References

References

Banks, J. (2009). Teaching strategies for ethnic studies, 8th edition. Boston: Pearson Education.

References

Cater, P. (2005). Keepin’ it real: School success beyond black and white. New York: Oxford University Press.

Ogbu, J. & Davis, A. (2003). Black American students in an affluent suburb: A study of academic disengagement. Mahwah, NJ: Erlbaum.

References

Beaulieu, C. (2004). Intercultural study of personal space: A case study. Journal of Applied Social Psychology, 34(4), 794–805.

Beykont, Z. (Ed.). (2002). The power of culture: Teaching across language difference. Cambridge, MA: Harvard Education Publishing Group.

Birx, H. J. (2005). Encyclopedia of human anthropology. Thousand Oaks, CA: Sage Publications.

Cazden, C. (2001). Classroom discourse, 2nd edition. Portsmouth, NH: Heineman Publishers.

Cohen, E. (2004). Teaching cooperative learning: The challenge for teacher education. Albany, NY: State University of New York Press.

Ebert, J. (2005). Linguistics: Tongue tied. Nature, 438, 148–149.

Francis, N. (2006). The development of secondary discourse ability and metalinguistic awareness in second language learners. International Journal of Applied Linguistics, 16, 37–47.

Greenfield, P. (1994). Independence and interdependence as cultural scripts. In P. Greenfield & R. Cocking (Eds.), Cross-cultural roots of minority child development, pp. 1–40. Mahwah, NJ: Erlbaum.

Greenfield, P., Keller, H., Fuligni, A., & Maynard, A. (2003). Cultural pathways through universal development. Annual Review of Psychology, 54, 461–490.

Hansen, L., Umeda, Y., & McKinney, M. (2002). Savings in the relearning of second language vocabulary: The effects of time and proficiency. Language Learning, 52, 653–663.

Jimenez, R., Garcia, G., & Pearson. D. (1995). Three children, two languages, and strategic reading: Case studies in bilingual/monolingual reading. American Educational Research Journal, 32(1), 67–97.

Johnson, D. & Johnson, R. (1998). Learning together and alone: Cooperative, competitive, and individualistic learning, 5th edition. Boston: Allyn & Bacon.

Kohnert, K., Yim, D., Nett, K., Kan, P., & Duran, L. (2005). Intervention with linguistically diverse preschool children. Language, Speech, and Hearing Services in Schools, 36, 251–263.

Macbeth, D. (2003). Hugh Mehan’s “Learning Lessons” reconsidered: On the differences between naturalistic and critical analysis of classroom discourse. American Educational Research Journal, 40(1), 239–280.

Mehan, H. (1979). Learning lessons: social organization in the classroom. Cambridge, MA: Harvard University Press.

Meyers-Sutton, C. (2005). Multiple voices: An introduction to bilingualism. Malden, MA: Blackwell Publishers.

Minami, M. (2002). Culture-specific language styles: The development of oral narrative and literacy. Clevedon, UK: Multilingual Matters.

Rogers, R., Malancharuvil-Berkes, E., Mosely, M., Hui, D., & O’Garro, G. (2005). Critical discourse analysis in education: A review of the literature. Review of Educational Research, 75(3), 365–416.

Rogoff, B. (2003). The culture of human development. New York: Oxford University Press.

Tharp, R. & Gallimore, R. (1989). Rousing minds to life. New York: Cambridge University Press.

Torres-Guzman, M. (1998). Language culture, and literacy in Puerto Rican communities. In B. Perez (Ed.), Sociocultural contexts of language and literacy. Mahwah, NJ: Erlbaum.

Tse, L. (2001). Why don’t they learn English? New York: Teachers’ College Press.

United States Department of Commerce, Bureau of the Census. (2003). American community survey. Washington, D.C.: Author.

United States Department of Education. (2005). 27th Annual Report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, D.C.: Author.

