Monday, October 20, 2014

References

 [1] NSW Syllabus for the Australian Curriculum (2012). Differentiated Programming. Retrieved on 10th October 2014 from: < http://syllabus.bos.nsw.edu.au/support-materials/differentiated-programming/>

[2] Wragg, E.C., Haynes, G.S., Wragg, C.M. & Chamberlain, R.P. (2000). Failing Teachers? London: Routledge.

[3] Tomlinson, C and Allan, S. (2000),. Leadership for Differentiating Schools and Classrooms, ASCD: Alexandria, VA.

[4] Randi J, Newman T, Grigorenko E. Teaching children with autism to read for meaning: Challenges and possibilities. Journal of Autism and Developmental Disorders. 2010; 40(7):890–902.

[5] Australian Curriculum and Assessment Reporting Authority (ACARA) (2014). English as an Additional Language or Dialect Teacher Resource : EAL/D Overview and Advice. Retrieved 20th August 2014 from 
[6] Wylie, J. & McGuinness, C. (2004), The interactive effects of prior knowledge and text structure on memory for cognitive psychology texts. British Journal of Educational Psychology, 74: 497–514. 
[7] Sansone,C., Smith,J.L., Thoman,D.B. & MacNamara,A. (2012). Regulating interest when learning online: Potential motivation and performance trade-offs, The Internet and Higher Education, Volume 15, Issue 3, June 2012, 141-149,
[8] Duff, P. A. (2001). Language, Literacy, Content, and (Pop) Culture: Challenges for ESL Students in Mainstream Courses. Canadian Modern Language Review, 58(1), 103
[9] Lifshitz, H.,Shtein S., Weiss, I. & Svisrsky, N. (2011) Explicit memory among individuals with mild and moderate intellectual disability: educational implications, European Journal of Special Needs Education, 26:1, 113-124

[10] Whalon, K. J., Al Otaiba, S., & Delano, M. E. (2009). Evidence-based reading instruction for individuals with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(1), 3-16.

[11] Levén, A., Lyxell, B., Andersson, J. & Danielsson, H.,(2014) Pictures as cues or as support to verbal cues at encoding and execution of prospective memories in individuals with intellectual disability, Scandinavian Journal of Disability Research, 16:2, 141-158

[12] Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies (2nd Edition), Routeledge. pp.35-46

[14] Gray, J. H., & Viens, J. T. (1994). The theory of multiple intelligences. National Forum, 74(1), 22.

[15] Kim, A., V, Sharon., Wanzek, J. & Wei, S., (2004). Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD: A Synthesis of Research. Journal of Learning Disabilities, 2004, 37:105

[16] Teacher’s Network: Effective Mathematics Vocabulary Instructional Strategies You Can Count On Part 2. Retrieved on 12th October 2014 from: http://teachersnetwork.org/ntny/nychelp/math/effectivemathvocab2.htm

[17] North Illinois University, Faculty Development and Instruction Design Center. Teaching with Bloom’s revised Taxonomy. Retrieved on 11th October 2014 from: <http://www.niu.edu/facdev/programs/handouts/blooms.shtml>

[18] Hays, M.J, Kornell, N. & Bjork, R., (2010). The costs and benefits of providing feedback during learning. Pschonomic Bulletin & Review, 17(6), 797-801.

 [19] Dunn, K.E & Mulvenon, S.W. (2009). A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in education. Practical Assessment, Research & Evaluation, 16 (7).

 [20] Ysseldyke, J.E. (2001). ‘Reflections on a research career: Generalizations from 25 years of research on assessment and instruction decision making’. Exceptional Children, 67(3), 295-308

[21] Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies (2nd Edition), Routeledge., 184-85

[22] Stahl, K & Bravo, M. (2010) Contemporary Classroom Vocabulary Assessment for Content Areas. The Reading Teacher Vol 63, No. 7, 569.

[23] Harkes, M. A., Brown, M. and Horsburgh, D. (2014), Self Directed Support and people with learning disabilities: a review of the published research evidence. British Journal of Learning Disabilities, 42: 87–101. doi: 10.1111/bld.12011

[24] Munro, J. (2011). Teaching gifted and talented students : a learning approach to differentiation. University of Melbourne.



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