Selected Research that Support the EdFOCUS Work

• AASA’s Contextual Needs Assessment, or CNA referenced by Looney, Michael. (2007). “Employing Data to Measure Effective Instruction.” AASA’s Journal of Scholarship and Practice. Winter, 2007. Vol. 3(4). pp. 63-69.
  
• Ainsworth, L. (2003). Power standards: Identifying the standards that matter the most. Denver, CO: Advanced Learning Centers.
• Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
• Bloom, B., J. T. Hartings, et al. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.
  
• Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook 1: Cognitive domain. New York: David Company, Inc.
  
• Brophy, J. (1990). "Teaching social studies for understanding and higher-order applications." The Elementary School Journal 90: 351-417.
  
• Brophy, J., and Good, T. (1986). "Teacher behavior and student achievement." In Merlin Wittrock (Ed.), Handbook of research on teaching, 3rd edition, pp. 328-375. New York: Macmillan Publishing Co.
• Daniels, H., & M. Bizar (2005). Teaching the best practice way: Methods that matter. Portland, ME: Stenhouse.
  
• Darling-Hammond, L. (2000). “Teaching quality and student achievement: A review of state policy evidence.” Center for the Study of Teaching and Policy, University of Washington.
  
• Downey, C.J., Betty E. Steffey, Williman K. Poston. (2009.) 50 Ways to Close the Achievement Gap. Curriculum Management Systems. Thousand Oaks, CA: The Corwin Press.
  
• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books: Harper-Collins.
  
• Joyce, B., & B. Showers (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Marzano, R. (September 13, 2004). “Why is there a need for these standards?” from Windows on ASCD Website.
  
• McTighe, J., & K. O’Connor (2005). “Seven practices for effective learning.” Educational Leadership, 63(3), 10-17.
• Pollock, J. E. and Ford, S. M. (2009). Improving Student Learning One Principal at a Time. Alexandria, VA: Association of Supervision and Curriculum Development.
• Reeves, D. (2000b). “Standards are not enough: Essential transformations for school success.” NASSP Bulletin, 84(620), 5-19.
  
• Reeves, D. (2004a). Accountability for learning: How teachers and school leaders can take charge. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Shepard, L. (2005). “Linking formative assessment to scaffolding.” Educational Leadership, 63(3), 66-71.       
  
• Stiggins, R., J. Arter, et al. (2004). Classroom assessment for student learning: Doing it right, using it well. Portland, OR: Assessment Training Institute.
• Strong, R., H. Silver, et al. (2001). Teaching what matters most: Standards and strategies for raising student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Taba, H. (1966). Teaching strategies and cognitive functioning in elementary school children. San Francisco. Selected References p.5
  
• Tomlinson, C. & McTigue, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Alexandria, VA: ASCD.