Sources for this Project
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Applebee, A. N. (1996). Curriculum as Conversation (1st ed.). Chicago: University of Chicago Press.
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Bingham, C.W., & Sidorkin, A.M. (Eds.). (2004). No Education without Relation. New York: Peter Lang Publishing.
Bloom, B.S., Hastings, J.T., & Madaus, G.F. (1971), Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.
Brooks, J. G., & Brooks, M. G. (1993). The Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
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Dewey, J., (1985). Democracy and Education. Carbondale, IL: Southern Illinois University Press.
Finkel, D., (2000), Teaching with Your Mouth Shut. New Hampshire: Heinemann.
Gagne, R.M., Briggs, L.J., & Wager, W.W. (1992). Principles of Instructional Design. New York: Harcourt Brace Jovanovich.
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Hawkins, D. (1974). I, thou, it. In The Informed Vision: Essays on Learning and Human Nature (pp. 48-62). Edison, NJ: Agathon Press.
Keller, F.S., (1968). “Good-bye, teacher…”, Journal of Applied Behavior Analysis, 1 (1), 79-89.
Johnson, M., (1975). The Body in the Mind: The bodily basis of imagination, reason, and meaning. Chicago: University of Chicago Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
Lee, C.F.K., (2005). Language Output, Communication Strategies and Communicative Tasks. Lanham, MD: University Press of America.
Raider-Roth, M. (2005). Trusting what you know: Negotiating the relational context of classroom life. Teachers College Record, 107(4), 587-628.
Rickover, H.G., (1959, November 28). The world of the uneducated. The Saturday Evening Post, 19-59.
Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive development in social context. New York, NY: Oxford University Press.
Skinner, B.F. (1961). Teaching machines. Scientific American, 205 (5), 90-107.
Strike, K. A., & Posner, G. J. (1985). A conceptual change view of learning and understanding. In L. H. T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 211-231). Orlando, FL: Academic Press.
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