Ackerman, P.L. & Goff, M. (1994). Typical intellectual engagement and personality: Reply to Rocklin (1994).

Journal of Educational Psychology, 86 (1), 150-153. Achieve. (2012). Retrieved from: www.achieve.org. Ainley, M. (2004, Nov/Dec). What do we know about student motivation and engagement?. , Melbourne, Australia. Retrieved from http://www.aare.edu.au/04pap/ain04760.pdf Airasian, P.W. (1991). Perspectives on measurement instruction. Education Measurement: Issues and Practice, 10(1), 13-16, 26. Aitken, J.R. (1969). A study of attitudes and attitudinal change of institutionalized delinquents through group guidance techniques. Unpublished Ed.D., The University of Southern Mississippi, MS. Albanese, M.A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52-81. Allen, M., Bradford, L., Grimes, D., Cooper, E., Howard, L., & Howard, U. (1999, November). Racial group orientation and social outcomes: Summarizing relationships using metaanalysis. Paper presented at the Annual meeting of the National communication Association, Chicago. Anderson, L.W., Krathwohl, D.R., & Bloom, B.S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives (Abridged ed.). New York: Longman. Applegate, B. (1986, November). A meta-analysis of the effects of day care on development: preliminary findings. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Memphis, TN. Barnette, J.J., Walsh, J.A., Orletsky, S.R., & Sattes, B.D. (1995). Staff development for

improved classroom questioning and learning. Research in the Schools, 2(1), 1-10. Becker, B.J., & Chang, L. (1986, April). Measurement of science achievement & its role in gender differences. Paper presented at the annual Meeting of the American Education Research Association, San Francisco, CA. Bendig, A.W. (1952). The use of student-rating scales in the evaluation of instructors in introductory psychology. Journal of Educational Psychology, 43(3), 167-175. Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates. Bhutta, A.T., Cleves, M.A., Casey, P.H., Cradock, M.M., & Anand, K.J.S. (2002). Cognitive and behavioral outcomes of school-aged children who were born preterm: A meta-analysis. Journal of the American Medical Association, 288(6), 728-737. Biggs, J.B., & Collis, K.F. (1982). Evaluating the quality of learning: the SOLO taxonomy (structure of the observed learning outcome). New York: Academic Press. Bishop, R. (2003). Changing power relations in education: Kaupapa Mori messages for "mainstream" education in Aotearoa/ New Zealand. Comparative Education, 39(2), 221238. Boulanger, F.D. (1981). Instruction and science learning: A quantitative synthesis. Journal of Research in science Teaching, 18(4), 311-327. Boyd, R.L. (2007). A meta-analysis of the relationship between extraversion and academic achievement. Unpublished Ph.D., Hofstra University, New York. Bretz, R.D. (1989). College grade point average as a predictor of adult success: A meta-analytic review and some additional evidence. Public Personnel Management, 18(1), 11. Brown, G.T.L. (2002). Teachers' conceptions of assessment. Unpublished Pd.D., University of

Auckland, Auckland, New Zealand. Buldu, M. (2010). Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique. Teaching and Teacher Education 26, 1439-1449. Retrieved from www.elsevier.com/locate/tate California State University, East Bay. (2012). Retrieved from: http://www20.csueastbay.edu/library/scaa/ Cambourne, B. (2003). Taking a naturalistic viewpoint in early childhood literacy research. In N. Hall, J. Larson & J. Marsh (Eds.), Handbook of early Childhood Literacy (pp. 411-423). London: Sage. Caprara, G., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efcacy beliefs to academic achievement: a longitudinal study. British Journal of Educational Psychology, 2011(81), 78-96. Carroll, A., Hattie, J.A.C., Durkin, K., & Houghton, S. (2001). Goal-setting and reputation enhancement: Behavioral choices among delinquent, at- risk and not at- risk adolescents. Legal and Criminological Psychology, 6, 165-184. Casto, G., & Mastropieri, M.A. (1986). The efficacy of early intervention programs: A metaanalysis. Exceptional Children, 52(5), 417-424. Casto, G., & White, K.R. (1985). The efficacy of early intervention programs with environmentally at-risk infants. Journal of Children in Contemporary Society, 17 (1), 3750. Chambers, J., & Cao, Q. (n.d.). The challenge of making teaching and learning visible: Seeing is doing and doing is seeing. Retrieved from www.celt.lsu.edu/cfd/THE/chambers.pdf Change. (2010). Retrieved from: www.changemag.org.