Ysseldyke, J. & Bielinski, J. (2002). Effect of different methods of reporting and reclassification on trends in test scores for students with disabilities. Exceptional Children, 68(2), 189–201.

Green, S., Davis, C., Karshmer, E., March, P. & Straight, B. (2005). Living stigma: The impact of labeling, stereotyping, separation, status loss, and discrimination in the lives of individuals with disabilities and their families. Sociological Inquiry, 75(2), 197–215.

Biklen, S. & Kliewer, C. (2006). Constructing competence: Autism, voice and the “disordered” body. International Journal of Inclusive Education, 10(2/3), 169–188.

Evans, C. (2004). Exploring the relationship between cognitive style and teaching style. Educational psychology, 24(4), 509–530.

Loo, R. (2004). Kolb’s learning styles and learning preferences: Is there a linkage? Educational psychology, 24(1), 99–108.

Pritchard, A. (2005). Ways of learning: Learning theories and learning styles in the classroom. London, UK: David Fulton.

Stahl, S. (2002). Different strokes for different folks? In L. Abbeduto (Ed.), Taking sides: Clashing on controversial issue sin educational psychology (pp. 98–107). Guilford, CT: McGraw Hill.

Zhang, L. & Sternberg, R. (2005). Three-fold model of intellectual styles. Educational psychology review, 17(1).

Zhang, L. & Sternberg, R. (2006). The nature of intellectual styles. Mahwah, NJ: Erlbaum

Davis, G. & Rimm, S. (2004). Education of the gifted and talented, 5th edition. Boston: Allyn & Bacon.

Friend, M. (2007). Special education: Contemporary perspectives for school professionals, 2nd edition. Boston: Allyn & Bacon.

Schiever, S. & Maker, C. (2003). New directions in enrichment and acceleration. In N. Colangelo & G. Davis (Eds.), Handbook fo gifted education, 3rd edition (pp. 163–173). Boston: Allyn & Bacon.

Steiner, H. & Carr, M. (2003). Cognitive development in gifted children: Toward a more precise understanding of emerging differences in intelligence. Educational Psychology Review, 15, 215–246.

American Association on Mental Retardation. (2002). Definition, classification, and system of supports, 10th edition. Washington, D.C.: Author.

Bogdan, D. (2006). Who may be literate? Disability and resistance to the cultural denial of competence. American Educational Research Journal, 43(2), 163–192.

Schalock, R. & Luckasson, R. (2004). American Association on Mental Retardation’s Definition, Classification, & System of Supports, 10th edition. Journal of Policy and Practice in Intellectual Disabilities, 1(3/4), 136–146.

Snell, M., Janney, R., Elliott, J., Beck, M., Colley, K., & Burton, C. (2005). Collaborative teaming: Teachers’ guide to inclusive practices. Baltimore, MD: Brookes Publishing Co.

Algozzine, R. & Ysseldyke, J. (2006). Teaching students with emotional disturbance: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press.

Hallahan, D. & Kauffman, J. (2006). Exceptional learners: Introduction to special education, 10th edition. Boston: Allyn & Bacon.

Heineman, M., Dunlap, G., & Kincaid, D. (2005). Positive support strategies for students with behavioral disorders in regular classrooms. Psychology in the Schools, 42(8), 779–794.

Kauffman, J. (2005). Characteristics of children with emotional and behavioral disorders, 8th edition. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Newburn, T. & Shiner, M. (2006). Young people, mentoring and social inclusion. Youth Justice, 6(1), 23–41.

Sullivan, A. K. & Strang, H. R. (2002/2003). Bibliotherapy in the Classroom: Using Literature to Promote the Development of Emotional Intelligence. Childhood Education 79(2), 74–80.

Tierney, J., Grossman, J., & Resch, N. (1995). Making a difference: An impact study of big brothers big sisters. Philadelphia: Public/Private Ventures.

Wilkinson, L. (2003). Using behavioral consultation to reduce challenging behavior in the classroom. Psychology in the schools, 47(3), 100–105.

