Works Cited
Duschl, R. (2012). The NSTA Reader's Guide to A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (pp. 53-60). Arlington: NSTA Press.
Gillies, R. (2007). Key components in establishing successful cooperative groups. In Cooperative Learning: Integrating Theory and Practice (pp. 29-59). Thousand Oaks: SAGE Publications.
Hiebert et al. Mathematical Tools as Learning Supports. (1997). In Making Sense: Teaching and learning mathematics with understanding (pp. 53-63). Portsmouth: Heinemann.
Hiebert et al. The Role of the Teacher. (1997). In Making Sense: Teaching and learning mathematics with understanding (pp. 53-63). Portsmouth: Heinemann.
Michaels, S., & Shouse, A. (2007). Making Thinking Visible: Talk and Argument. In Ready, set, science! putting research to work in K-8 science classrooms (pp. 87-108). Washington, D.C.: National Academies Press.
Rankin, B. (1998). Edwards, C. (1998). Curriculum Development in reggio emilia: A long-term curriculum project about dinosaurs. In Edwards, C., Gandini, L. & Forman, G. The hundred languages of children the Reggio Emilia approach--advanced reflections (2nd ed., pp. 215-237). Greenwich, Conn.: Ablex Pub.
Russell S. J. (2000) Developing Computational Fluency with Number. Teaching Children Mathematics, November.
Victor, E., Kellough, R., & Tai, R. (2008). Questioning and other behaviors that provide the foundation for active science learning. Science K-8: An Integrated Approach, 45-61.
Zessoules, R., & Gardner, H. (1991). Authentic Assessment: Beyond the Buzzword and into the Classroom. In Expanding Student Assessment (pp. 29-59). Association for Supervision and Curriculum Development.
Gillies, R. (2007). Key components in establishing successful cooperative groups. In Cooperative Learning: Integrating Theory and Practice (pp. 29-59). Thousand Oaks: SAGE Publications.
Hiebert et al. Mathematical Tools as Learning Supports. (1997). In Making Sense: Teaching and learning mathematics with understanding (pp. 53-63). Portsmouth: Heinemann.
Hiebert et al. The Role of the Teacher. (1997). In Making Sense: Teaching and learning mathematics with understanding (pp. 53-63). Portsmouth: Heinemann.
Michaels, S., & Shouse, A. (2007). Making Thinking Visible: Talk and Argument. In Ready, set, science! putting research to work in K-8 science classrooms (pp. 87-108). Washington, D.C.: National Academies Press.
Rankin, B. (1998). Edwards, C. (1998). Curriculum Development in reggio emilia: A long-term curriculum project about dinosaurs. In Edwards, C., Gandini, L. & Forman, G. The hundred languages of children the Reggio Emilia approach--advanced reflections (2nd ed., pp. 215-237). Greenwich, Conn.: Ablex Pub.
Russell S. J. (2000) Developing Computational Fluency with Number. Teaching Children Mathematics, November.
Victor, E., Kellough, R., & Tai, R. (2008). Questioning and other behaviors that provide the foundation for active science learning. Science K-8: An Integrated Approach, 45-61.
Zessoules, R., & Gardner, H. (1991). Authentic Assessment: Beyond the Buzzword and into the Classroom. In Expanding Student Assessment (pp. 29-59). Association for Supervision and Curriculum Development.