Charness, N., Tuffiash, M., Krampe, R., Reingold, E., & Vasyukova, E. (2005). The role of deliberate practice in chess expertise. Applied Cognitive Psychology, 19(2), 151-165. Chu, S. (n.d.). Perspectives in understanding the schooling and achievement of students from culturally and linguistically diverse backgrounds. Journal of Instructional Psychology, 38(3), 201-209. Clinton, J. (1987). A meta-analysis of the effectiveness of programs to enhance self-concept. Unpublished M.Ed., University of Western Australia, Perth, Western Australia. Cohn, L.D. (1991). Sex differences in the course of personality development: A meta-analysis. Psychological Bulletin, 109(2), 252-266. Collins, R.C. (1984, April). Head Start: A review of research with implications for practice in early childhood education. Paper presented at the Annual Meeting of the American Education Research Association, New Orleans L.A. Collis, K.F., & Biggs, J.B. (1979) Classroom examples of cognitive development phenomena: The SOLO taxonomy. Final report. Woden, ACT: Education Research and Development Committee. Conrad, P. (2007). The medicalization of society: On the transformation of human conditions into treatable disorders. Baltimore, MA: Johns Hopkins University Press. Cooper, H.M., & Dorr, N. (1995). Race comparisons on need for achievement: A meta-analytic alternative to Graham's narrative review. Review of Educational Research, 65 (4), 483508. Corbett, S.S., & Drewett, R.F. (2004). To what extent is failure to thrive in infancy associated with poorer cognitive development? A review and meta-analysis. Journal of Child Psychology and Psychiatry, 45 (3), 641-654.

Cornelius- White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143. Council for Exceptional Children. (2012). Retrieved from: www.cec.sped.org. Crenshaw, T.M. (1997). Attention deficit hyperactivity disorder and efficacy of stimulant medication: a meta- analysis. Unpublished Ed.D., University of Virginia, VA. Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. (1st ed.). New York: Harper Perennial. Csikszentmihalyi, M. (2000). Beyond boredom and anxiety. San Francisco: Jossey-Bass Publishers. Csikszentmihalyi, M. (2002). Flow: The classic work on how to achieve happiness. London: Rider. Daniels, H. (2001). Vygotsky and pedagogy. London: Routledge Falmer. Datta, D.K., & Narayanan, V.K. (1989). A meta-analytic review of the concentrationperformance relationship: Aggregating findings in strategic management. Journal of Management, 15(3), 469-483. DeBaz, T.P. (1994). A meta-analysis of the relationship between students' characteristics and achievement and attitudes toward science. Unpublished Ph.D., Ohio State University, OH. Department of Education and Early Childhood Development: State Government Victoria. (2011). Retrieved from: http://www.education.vic.gov.au/researchinnovation/default.htm Dishman, R.K., & Buckworth, J. (1996). Increasing physical activity: A quantitative synthesis. Medicine and Science in sports and Exercise, 28(6), 706-719. Drnyei, Z. (2001). Teaching and researching motivation. New York: Longman.