Luckner, J. L. & Carter, K. (2001). Essential Competencies for Teaching Students with Hearing Loss and Additional Disabilities. 146(1), 7–15.

Sherer, M. (2004). Connecting to learn: Educational and assistive technology for people with disabilities. Washington, D.C.: American Psychological Association.

United States Department of Education. (2005). 27th Annual Report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, D.C.: Author.

Carothers, D. & Taylor, R. (2003). Use of portfolios for students with autism. Focus on Autism and Other Developmental Disorders, 18(2), 121–124.

Koretz, D. & Barton, K. (2003/2004). Assessing students with disabilities: Issues and evidence. Assessment and Evaluation, 9(1 & 2), 29–60.

Pullin, D. (2005). When one size does not fit all: The special challenges of accountability testing for students with disabilities. Yearbook of the National Society for Studies in Education, 104(2), 199.

Wesson, C. & King, R. (1996). Portfolio assessment and special education students. Teaching Exceptional Children, 28(2), 44–48.

West, L., Corbey, S., Boyer-Stephens, A., Jones, B. Miller, R., & Sarkees-Wircenski, M. (1999). Integrating transition planning into the IEP process, 2nd edition. Alexandria, VA: Council for Exceptional Children.

Public Law 93-112, 87 Stat. 394 (Sept. 26, 1973). Rehabilitation Act of 1973. Washington, D.C.: United States Government Printing Office.

Public Law 101-336, 104 Stat. 327 (July 26, 1990). Americans with Disabilities Act of 1990. Washington, D.C.: United States Government Printing Office.

Public Law 108-446, 118 Stat. 2647 (December 3, 2004). Individuals with Disabilities Education Improvement Act. Washington, D.C.: United States Government Printing Office.

Basow, S. & Rubenfeld, K. (2003). “Troubles talk”: Effects of gender and gender-typing. Sex Roles, 48(3/4), 183–188.

Braddock, J., Sokol-Katz, J., Greene, A., & Basinger-Fleischman, L. (2005). Uneven playing fields: State variations in boys’ and girls’ access to and participation in high school interscholastic sports. Sociological Spectrum, 25(2), 231–250.

Davies, J. (2005). Expressions of gender: An analysis of pupils’ gendered discourse styles in small group classroom discussions. Discourse and Society, 14(2), 115–132.

Erden, F. & Wolfgang, C. (2004). An exploration of the differences in teachers’ beliefs related to discipline when dealing with male and female students. Early Child Development and Care, 174(1), 3–11.

Espelage, D. & Swearer, S. (2004). Bullying in American schools: A socio-ecological perspective on prevention and intervention. Mahwah, NJ: Erlbaum.

Delamont, S. (1996). Women’s place in education. Brookfield, MA: Avebury Publishers.

Freeman, D. (2004). Trends in educational equity of girls and women. Washington, D.C.: United States Department of Education, National Center for Educational Statistics.

Golombok, S. & Fivush, R. (1994). Gender development. New York: Cambridge University Press.

Hyde, J. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581–592.

Maccoby, E. (2002). Gender and social exchange: A developmental perspective. San Francisco: Jossey-Bass.

Measor, L. & Sykes, P. (1992). Gender and schools. New York: Cassell.

Messner, M., Dunca, M., & Cooky, C. (2003). Silence, sports bras, and wrestling porn. Journal of Sport and Social Issues, 27(1), 38–51.

Myaskovsky, L, Unikel, E., & Dew, M. (2005). Effects of gender diversity on performance and interpersonal behavior in small work groups. Sex Roles, 52(9/10), 645–657.

Sadker, D. (2002). An educator’s primer on the gender war. Phi Delta Kappan, 84(3), 235–240.

Tannen, D. (2001). You just don’t understand: Men and women in conversation. New York: Quill.

Wilkinson, L. & Marrett, C. (Eds.). (1985). Gender influences in classroom interaction. Orlando, FL: Academic Press.