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Diplomacy in Action

Chapter 7: References


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Advisory Committee on Exceptional Children and Youth (1998). Ten year report on past activities and recommendations for action. Washington D.C.: Office of Overseas Schools, U.S. Department of State.

Aronson, E. (1999). The social animal, 8th edition. New York: Worth Publishers.

Baum, S.M., Owen, S.V. & Dixon, J. (1991). To be gifted and learning disabled: From identification to practical intervention strategies. Mansfield Center, CT.: Creative Learning Press, Inc.

Berninger, V.W. (1998). PAL Guides for intervention: Reading & writing. San Antonio, TX.: The Psychological Corporation.

Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: Book 1, Cognitive domain. New York: Longman.

Brooks, J.G. & Brooks, M.G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA.: The Association for Supervision and Curriculum Development.

Brown, T. (April, 1997). "The nature and identification of AD/HD: An Introduction to a North American view." Paper presented at The First European Conference for Health and Education Professional on AD/HD, Christ Church, University of Oxford, 7-9 April, 1997, in Papers and material arising from the first European conference for health and education professionals on attention-deficit/hyperactivity disorder. Hustpierpoint, West Sussex: International Psychology Services.

Bruner, J. (1971). The relevance of education. New York: Norton.

Caine, R. N. & Caine, G. (1994). Making connections: Teaching and the human brain. Alexandria, VA: The Association for Supervision and Curriculum Development.

Caine, R. N. & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA: The Association for Supervision and Curriculum Development.

Comfort, R.L. (April, 1997). "Understanding the AD/HD Child at Home and at School." Paper presented at The First European Conference for Health and Education Professional on AD/HD, Christ Church, University of Oxford, 7-9 April, 1997, in Papers and material arising from the first European conference for health and education professionals on attention-deficit/hyperactivity disorder. Hustpierpoint, West Sussex: International Psychology Services.

Costa, A.L. (1991). The school as a home for the mind. Palantine, IL.: Skylight Publishing

Costa, A.L. & Garmston, R. J. (1994). Cognitive coaching: A foundation for renaissance schools. Norwood, MA.: Christopher-Gordon Publishers.

Damico, J. (October, 1999). "Teaching English as a Second Language and Language Instruction in the Classroom," Institute presented at the Association of International Schools in Africa Conference, Accra, Ghana, October 1999.

deBettencourt, L.U. (1999). General educators' attitudes toward students with mild disabilities and their use of instructional strategies: Implications for training. Remedial and Special Education, 20, 27-35.

Dunn, R. & Dunn, K. (1993). Teaching secondary students through their individual learning styles: Practical approaches for grades 7 - 12. Needham Heights, MA: Allyn & Bacon.

Education Department of Western Australia. (1999). First Steps: A practical introduction to First Steps - Assessment, teaching & learning. Oxford, U.K. : Ginn Heinemann Professional Development.

Eisner, E.W. (1998). The kind of schools we need: Personal essays. Portsmouth, NH.: Heinemann.

Englert, C.S. & Tarrant, K.L. (1995). Creating collaborative cultures for educational change. Remedial and Special Education, 16, 325-336, 353.

Erickson, F. (1998). "Inclusion into what? Thoughts on the construction of learning, identification, and affiliation in the general education classroom." In D.L. Spece & B.K. Keogh (Eds.), Research on classroom ecologies: Implications for inclusion of children with learning disabilities. Mahway, NJ: Lawrence Erlbaum Associates, pp. 91-106.

Fiske, S.T. & Taylor, S.E. (1991). Social cognition, 2nd Edition. New York: McGraw-Hill.

Goldstein, S. (April, 1997). AD/HD: Science, Non-science or Nonsense - Practical Information for Parents, Paper presented at The First European Conference for Health and Education Professional on AD/HD, Christ Church, University of Oxford, 7-9 April, 1997, in Papers and material arising from the first European conference for health and education professionals on attention-deficit/hyperactivity disorder. Hustpierpoint, West Sussex: International Psychology Services.

Idol, L. & West, F.J. (1993). Effective instruction of difficult-to-teach students: An inservice and preservice professional development program for classroom, remedial, and special education teachers, Instructor's Manual. Austin, TX: Pro-Ed.

International Psychology Services (1997). Paper presented at The First European Conference for Health and Education Professional on AD/HD, Christ Church, University of Oxford, 7-9 April, 1997, in Papers and material arising from the first European conference for health and education professionals on attention-deficit/hyperactivity disorder. Hustpierpoint, West Sussex: International Psychology Services.

Keough, B.K. (1998). Classrooms as well as students deserve study. Remedial and Special Education, 19, 313 - 314, 349.