Doughty, S.S., Chase, P.N., & O'Shields, E.M. (2004). Effects of rate building on fluent performance: a review and commentary. The Behavior Analyst, 27, 7-23. Duncan, G.J., Dowsett, C.J., Clasessens, A., Magnuson, K., Huston, A.C., Klebanov, P., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 14281446. DuPaul, G.J., & Eckert, T.L. (1997). The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis. School Psychology Review, 26 (1), 5-27. Eagly, A.H., Karau, S.J., & Johnson, B.T. (1992). Gender and leadership style among school principals: A meta-analysis. Educational Administration Quarterly, 28(1), 76-102. Else- Quest, N.M., Hyde, J.S., Goldsmith, H.H., & Hulle, C.A.V. (2006). Gender differences in temperaments: A meta-analysis. Psychological Bulletin, 132 (1), 33-72. Etnier, J.L., Nowell, P.M., Landers, D.M., & Sibley, B.A. (2006). A meta-regression to examine the relationship between aerobic fitness and cognitive performance. Brain Research Reviews, 52(1), 119-130. Etnier, J.L., Salazar, W., Landers, D.M., Petruzzelo, S.J., Han, M., & Nowell, P. (1997). The influence of physical fitness and exercise upon cognitive functioning: A meta-analysis. Journal of Sport and Exercise Psychology, 19(3), 249-277. Etsey, Y.K., & Snetzler, S. (1998, April). A meta-analysis of gender differences in student attitudes toward mathematics. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. Evans, C.R., & Dion, K.L. (1991). Group cohesion and performance: A meta-analysis. Small Group Research, 22(2), 175-186. Feinstein, L. (2003). Inequality in the early cognitive development of British children in the 1970

cohort. Economica, 70(277), 73-97. Feist, G.J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290-309. Findly, M.J., & Cooper, H.M. (1983). Locus of control and academic achievement: A literature review. Journal of Personality and Social Psychology, 44 (2), 419-427. Fleming, M.L., & Malone, M.R. (1983). The relationship of student characteristics and student performance in science as viewed by meta-analysis research. Journal of Research in Science Teaching, 20(5), 481-495. Frieze, I., Whitley, B., Hanusa, B., & McHugh, M. (1982). Assessing the theoretical models for sex differences in casual attributions for success and failure. Sex Roles 8(4) 333-343. Fusaro, J.A. (1997). The effect of full-day kindergarten on student achievement: A metaanalysis. Child Study Journal, 27 (4), 269-277. Gall, M.D. (1984). Synthesis of research on teachers' questioning. Educational Leadership, 42(3), 40-47. Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press. Gipps, C.V. (1994). Beyond testing: towards a theory of educational assessment. London: Falmer Press. Goff, M., & Ackerman, P.L. (1992). Personality-intelligence relations: Assessment of typical intelligence engagement. Journal of Educational Psychology, 84(4), 537-552. Goldring, E.B., & Presbrey, L.S. (1986). Evaluating preschool programs: A meta-analytic approach. Educational Evaluation and Policy Analysis, 8(2), 179-188. Gray, J. (1993). Men are from Mars, women are from Venus: A practical guide for improving

communication and getting what you want in your relationship. London: Thorsons. Haladyna, T., & Shaughnessy, J. (1982). Attitudes toward science: A quantitative synthesis. Science education, 66(4), 547-563. Harrell, A. (1983). The effects of the Head Start Program on children's cognitive development. Preliminary report. Head Start evaluation, synthesis and utilization project. Washington, DC: Superintendent of Documents, U.S. Government Printing Office. Hattie, J.A.C. (1992). Measuring the effects of schooling. Australian Journal of education 36(1), 5-13. Hattie, J.A.C. (2005, August). What is the nature of evidence that makes a difference to learning? Paper presented at the ACER Annual Conference: Using data to support learning, Melbourne, Australia. Hattie, J.A.C., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99-136. Hattie, J.A.C., & Brown, G.T.L. (2004). Cognitive processing asTTle: The SOLO taxonomy. asTTle Technical Report (No. 43). Auckland: University of Auckland and the Ministry of Education. Hattie, J.A.C., & Hansford, B.C. (1982). Self-measures and achievement: Comparing a traditional review of literature with meta-analysis. Australian Journal of Education, 26(1), 71-75. Hattie, J.A.C., Marsh, H.W., Neill, J.T., & Richards, G.E. (1997). Adventure education and outward bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67(1), 43-87. Hattie, J.A.C., & Purdie, n. (1998). The SOLO model: Addressing fundamental measurement

