CTESS ebook

Hattie, J.A.C (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge Press. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. Haydon, T., Mancil, G.R, & Van Loan, C. (2009). Using opportunities to respond in a general education classroom: A case study. Education and Treatment of Children, 32(2), 267-278. Hess, K. (2016). Cognitive rigor and depth of knowledge. Retrieved August 1, 2016, from http://www.karin hess.com/#!cognitive-rigor-and-dok/c25a Holloman, H., & Yates, P.H. (2012). Cloudy with a chance of sarcasm or sunny with high expectations: Using best practice language to strengthen positive behavior intervention and effective support efforts. Journal of Positive Behavior Interventions, 15(2), 124-127. Jones, K.M., Wickstrom, K.F., & Friman, P.C. (1997). The effects of observational feedback on integrity in school based behavioral consultation. School Psychology Quarterly, 12, 316-326. Joyce, B. & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Kern, L., & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75. Levine, A. (2006). Educating School Teachers. Washington, DC: The Education Schools Project. Lomos, C., Hofman, R.H., Bosker, R.J. (2011). Professional communities and student achievement: A meta analysis. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 22(2), 121-148. McKenzie, J. (2000). Scaffolding for success. [Electronic version] Excerpt from Beyond technology: Questioning, research and the information literate school community. Retrieved October 12, 2002, from http://fno.org/dec99/scaffold.html MetLife, Inc. (2006). The MetLife Survey of the American Teacher 2006. Expectations and experiences. New York, NY: Author. Newton, J.S., Horner, R.H., Algozzine, B., Todd, A.W., & Algozzine, K.M. (2012). A randomized wait-list controlled analysis of team-initiated problem solving. Journal of School Psychology, 50, 421-441. doi:10.1016/j.jsp.2012.04.002 Noell, G.H., Gresham, F.M., & Gansle, K.A. (2002). Does treatment integrity matter? A preliminary investigation of instructional implementation and mathematics performance. Journal of Behavioral Education, 11, 51-67. Noell, G.H., Witt, J.C., LaFleur, L.H., Mortenson, B.P., Ranier, D.D., & LeVelle, J. (2000). A comparison of two follow-up strategies to increase teacher intervention implementation in general education following consultation. Journal of Applied Behavior Analysis, 33 , 271−284. Noell, G.H., Witt, J.C., Slider, N.J., Connell, J.E., Gatti, S.L., Williams, K.L.,…Duhon, D.J. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34,87-106. Partin, T.C., Robertson, R.E., Maggin, D.M., Oliver, R.M., & Wehby, J. (2010). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Failure, 54(3), 172 178. Rentner, D.S., Kober, N., & Frizzell, M. (2016). Listen to us: Teacher views and voices. The 2016 National Teacher Survey. Washington, DC: Center on Education Policy. Romi S., Lewis, R, Roache, J., Riley, P. (2011). The impact of teachers’ aggressive management techniques on students’ attitudes to schoolwork, Journal of Educational Research, 104, 231-240. Scaffolding Definition (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved August 3, 2016 from http://edglossary.org/hidden-curriculum Scott, T.M., Atler, P.J., & Hirn, R.G. (2011). An examination of typical classroom context and instruction for students with and without behavioral disorders. Education and Treatment of Children, 34(4), 619-641. Shores, R.E., Jack, S.L., Gunter, P.L., Ellis, D.N., DeBriere, T., & Wehby, J. (1993). Classroom interactions of children with severe behavior disorders. Journal of Emotional and Behavioral Disorders, 1, 27-39.

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