Articles

= Listed below are PDFs of articles in the "sunshineteachingpantry" that can be read to compare and learn deeper knowledge to Visible Teaching and Learning! Enjoy! =

[[file:using effect size .pdf]]
====Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers' judgments of students' academic achievement: A meta-­‐analysis. Journal Of Educational Psychology, 104(3), 743-­‐762. ====

[[file:understanding1.pdf]]
====Entwistle, N., & Smith, C. (2002). Personal understanding and target understanding: Mapping influences on the outcomes of learning. British Journal Of Educational Psychology, 72(3), 321. ====

[[file:understanding.pdf]]
====Fyrenius, A., Wirell, S., & Silén, C. (2007). Student approaches to achieving understanding -­‐ approaches to learning revisited. Studies In Higher Education, 32(2), 149-­‐165. ==== ====Gambrell, L. B. (2011). Seven Rules Of Engagement: What's Most Important to Know About Motivation to Read. Reading Teacher, 65(3), 172-­‐178. ====

[[file:student engagement .pdf]]
====Cavanagh, R., & Australian Association for Research in Education, (. (2012). Engagement in Classroom Learning: Ascertaining the Proportion of Students Who Have a Balance between What They Can Do and What They Are Expected to Do. Australian Association For Research In Education. ====

[[file:review of Hattie's Holy Grail .pdf]]
====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. ====

[[file:Passion for Teaching in Intrapersonal and Interpersonal.pdf]]
====Carbonneau, N., Vallerand, R. J., Fernet, C., & Guay, F. (2008). The role of passion for teaching in intrapersonal and interpersonal outcomes. Journal Of Educational Psychology, 100(4), 977-­‐987. ====

[[file:classroom interaction feedback.pdf]]
====Smith, H., & Higgins, S. (2006). Opening classroom interaction: the importance of feedback. Cambridge Journal Of Education, 36(4), 485-­‐502. ====

<span style="color: #0dbf4e; font-family: 'Comic Sans MS',cursive;">[[file:active learning.pdf]]
====<span style="color: #0dbf4e; font-family: 'Comic Sans MS',cursive;">Chi, M. H. (2009). Active-­‐Constructive-­‐Interactive: A Conceptual Framework for Differentiating Learning Activities. Topics In Cognitive Science, 1(1), 73. ====