issues. In B.C. dart and G.M. Boulton-Lewis (Eds.), Teaching and Learning in Higher Education (pp. 145-176). Camberwell, Victoria, Australia: Australian Council of Educational Research. Hattie, J.A.C., & Rogers, H.J. (1986). Factor models for assessing the relationship between creativitiy and intelligence. Journal of Educational Psychology, 78(6), 482-485. Hemmings, B., Grootenboer, P., & Kay, R. (2011). Predicting mathematics achievement: The influence of prior achievement and attitudes. International Journal of Science and Mathematics Education, 2011(9), 691-705. Hines, H.E. (1989). Gender-related differences in mathematics participation and achievement: A meta-analysis. Unpublished Ed.D., University of Houston, Texas, United States. Holden, G.W., Moncher, M.S., Schinke, S.P., & Barker, K.M. (1990). Self- efficacy of children and adolescents: A meta-analysis. Psychological Reports, 66(3 Pt 1), 1044-1046. Hyde, J.S. (1981). How large are cognitive gender differences? American Psychologist, 36(8), 892-901. Hyde, J.S. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581-592. Hyde, J.S., Fennema, E., Ryan, M., Frost, L.A., & Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect: A meta-analysis. Psychology of Women Quarterly, 14(3), 299-324. Hyde, J.S., & Linn, M.C. (1988). Gender differences in verbal ability: A meta-analysis. Psychological Bulletin, 104(1), 53-69. Ideas that Work. (2012). Retrieved from: http://osepideasthatwork.org/ Innocenti, M.S., & White, K.R. (1993). Are more intensive early intervention programs more effective? A review of the literature. Exceptionality, 4(1), 31-50.

Institute of Education Sciences: What works clearinghouse. (2012). Retrieved from http://ies.ed.gov/ncee/wwc Intervention Central. (2012). Retrieved from: http://www.interventioncentral.org Irving, S.E. (2004). The development and validation of a student evaluation instrument to identify highly accomplished mathematics teachers. Unpublished Ph.D., The University of Auckland, Auckland, New Zealand. Jordan, V.B., & Brownlee, L. (1981, April). Meta-analysis of the relationship between Piagetian and school achievement tests. Paper presented at the Annual Meeting of the American Educational Research Association, Los Angeles, CA. Kohl, S.R., Fleming, M.L. & Malone, M.R. (1982, March). Sex-related differences in pre-college science: Findings of the science meta-analysis project. Paper presented at the Annual Meeting of the American Educational Research Association, New York. Kalechstein, A.D., & Nowicki, S., Jr. (1997). A meta-analytic examination of the relationship between control expectancies and academic achievement: an 11-year follow-up to Findley and Cooper. Genetic, Social and general Psychology Monographs, 123(1), 2756. Kavale, K.A. (1982). The efficacy of stimulant drug treatment for hyperactivity. A metaanalysis. Journal of Learning Disabilities, 15(5). Kavale, K.A., & Dobbins, D.A. (1993). The equivocal nature of special education interventions. Early Child Development and Care, 23-37. Kavale, K.A., & Forness, S.R. (1983). Hyperactivity and diet treatment: A meta-analysis of the Feingold hypothesis. Journal of Learning Disabilities, 16(6), 324-330. Kavale, K.A., & Nye, C. (1985). Parameters of learning disabilities in achievement, linguistic,

neuropsychological, and social/behavioral domains. Journal of Special Education, 19(4), 443-458. Kim, K.H. (2005). Can only intelligent people be creative? A meta-analysis. Journal of Secondary Gifted Education, 16(2-3), 57-66. Kindred, J. (2008) "Making Cooperative Learning Visible Without the Group Grade, The Scholarship of Teaching and Learning at EMU: Vol. 2, Article 3. Available at: http://commons.emich.edu/sotl/vol2/iss1/3 Klahr, D. (2000). Exploring science: The cognition and development of discovery processes. Cambridge, MA: MIT Press. Kloss, R.J. (1988). Toward asking the right questions: The beautiful, the pretty, and the big messy ones. Clearing House, 61(6), 245-248. Krechevsku, M., Rivard, M., & Burton, F. (2010). Accountability in three realms: Making learning visible inside and outside the classroom. Theory Into Practice, 2010(49), 64-71.

