What teachers need to know (7th ed.). Pearson.
  81. Puentedura, R. R. (2006). Transformation, technology, and education [Presentation]. Hippasus.
  82. Quigley, A., Muijs, D., & Stringer, E. (2018). Metacognition and self-regulated learning: Guidance report. Education Endowment Foundation.
  83. Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64–78.
  84. Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529.
  85. Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1).
  86. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  87. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.
  88. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3).
  89. Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological Science, 29(4), 549–571.
  90. Skinner, B. F. (1953). Science and human behavior. Macmillan.
  91. Skinner, B. F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24(2), 86–97.
  92. Skinner, B. F. (1968). The technology of teaching. Appleton-Century-Crofts.
  93. Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Allyn & Bacon.
  94. Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. Free Press.
  95. Swartz, R. J., & Perkins, D. N. (1989). Teaching thinking: Issues and approaches. Midwest Publications.
  96. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
  97. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.
  98. Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385.
  99. Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation.
  100. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
  101. Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. ASCD.
  102. Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276.
  103. UNESCO. (1994). The Salamanca statement and framework for action on special needs education. UNESCO.
  104. Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91.
  105. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  106. Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Ed.). MIT Press.
  107. Wannarka, R., & Ruhl, K. (2008). Seating arrangements that promote positive academic and behavioural outcomes: A review of empirical research. Support for Learning, 23(2).
  108. Waterhouse, L. (2006). Multiple intelligences, the Mozart effect, and emotional intelligence: A critical review. Educational Psychologist, 41(4), 207–225.
  109. Webb, N. L. (1997). Criteria for alignment of expectations and assessments in mathematics and science education (Research Monograph No. 6). Council of Chief State School Officers.
  110. Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.
  111. Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
  112. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100.
  113. Yeager, D. S., Hanselman, P., Walton, G. M., et al. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364–369.
  114. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
  115. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.