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References

This document provides a reference list of 22 sources related to teaching practices, teacher professional development, student learning and engagement, classroom management, assessment, and parental involvement. The references include journal articles, book chapters, reports, and other sources published between 2006 and 2020. Topics covered include differentiated instruction, coaching models to support teacher learning, linking professional development to teaching practice, using technology and games in the classroom, developing positive classroom environments, and involving parents in their child's education.

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45 views2 pages

References

This document provides a reference list of 22 sources related to teaching practices, teacher professional development, student learning and engagement, classroom management, assessment, and parental involvement. The references include journal articles, book chapters, reports, and other sources published between 2006 and 2020. Topics covered include differentiated instruction, coaching models to support teacher learning, linking professional development to teaching practice, using technology and games in the classroom, developing positive classroom environments, and involving parents in their child's education.

Uploaded by

api-460780524
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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S00220638

Asma Merchant

REFERNECES:

Ashman, A. (2018). Education for inclusion and diversity. P.Ed Australia.

Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for
Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-
framework/australian-professional-standards-for-teachers.pdf

Barton, B. (2015). Teach now! The essentials of teaching: what you need to know to be a great
teacher. Routledge.

Bekkin, M., Donders, A. Kooloos, J., de Waal, R., & Ruiter, D. (2016). Uncovering students’
misconceptions by assessment of their written questions. BMC Education, 16(221), 1-7. DOI
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Brady, L. & Kennedy K. (2016). Assessing and Reporting. Celebrating Student Achievement. (5th Ed.).
Pearson.

Brosseuk, D. (2014). A new direction: Using mobile technology devices to motivate and engage boys
in literacy and learning. Practically Primary, 19(1), 17-21. https://web-b-ebscohost-
com.ezproxy2.acu.edu.au/ehost/pdfviewer/pdfviewer?vid=2&sid=b3e47e5a-879d-411c-
964d-ece4f8044cc4%40sessionmgr102.

Bruce, C., Esmonde, I., Dookie, L., & Beatty, R. (2010). The effects of sustained classroom-embedded
teacher professional learning on teacher efficacy and related student achievement. Teaching
and Teacher Education, 26(8), 1598-1608. https://doi.org/10.1016/j.tate.2010.06.011

Cole, P. (2012). Linking effective professional learning with effective teaching practice. Australian
Institute for Teaching and School Leadership. https://ptrconsulting.com.au/wp-
content/uploads/2018/03/linking_effective_professional_learning_with_effective_teaching
_practice_-_cole.pdf

Fleer, M. (2015). Science for Children. Cambridge University Press.

Glasswell, K., & Ryan, J. (2017). Reflective practice in teacher professional standards: Reflection as
mandatory practice. https://doi.org/10.1007/978-981-10-3431-2_1.

Heineke, S. (2013). Coaching Discourse: Supporting Teachers' Professional Learning. Elementary


School Journal, 113(3), 409-433. DOI:10.1086/668767

Higgins, S., & Katsipataki, M. (2015). Evidence from meta-analysis about parental involvement in
education which supports their children’s learning. Journal of Children’s Services, 10(3), 280-
290. DOI:10.1108/JCS-02-2015-0009.

Lyons, G., Ford, M., & Slee, J. (2014). Classroom management: Creating positive learning
environments (4th ed.). Cengage Learning.

McDool, E. (2019). Ability grouping and children’s non-cognitive outcomes. Applied Economics,
52(28), 3035-3054. https://doi-org.ezproxy1.acu.edu.au/10.1080/00036846.2019.1705239.
S00220638
Asma Merchant

Muijs, D., Kyriakides, L., Van Der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the
art – teacher effectiveness and professional learning. School Effectiveness and School
Improvement, 25(2), 231-256. https://doi.org/10.1080/09243453.2014.885451

Porter, L. (2006). Student behaviour: theory and practice for teachers. Allen & Unwin.

Sargent, J. (2017). Evidence-based PBS practice: Encouraging engagement and establishing clear
behaviour expectation. In B. Saggers (Ed.), Developing Positive Classroom Environments:
Strategies for nurturing adolescent learning (pp. 67-86). Allen & Unwin.

Skamp, K & Preston, C. (2014) Teaching Primary Science Constructively. Victoria, Australia: Cengage
Learning Australia.

Sullivan, P. (2011). Teaching Mathematics: Using research-informed strategies. ACER Press.

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD

Ule, M., Zivoder, A., & Bois-Reyond, M. (2015). ‘Simply the best for my children’: patterns of parental
involvement in education. International Journal of Qualitative Studies in Education, 28(3),
329-348. DOI: 10.1080/09518398.2014.987852.

Wang, A., & Tahir, R. (2020). The effect of using Kahoot! For learning – A literature review.
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