Kumar, D.D. (1991). A meta-analysis of the relationship between science instruction and student engagement. Educational Review, 43(1), 49-61. Kuncel, N.R., Crede, M., & Thomas, L.L. (2005). The validity of self-reported grade point averages, class ranks, and test scores: A meta-analysis and review of the literature. Review of Educational Research, 75(1), 63-82. La Paro, K.M., & Pianta, R.C. (2000). Predicting children's competence in the early school years: A meta-analytic review. Review of Educational Research, 70(4), 443-484. Lapadat, J.C. (1991). Pragmatic language skills of students with language and/or learning disabilities: A quantitative synthesis. Journal of Learning Disabilities, 24(3), 147-158.

Levin, H.M. (1988). Accelerated schools for at-risk students. CPRE Research Report Series RR010. New Brunswick, NJ: Center for Policy Research in Education, Eagleton Institute of Politics, Rutgers, The State University of New Jersey. Linn, M.C. & Hyde, J.S. (1989). Gender, mathematics, and science. Educational Researcher, 18(8), 17-27. Lumina Foundation. (2012). Retrieved from: www.luminafoundation.org. Luria, A.R. (1976). Cognitive development: Its cultural and social foundations (M.LopezMorillas & L. Solotaroff, Trans.). Cambridge, MA: Harvard University Press. Lyton, H., & Romney, D.M. (1991). Parents' differential socialization of boys and girls: A metaanalysis. Psychological Bulletin, 109(2), 267-296. Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131(6), 803-855. Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-541. Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26-47. Making Learning Visible. (2012). Retrieved from: http://www.makinglearningvisibleresources.org/index.html Making Learning Visible. (2006). Retrieved from: pzweb.harvard.edu/mlv/ Mardell, B., Rivard, M., & Krechevsky, M. (2012). Visible learning, visible learners the power of the group in a kindergarten classroom. Young Children, January (2012), 12-19.

Retrieved from http://ase.tufts.edu/epcs/documents/researchPowerOfTheGroup.pdf Marzano, R.J. (1991). Creating an educational paradigm centered on learning through teacherdirected, naturalistic inquiry. In L. Idol & B. Fly (Eds.), Educational values and cognitive instruction Implications for reform (pp. 411-441). Hillsdate, NJ: Lawrence Erlbaum Associates. McCrae, R.R., & Costa, P.T., Jr. (1997). Personality trait structure as a human universal. American Psychologist, 52(5), 509-516. McLinden, D.J. (1988). Spatial task performance: A meta-analysis. Journal of Visual Impairment and Blindness, 82(6), 231-236. Measures of Effective Teaching. (2012). Retrieved from: www.metproject.org

Moon, C.E., Render, G.F., & Pendley, D.W. (1985, March-April). Relaxation and educational outcomes: A meta-analysis. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. Muller, J.C., Gullung, P., & Bocci, P. (1988). Concept de soi et performance scolaire: Une metaanalyse [Self-concept and academic performance: A meta-analysis]. Orientation Scolaire et Professionnells, 17,53-69. Multon, K.D., Brown, S.D., & Lent, R.W. (1991). Relation of self- efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 3038. Murphy, P.K., & Alexander, P.A. (2006). Understanding how students learn: A guide for instructional leaders. Thousand Oaks, CA: Corwin Press. Naglieri, J.A. & Das, J.P. (1997). Das Naglieri cognitive assessment system. Itasca, IL:

Houghton Mifflin. Naglieri, J.A. & Das, J.P. (1997). Intelligence revised: The planning, attention, simultaneous, successive (PASS) cognitive processing theory. In R.F. Dillon (Ed.), Handbook on testing (pp. 136-163). Westport, CT: Greenwood Press. Neale, D.C. (1969). The role of attitudes in learning mathematics. Arithmetic Teacher,16 (8), 631-640. Nelson, G., Westhues, A., & MacLeod, J. (2003). A meta- analysis of longitudinal research on preschool prevention programs for children. Prevention and Treatment, 18, 1-35. Neumann, A. (2006). Professing passion: Emotion in the scholarship of professors at research universities. American Education Research Journal, 43(3), 381-424. Novak, J.M., & Purkey, W.W. (2001). Invitational education. Bloomington, IN: Phi Delta Kappa Educational Foundation. Nuthall, G.A. (2005). The cultural myths and realities of classroom teaching and learning: A personal journey. Teachers College Record, 107(5), 895-934. O' Connor, M.C., & Paunonen, S.V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971-990. Ottenbacher, K.J., & Cooper, H.M. (1983). Drug treatment of hyperactivity in children. Developmental medicine and child neurology, 25(3), 358-366. Pantili, L., Williams, J., & Fortune, J. (1991, April). Principal assessment: Effective or not? A meta-analytic model. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. Piburn, M.D. (1993, April). Evidence from meta-analysis for an expertise model of achievement in science. Paper presented at the Annual Meeting of the National Association for

