Anderson, C. W. (1989). The role of education in the academic disciplines in teacher education. In A. Woolforlk (Ed.), Research perspectives on the graduate preparation of teachers (pp. 88- 107). Englewood Cliffs, NJ: Prentice Hall.
Ball, D. L. (1990). The mathematical understanding that prospective teachers bring to teacher education. The
Elementary School Journal, 90, 449-466.
Borasi, R., & Fonzi, J. (2002). Foundations: Professional development that supports school mathematics reform
[Vol. 3]. Arlington, VA: National Science Foundation.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational
Researcher, 33, 3−15.
Borko, H., & Putnam, R. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York: Macmillan.
Boyle, J. R., & Weishaar, M. (1997). The effects of expert-generated versus student- generated cognitive organizers on the reading comprehension of students with learning disabilities. Learning Disabilities Research & Practice, 12(4), 228-235.
Burns, M. (2003) Using math games in your teaching. Connect, November-December 2003. Retrieved September 22, 2011 from synergylearning.org
Butler, F.M. Kit-hung Lee, Miller, S. P. & Pierce, T. (2001). Teaching mathematics to students with mild-to-moderate mental retardation: A review of the literature. Mental Retardation, 39, 1: 20–31.
Clarke, D. (1994). Ten key principles from research for the professional development of mathematics teachers. In D.B. Aichele & A.F. Coxford (Eds.), Professional development for teachers of mathematics: 1994 yearbook, (pp.37-48). Reston, VA: National Council of Teachers of Mathematics.
Cohen, D.K., & Hill, H.C. (1998). Instructional policy and classroom performance: The mathematics reform in California. Philadelphia, PA: Consortium for Policy Research in Education.
Darling-Hammond, L., & McLaughlin, M.W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
Devlin, K. (2000). Finding your inner mathematician. The Chronicle of Higher Education, 46, B5.
DuFour, R. (May, 2004). Schools as learning communities: What is a professional learning community? Educational Leadership, 61:8, 6-11.
Formative Assessment: Improving Learning in Secondary Classrooms. Policy Brief OECD
Observer (November 2005): 1-8.
Fuchs, L. S., & Fuchs, D. (2002). What is scientifically-based research on progress monitoring? (Technical report). Nashville, TN: Vanderbilt University.
Garret, M.S., Porter, A.C., Desimone, L., Birman, P.F., & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
Good, R., & Jefferson, G. (1998). Contemporary perspectives on curriculum-based measurement validity. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 61–88). New York: Guilford Press.
Harrison, M., Harrison, B. (1986). Developing numeration concepts and skills. Arithmetic Teacher, 33, 18–21.
Hatch, (2005) Using Games in the Classroom. This article is taken from the introduction to "Geometry Games", a photocopiable resource published by The Association of Teachers of Mathematics http://nrich.maths.org/2928
Hudson, P., Lignugaris-Kraft, B., & Miller, T. Using content enhancements to improve the performance of adolescents with learning disabilities in content classes. Learning Disabilities Research & Practice, 8 (2), 106-126.
Kannold, T. (2005) Turning vision into action
Marzano, R., Pickering, D., Pollock, J. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement. Alexandria, VA: ACSD
Mercer, C. D. & Miller, S. R. (1992). Teaching students with learning problems in math to acquire, understand, and apply basic math facts. Remedial and Special Education, 13, 19-35, 61.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
National Council of Teachers of Mathematics (NCTM) (1980). An agenda for action: Recommendations for school mathematics of the 1980s, Reston, Virginia: National Council of Teachers of Mathematics.
Newell A, Rosenbloom P. S. (1981). Mechanisms of skill acquisition and the law of practice. In: Anderson J R (ed.) Cognitive Skills and their Acquisition. Erlbaum, Hillsdale, NJ, pp. 1-51.
Nicol, David J. & Macfarlane-Dick, Debra (2006); Formative assessment and self-regulated learning: a model
and seven principles of good feedback practice. Students in High Education, 31:2, 199-218.
Office of Educational Research and Improvement. (1999). National awards program for model
professional development. Washington, DC: U.S. Department of Education.
Porzio, D. T. (1994). The effects of differing technological approaches to calculus on students’ use and understanding of multiple representations when solving problems. Dissertation Abstracts International, 55(10), 3128A. (University Microfilms No. AAI 9505274).
Research Spotlight on Homework. http://www.nea.org/tools/16938.htm. Retrieved 9/22/2011 NEA
Reviews of the Research on Best Practices in Education.
Safer, N. and Fleischman, S. (2005). Research matters: how student progress monitoring improves instruction. Educational Leadership – How Schools Improve, 62, 81-83.
Thompson, C.L., & Zeuli, J.S. (1999). The frame and the tapestry: Standards-based reform and professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 341-375). San Francisco, CA: Jossey-Bass Publishers.
Witzel, B.S. (2005). Using CRA to teach algebra to students with math difficulties in inclusive settings. Learning Disabilities: A Contemporary Journal, 3(2), 53-64.
Witzel, B. S., Mercer, C. D., & Miller, M. D. (2003). Teaching algebra to students with learning
difficulties: An investigation of an explicit instruction model. Learning Disabilities Research and Practice, 18, 121-131.
Zemelman, S., Daniels, H., & Hyde, A. (1998). Best practice: New standards for teaching and learning in America’s schools (2nded.). Portsmouth, NH: Heinemann.