Keough, B.K. (1999). Research on reading and reading problems: Findings, limitations and future directions, in R. Butler & El Silliman, Language and learning disabilities. New Jersey: Lawrence Erlbaum.

Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.

Lavoie, R. (1990). How difficult can this be? F.A.T. City. Alexandria, Va. : PBS Video.

LeDoux, J. (1996). The emotional brain: The mysterious underpinnings of emotional life. New York: Simon & Schuster.

Lyon, G. R. (July 10, 1997). Statement of G. Reid Lyon before the Committee on Education and the Workforce, US House of Representatives, Washington DC.

Myers, D. G. (1983). Social psychology, 4th Edition. New York: McGraw- Hill.

Newstrom, J. & Scannell, E. (1998). The big book of team building games. New York: McGraw-Hill.

Office of Special Education Programs, Division of Innovation and Development. (1994). Teaching strategies: Education of children with attention deficit disorder. Washington D.C.: U.S. Department of Education.

O'Neill, J. & Tell, C. (1999). Why students lose when 'Tougher Standards' Win: A conversation with Alfie Kohn, Educational Leadership, 57(1), 18-22.

Pert, C. (1997). Molecules of emotion: Why you feel the way you feel. London: Simon & Schuster.

Ramsden, M. (1999). The teachers tool box for sound spelling: User's self- training manual, Limited edition. Eynesse, France: Melvyn Ramsden.
http://members.tripod.com/-MelvynR/


Reis, S.M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The complete guide to modifying the curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.

Renzulli, J. S. (1997). The interest-a-lyzer. Mansfield Center, Conn.: Creative Learning Press.

Rosenthal, R. & Jacobsen, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. New York: Holt, Rinehart & Winston.

Rosenthal, R. (1991). Teacher expectancy effects: A brief update 25 years after the Pygmalion experiment. Journal of Research in Education, 1, 3 - 12.

Sapolsky, R. (1999). Why zebras don't get ulcers: An updated guide to stress, stress-related diseases, and coping. New York: W.H. Freeman & Co.

Sears, C. (1998). Second language students in mainstream classrooms: A handbook for teachers in international schools. Clevedon, U.K.: Multilingual Matters.

Sears, C. (November, 1999). "Creating a classroom environment that allows second language students to succeed: Supporting the social and academic
growth of older second language children," Workshop presented at European Council of International Schools Conference, Nice, November 1999.

Sizer, T. (1999). No two are quite alike, Educational Leadership, 57(1), 6 - 11.

Snow, C. E., Burns, M. S., & Griffin, P., Eds. (1998). Preventing reading difficulties in young children. Washington DC.: National Academy Press.

Shaywitz, S.E. (February 15, 2000). 'Reading Disabilities: Where we've come from and where we're going,' Lecture presented at the Learning Disabilities Association of America conference, Reno, Nevada, February 2000.

Spece, D.L. & Keogh, B.K., Eds. (1998). Research on classroom ecologies: Implications for inclusion of children with learning disabilities. Mahway, NJ: Lawrence Erlbaum Associates, pp. 91 - 106.

Starko, A. J. & Schack, G. D. (1992). Looking for data in all the right places: A guidebook for conducting original research with young investigators. Mansfield Center, Ct.: Creative Learning Press, Inc.

Stevens, S. H. (1997). Classroom success for the LD and ADHD child. Winston-Salem, N.C.: John F. Blair, Publisher.

Tomlinson, C. A. (1999). Mapping a route toward differentiated instruction, Educational Leadership, 57(1),12 - 16.

Vaughn, S. & Schumm, J. S. (1994). Middle school teachers' planning for students with learning disabilities. Remedial and Special Education, 15, 152-161.

Vygotsky, L. (1986). Thought and language, Revised. A. Kozulin, Ed. Cambridge, Mass.: The MIT Press.

Wiig, E. H. (1989). Steps to language competence: Developing metalinguistic strategies. San Antonio, TX: Psychological Corporation.

Wiig, E. H., & Wilson, C. C. (1998). Visual tools for developing language and communication: Content, use, interaction. Chicago, IL: Applied Symbolix.

Wiig, E. H. & Kusuma-Powell (in press). Visual tools for critical thinking in classrooms: Conceptual mapping and cognitive mediation.

Winebrenner, S. (1992). Teaching gifted kids in the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis: Free Spirit Press.

Winebrenner, S. (1996). Teaching kids with learning difficulties in the regular classroom: strategies and techniques every teacher can use to challenge and motivate truggling students. Minneapolis: Free Spirit Press.



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