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 ( This site may be offline. )
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.
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