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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.
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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.
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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.
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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.
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Teasdale, R., Viskupic, K., Bartley, J.K., McConnell, D., Manduca, C., Bruckner, M., Farthing, D., & Iverson, E. (2017). A Multidimensional assessment of reformed teaching practice in geoscience classrooms. GeoSphere. 13(2).
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More references can also be found at the RTOP Project References Page