Cutting Edge > Classroom Observation Project > References


Bybee, 2000, Teaching Science as Inquiry. Minstrell, J. and van Zee, E. H. (eds), Inquiring into Inquiry Learning and Teaching in Science, AAAS, Washington, D.C., pgs. 20-46.

Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and Representation of Physics Problems by Experts and Novices. Cognitive Science, 5, 121-152.

Chi, M.T.H., (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, v. 1, p.73-105

Ebert-May, D., Brewer, C., Allred, S. (1997) Innovation in Large Lectures - Teaching for Active Learning BioScience v. 47, n. 9, p. 601-607.

Freeman, C. C. and D. L. Smith (1997). Active and engaged? Lessons from an interdisciplinary and collaborative college mathematics and science course for preservice teachers.

Hake, R. R. (1998). Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66(1): 64-74.

Jee, Benjamin D., David Uttal, Dedre Gentner, Cathryn Manduca, Thomas Shipley, Brad Sageman, Carol J. Ormand, & Basil Tikoff (2010). Analogical thinking in geoscience education: Journal of Geoscience Education, v. 58, n. 1, pp. 2-13.

Johnson, R. T. and D. W. Johnson The Cooperative Learning Center at the University of Minnesota (more info)

Abd-El Khalick, F., & Lederman, N. G. (2000). Improving Science Teachers' Conceptions of Nature of Science: a Critical Review of the Literature. International Journal of Science Education, 22(7), 665-701.

Lawson, A. E., Benford, R., Bloom, I., Carlson, M. P., Falconer, K. F., Hestenes, D. O., Judson, E., Piburn, M. D., Sawada, D., Turley, J., & Wyckoff, S. (2002, Mar-Apr). Evaluating College Science and Mathematics Instruction: A Reform Effort That Improves teaching Skills. Journal of College Science Teaching, 31(6), 388-93. Discusses links between RTOP scores and student achievement gains for six physical science and four university physics classes, amongst many others.

Linn, R. L. (2000) Assessments and accountability, Educational Researcher; 29 (2), 4-16.

MacIsaac, D. L. and K. A. Falconer (2002). "Reforming physics education via RTOP." The Physics Teacher 40(8): 479-485.

Mazur, E., 1997, Peer instruction: A user's manual: Prentice Hall, 253p.

Meltzer, D.E., and Manivannan, K., 2002, Transforming the lecture-hall environment: The fully interactive physics lecture. American Journal of Physics, v. 70(6), p. 639-654.

National Research Council (2000). How People Learn: Brain, Mind, Experience, and School National Academy Press Washington, D.C.

NCTM (2000). Principles and Standards for School Mathematics, National Council of Teachers of Mathematics.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitatitve and Quantitative Research. Educational Psychologist, 37(2), 91-105.

Piburn, M., & Sawada, D. (n.d.). Reformed teaching observation protocol (RTOP) reference manual (ACEPT Tech. Rep. IN00-3). Phoenix: Arizona State University,
Arizona Collaborative for Excellence in the Preparation of Teachers.

Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1),57-84.

Sawada, D., Piburn, M., Judson, E., Turley, J., Falconer, K., Benford, R. & Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The Reformed Teaching Observation Protocol. School Science and Mathematics, 102(6), 245-253.

Sawada, D., M. Piburn, et al. (2000). Reformed teaching observation protocol (RTOP) training guide, Arizona State University: 10.

Schneider, C. G. (2004). Pedagogies of engagement and goals for student learning: a guide to contemporary reforms, Association of American Colleges and Universities.

Science for All Americans (more info) American Association for the Advancement of Science (AAAS) Project 2061

Smith, W.K., W.B. Wood, W.K. Adams, C. Wieman, et al. (2009) Why peer discussion improves student performance on in-class concept questions. Science. 323(5910):122–24.

Thacker, B. and e. al. (1994). "Comparing problem solving performance of introductory physics students in inquiry-based and traditional introductory physics courses." American Journal of Physics 62(7): 627-633.

Weinstein et al., (2006) [resource 1329 Chapter 23 'Teaching Students How to Learn']

Zimmerman, B. J. (2001). Theories of Self-Regulated Learners and academic achievement. An overview and analysis. In B. J. Zimmeran & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical Perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Erlbaum.

More references can also be found at the RTOP Project References Page

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