Research in Science Teaching, Atlanta, GA. Prins, F.J., Veenman, M.V.J., & Elshout, J.J. (2006). The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning and Instruction, 16(4), 374-387. Pugh, K.J., & Bergin, D.A. (2006). Motivational influences on transfer. Educational Psychologist, 41(3), 147-160. Purdie, N., Hattie, J.A.C., & Carroll, A. (2002). A review of the research on interventions for attention deficit hyperactivity disorder: What works best? Review of Educational Research, 72(1), 61-99. Purkey, W.W. (1992). An introduction to invitational theory. Journal of Invitational Theory and Practice, 1(1), 5-15. Roberts, B.W., Walkton, K.E., & Viechtbauer, W. (2006). Patterns of mean-level change in personality traits across the life course: A meta-analysis of longitudinal studies. Psychological Bulletin, 132(1), 1-25. Ross, J.A. (1988). Controlling variables: A meta-analysis of training studies. Review of Educational Research, 58(4), 405-437. Roth, P.L., BeVier, C.A., Switzer, F.S., III & Schippmann, J.S. (1996). Meta-analyzing the relationship between grades and job performance. Journal of Applied Psychology, 81(5), 548-556. Rubie-Davies, C., Hattie, J.A.C., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76, 429-444. Rubie-Davies, C.M. (2006). Teacher expectations and student self-perceptions: Exploring

relationships. Psychology in the Schools, 43(5), 537-552. Rubie-Davies, C.M. (2007). Classroom interactions: Exploring the practices of high-and lowexpectation teachers. British Journal of Educational Psychology, 77, 289-306. Rush, S.M. (1992). Functional components of a local and a notional profile of elementary school at-risk students as determined through meta-analysis and factor analysis. Unpublished Ed.D., University of South Dakota, SD. Saborine, E.J., Cullinana, D., Osborne,S.S., & Brock, L.B. (2005). Intellectual, academic, and behavioral functioning of students with high-incidence disabilities: A cross-categorical meta-analysis. Exceptional Children, 72(1), 47-63. Salomon, G., & Perkins, D.N. (1989). Rocky roads to transfer: Rethinking mechanism of a neglected phenomenon. Educational Psychologist, 24(2), 113-142. Samson, G.E., Graue, M.E., Weinseing, T., & Walberg, H.J. (1984). Academic and occupational performance: A quantitative synthesis. American Educational Research Journal, 21(2), 311-321. Scheerens, J., & Bosker, R.J. (1997). The foundations of educational effectiveness (1st ed.). Oxford: Pergamon Press. Schiefele, U., Krapp,A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research. In K.A. Renninger, S. Hidi & A. Krapp (Eds.), The role of interesting learning and development (pp.183-212). Hillsdale, NJ: Lawrence Erlbaum Associates. Schuler, H., Funke, U., & Baron-Boldt, J. (1990). Predictive validity of school grades: a metaanalysis. Applied Psychology: An International Review, 39(1), 89-103. Selley, N.J. (1999). The art of constructivist teaching in the primary school: A guide for students

