References
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2004). Working
inside the black box: Assessment for learning in the classroom. Phi Delta
Kappan. pp. 9-21.
Chamberlin, L. J. (1976). Improving student motivation. American Secondary
Education, 6(3), 28-30.
Cross, J. & Nagle, J. M. (1969). Teachers talk too much! The English Journal, 58(9), 1362-1365.
Fay, N., Garrod, S., & Carlette, J. (2000). Group discussion as interactive dialogue or as serial monologue: The influence of
group size. Psychological Science, 11(6), 481-486.
Gambrell, L. B. (2004). Issues and trends in literacy: Shifts in the conversations: Teacher-led, peer-led, and computer-
mediated discussions. The Reading Teacher, 58(2), 212-215.
Hanak, D. W. (2005). Altering ways of being in a language arts classroom. The English Journal, 95(2), 30-34.
Kendrick, M. (2010). Using student collaboration to foster progressive discourse. The English Journal, 99(5), 85-90.
Newmann, F. (1992). Student engagement and achievement in American secondary schools. Teachers College Press. 2-3.
Ormrod, J. (2008). Human Learning, 5th edition. Pearson.
Smagorinsky, P. (2007). Vygotsky and the social dynamics of classrooms. English Journal, 97(2), 61-65.
VanDeWeghe, R. (2003). Classroom discussions of literature. English Journal, 93(1), 87-91.
Weinstein, C. & Novodvorsky, I. (2011). Middle and Secondary Classroom Management: Lessons from Research
and Practice, 4th Edition. McGraw Hill. New York, New York.
Wink, J. (2011). Critical Pedagogy: Notes from the Real World. NY, NY: Pearson, Ch. 2, 3, 4.
Wolf, M. K., Crosson, A. C., & Resnick, L. B. (2006). Accountable talk in reading comprehension. The Regents of
the University of California. pp. 1-24.
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2004). Working
inside the black box: Assessment for learning in the classroom. Phi Delta
Kappan. pp. 9-21.
Chamberlin, L. J. (1976). Improving student motivation. American Secondary
Education, 6(3), 28-30.
Cross, J. & Nagle, J. M. (1969). Teachers talk too much! The English Journal, 58(9), 1362-1365.
Fay, N., Garrod, S., & Carlette, J. (2000). Group discussion as interactive dialogue or as serial monologue: The influence of
group size. Psychological Science, 11(6), 481-486.
Gambrell, L. B. (2004). Issues and trends in literacy: Shifts in the conversations: Teacher-led, peer-led, and computer-
mediated discussions. The Reading Teacher, 58(2), 212-215.
Hanak, D. W. (2005). Altering ways of being in a language arts classroom. The English Journal, 95(2), 30-34.
Kendrick, M. (2010). Using student collaboration to foster progressive discourse. The English Journal, 99(5), 85-90.
Newmann, F. (1992). Student engagement and achievement in American secondary schools. Teachers College Press. 2-3.
Ormrod, J. (2008). Human Learning, 5th edition. Pearson.
Smagorinsky, P. (2007). Vygotsky and the social dynamics of classrooms. English Journal, 97(2), 61-65.
VanDeWeghe, R. (2003). Classroom discussions of literature. English Journal, 93(1), 87-91.
Weinstein, C. & Novodvorsky, I. (2011). Middle and Secondary Classroom Management: Lessons from Research
and Practice, 4th Edition. McGraw Hill. New York, New York.
Wink, J. (2011). Critical Pedagogy: Notes from the Real World. NY, NY: Pearson, Ch. 2, 3, 4.
Wolf, M. K., Crosson, A. C., & Resnick, L. B. (2006). Accountable talk in reading comprehension. The Regents of
the University of California. pp. 1-24.