References
Bonwell, C, & Eison, J. (1991). Active learning - creating excitement in the classroom. Washington DC: The George Mason University, School of Education and Human Development.
Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 18(3), 200-215.
Flynn, N. (2009). Toward democratic discourse: scaffolding student-led discussion in the social studies. Teachers College Record, 111(8), 2021-2054
Gardner, R. & Grossi, T. (1994). Effects of response cards on student participation and academic achievement: a systematic replication with inner-city students during whole-class science instruction.Journal of Applied Behavioral Analysis, 27(1), 63-71.
Gottler, R. (Ed.). (2010). Running head: passive or passionate participation in mathematics. Marygrove College Detroit, MI.
Martin, A. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. The British Psychological Society, 77, 413-440.
Pearson, J. (1991). An initial investigation of the effects of gender on student questions in the classroom: developing a descriptive base. Communication Education, 40(1), 22-32.
Pink, D.H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.
Porter, S. (2006). Institutional structures and student engagement. Research in Higher Education, 47(5), 521-558.
Ratto, M, & Shapiro, R. (2003). The active class project: Experiments in encouraging classroom participation. Computer Support for Collaborative Learning, 1-10.
Rowe, M. (1986). Wait time: slowing down may be a way of speeding up! Journal of Teacher Education, 37(43), 43-50.
Sax, L. (2005). Why gender matters. New York: Random House.
Tobin, K. (1987). The role of wait time in higher cognitive level learning. Review of Educational Research, 57(1), 69-95.
Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 18(3), 200-215.
Flynn, N. (2009). Toward democratic discourse: scaffolding student-led discussion in the social studies. Teachers College Record, 111(8), 2021-2054
Gardner, R. & Grossi, T. (1994). Effects of response cards on student participation and academic achievement: a systematic replication with inner-city students during whole-class science instruction.Journal of Applied Behavioral Analysis, 27(1), 63-71.
Gottler, R. (Ed.). (2010). Running head: passive or passionate participation in mathematics. Marygrove College Detroit, MI.
Martin, A. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. The British Psychological Society, 77, 413-440.
Pearson, J. (1991). An initial investigation of the effects of gender on student questions in the classroom: developing a descriptive base. Communication Education, 40(1), 22-32.
Pink, D.H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.
Porter, S. (2006). Institutional structures and student engagement. Research in Higher Education, 47(5), 521-558.
Ratto, M, & Shapiro, R. (2003). The active class project: Experiments in encouraging classroom participation. Computer Support for Collaborative Learning, 1-10.
Rowe, M. (1986). Wait time: slowing down may be a way of speeding up! Journal of Teacher Education, 37(43), 43-50.
Sax, L. (2005). Why gender matters. New York: Random House.
Tobin, K. (1987). The role of wait time in higher cognitive level learning. Review of Educational Research, 57(1), 69-95.