and teachers. London: David Fulton. Sharpe, D., & Rossiter, L. (2002). Siblings of children with a chronic illness: A meta-analysis. Journal of Pediatric Psychology, 27(8), 699-710. Silva, R.R., Munoz, D.M., & Alpert, M. (1996). Carbamazepine use in children and adolescents with features of attention-deficit hyperactivity disorder: a meta-analysis. Journal of the American Academy of child and Adolescent Psychiatry, 35(3), 352-358. Sirotnik, K.A. (1985). School effectiveness: A bandwagon in search of a tune. Educational Administration Quarterly, 21(2), 135-140. Sohn, D. (1982). Sex differences in achievement self-attributions: an effect size analysis. Sex Roles,8(4), 345-357. Spielberger, C.D. (ed.) (1972). Anxiety: Current trends in theory and research (Vol. 1). New York: Academic Press. Steingberg, L.D., Brown, B.B., & Dornbusch, S.M. (1997). Beyond the classroom: Why school reform has failed and what parents need to do. New York: Simon and Schuster. Steinkamp, M.W., & Maehr, M.L. (1984). Gender differences in motivational orientations toward achievement in school science: A quantitative synthesis. American Educational Research Journal, 21(1), 39-59. Strong, W.B., Malina, R.M., Blimkie, C.J.R., Daniels, S.R., Dishman, R.K., Gutin, B., et al. (2005). Evidence based physical activity for school-age youth. The Journal of Pediatrics, 146(6), 732-737. Swanson, H.L., & Malone, S. (1992). Social skills and learning disabilities: A meta-analysis of the literature. School Psychology Review, 21(3), 427-442. Sweller, J. (2006). Discussion of 'Emerging topics in cognitive load research: Using learner and

information characteristics in the design of powerful learning environments'. Applied Cognitive Psychology, 20(3), 353-357. Tagomori, H.T., & Bishop, L.A. (1995). Student evaluation of teaching: Flaws in the instruments. Thought and Action, 11(1), 63-78. Terhart, E. (2011): Has John Hattie really found the holy grail of research on teaching? An extended review of Visible Learning , Journal of Curriculum Studies, 43:3, 425-438 The 21st Century Learning Initiative. (2010). Retrieved from http://www.21learn.org/ The Center for Public Education. (2009). Retrieved from: http://www.centerforpubliceducation.org/

Thurber, S. & Walker, C.E. (1983). Medication and hyperactivity: A meta-analysis. Journal of General Psychology, 108(1), 79-86. Torrance, H., & Pryor, L. (1998). Investigation formative assessment: Teaching learning and assessment in the classroom. Buckingham: Open University Press. Twenge, J.M., Zhang, L., & Im, C. (2004). It's beyond my control: A cross temporal metaanalysis of increasing externality in locus of control, 1960-2002. Personality and Social Psychology Review, 8(3), 308-319. Valentine, J.C., DuBois, D.L., & Cooper, H.M. (2004). The relation between self-beliefs and academic achievement: a meta- analytic review. Educational Psychologist, 39(2), 111133. Veenman, M.V.J., Prins, F.J., & Elshout, J.J. (2002). Initial inductive learning in a complex computer simulated environment: The role of metacognitive skills and intellectual ability. Computers in Human Behavior, 18(3), 327-341.

Visible Thinking. (2012). Retrieved from: http://www.pz.harvard.edu/vt/visibleThinking_html_files/VisibleThinking1.html von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. London: Falmer Press. Wade, S.E., & Moje, E.B. (2000). The role of text in classroom learning. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson & R. Barr (Eds.), Handbook of reading research (Vol.3, pp. 609-627). Mahwah, NJ: Lawrence Erlbaum Associates. Weinstein, R.S. (2002). Reaching higher: The power of expectations in schooling. Cambridge, MA: Harvard University Press. White, K.R. (1986). Efficacy of early intervention. Journal of Special Education, 19(4), 401-416. Whitley, B.E. (1997). Gender differences in computer-related attitudes and behavior: A metaanalysis. Computers in Human Behavior, 13(1), 1-22. Willig, A.C. (1985). A meta-analysis of selected studies on the effectiveness of bilingual education. Review of Educational Research, 55(3), 269-317. Witter, R.A., Okun, M.A., Stock, W.A. & Haring, M.J. (1984). Education and subjective wellbeing: A meta-analysis. Educational Evaluation and Policy Analysis,6(2), 165-173. Wittgensteing, L. (1958). Philosophical investigations (G. E. M. Anscombe, Trans. 2nd ed.). Oxford: Blackwell. Wood, W. (1987). Meta-analytic review of sex differences in group performance. Psychological Bulletin, 102(1), 53-71. Yair, G. (2000). Educational battlefields in America: The tug-of-war over students' engagement with instruction. Sociology of education, 73(4), 247-269.