CTESS ebook

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), 351 380. Slavin, R.E., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best-practice synthesis. Reading Research Quarterly, 43, 290-322. Slavin, R.E., Lake, C., & Groff, C. (2009). Effective programs in middle and high school mathematics: A best evidence synthesis. Review of Educational Research, 79, 839-911. Stichter, J.P., Lewis T.J., & Whittaker, T. (2009). Assessing teacher use of opportunities to respond and effective classroom management strategies: Comparisons amount high and low-risk elementary schools. Journal of Positive Behavior Interventions, 11(2), 68-81. Sutherland, K.S., Adler, N., & Gunter, P.L. (2003). The effects of varying rates of opportunities to respond to academic requests on the classroom behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 11, 239-248. Sutherland, K.S., Wehby, J.H., & Yoder, P.J. (2002). Examination of the relationship between teacher praise and opportunities for students with EBD to respond to academic requests. Journal of Emotional and Behavioral Disorders, 10, 5-13. The New Teacher Project (TNTP, 2016). The Mirage: Confronting the hard truth about our quest for teacher development. Retrieved from http://tntp.org/publications/ Tincani, M., Ernsbarger, S., Harrison, T.J., & Heward, W L. (2005). Effects of two instructional paces on Pre-K children’s participation rate, accuracy, and off -task behavior in the language for learning program. Journal of Direct Instruction, 5(1), 97-109. Walker, H., Ramsey, E., & Gresham, F. (2004). Antisocial behavior in schools: Evidence- based practices (2nd ed.). Belmont, CA: Wadsworth. Wickstrom, K.F., Jones, K.M., LaFleur, L.H., & Witt, J.C. (1998). An analysis of treatment integrity in school-based behavioral consultation. School Psychology Quarterly, 13 , 141−154. Willingham, D.T. (2009). Why don’t students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass.

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