Academic Youth Development Implementation Guide
www.utdanacenter.org/academicyouth
Reference List
Academic Youth Development:
Improving Achievement by Shaping the Culture of Algebra Classrooms
A program of the Charles A. Dana Center at The University of Texas at Austin
January 2009
Below is a list of some of the academic research that informs Academic Youth Development. Those
citations marked with an asterisk receive a detailed annotation in the selected citations that follow
this reference list.
*Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through
college. Washington, DC: U.S. Department of Education. Retrieved December 17, 2008,
from www.ed.gov/rschstat/research/pubs/toolboxrevisit/index.html.
Aronson, J. (Ed.). (2002). Improving Academic Achievement: Impact of Psychological Factors on
Education. San Diego: Academic Press.
*Aronson, J., Fried, C., & Good, C. (2002). Reducing the effects of stereotype threat on African
American college students by shaping theories of intelligence. Journal of Experimental
Social Psychology, 38, 113–125.
Aronson, J., & Steele, C. M. (2005). Stereotypes and the fragility of human competence, motivation,
and self-concept. In C. Dweck & E. Elliot (Eds.), Handbook of Competence and Motivation.
New York: Guilford.
*Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit theories of intelligence predict
achievement across an adolescent transition: A longitudinal study and an intervention. Child
Development, 78(1), 246–263.
Cushman, K. (2003). Fires in the bathroom: Advice for teachers from high school students. New
York: The New Press.
Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65, 34–39.
Dweck, C. S. (2006). Mindset. New York: Random House.
*Dweck, C. S. (2002). Messages that motivate: How praise molds students’ beliefs, motivation, and
performance (in surprising ways). In J. Aronson (Ed.), Improving academic achievement:
Impact of psychological factors on education (pp. 37–60) New York: Elsevier Science.
*Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents’ standardized test
performance: An intervention to reduce the effects of stereotype threat. Journal of Applied
Developmental Psychology, 24, 645–662.
A collaboration of the
Charles A. Dana Center at The University of Texas at Austin and
1
Agile Mind
Academic Youth Development Implementation Guide
www.utdanacenter.org/academicyouth
*Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary,
middle, and high school years. American Educational Research Journal, 37(1), 153–184.
National Mathematics Advisory Panel. (2008). Foundation for success: The final report of the
National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.
National Research Council (2000). How people learn: Brain, mind, experience, and school.
Washington, DC: National Academies Press.
National Research Council. (2004). Engaging schools: Fostering high school students’ motivation to
learn. Washington, DC: National Academies Press.
*Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and
performance. American Psychologist, 52, 613–629.
A collaboration of the
Charles A. Dana Center at The University of Texas at Austin and
2
Agile Mind