References and Readings

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References and Recommended Readings
Aronson, E. (1978). The Jigsaw Classroom. Oxford England: Sage.
Austin, J. L., Lee, M., & Carr, J. P. (2004). The effects of guided notes on undergraduate
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Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Blessing, S. B., & Blessing, J. S. (2010). PsychBusters: A means of fostering critical thinking in the
introductory course. Teaching Of Psychology, 37(3), 178-182.
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Burke, J. (1999). The English Teachers’ Companion: A Complete Guide to Classroom, Curriculum,
and the Profession. Portsmouth, NH : Boynton/Cook.
Chen, J., & Lin, T. (2008). Class Attendance and Exam Performance: A Randomized Experiment,
The Journal of Economic Education, 39:3, 213-227.
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Connor-Greene, P.A. (2005). Fostering Meaningful Classroom Discussion: Student-Generated
Questions, Quotations, and Talking Points. Teaching of Psychology, 32(3), 173-175.
Credé, M., Roch, S. G., & Kieszczynka, U. M. (2010). Class Attendance in College: A MetaAnalytic Review of the Relationship of Class Attendance With Grades and Student
Characteristics. Review Of Educational Research, 80(2), 272-295.
Daniels, H. (1994). Literature Circle: Voice and Choice in the Student-Centered Classroom.
Stenhouse Publishers: York, ME
Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., & Willingham, D.T. (2013). Improving
Students’ Learning With Effective Learning Techniques: Promising Directions From
Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1),
4-58. doi: 10.1177/1529100612453266
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of
Psychology, 53(1), 109-132. doi:10.1146/annurev.psych.53.100901.135153
Forgeard, M. C., & Seligman, M. P. (2012). Seeing the glass half full: A review of the causes and
consequences of optimism. Pratiques Psychologiques, 18(2), 107-120.
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Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of
Personality and Social Psychology, 85, 541-553.
Harnish, R. J., & Bridges, K. (2011). Effect of Syllabus Tone: Students' Perceptions of Instructor
and Course. Social Psychology Of Education: An International Journal, 14(3), 319-330.
Hermann, A.D., Foster, D.A., and Hardin, E. E. (2010). Does the first week of class matter? A
quasi experimental investigation of student satisfaction. Teaching of Psychology, 37, 7984.
Johnson, B. C., & Kiviniemi, M. T. (2009). The effect of online chapter quizzes on exam
performance in an undergraduate social psychology course. Teaching Of Psychology,
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Langer, E.J. (1998). The Power of Mindful Learning. Cambridge, MA: Da Capo Press.
Legg, A. M., & Wilson, J. H. (2009). E-mail from professor enhances student motivation and
attitudes. Teaching Of Psychology, 36(3), 205-211. doi:10.1080/00986280902960034
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task
motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.
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predictors of course grades. College Student Journal, 40(2), 423-428. Retrieved from
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Millis, B. J. (2010). Cooperative Learning in Higher Education: Across the Disciplines, Across the
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Morisano, D., Hirsch, J. B., Peterson, J. B., Pihl, R. O., & Shore, B. M. (2010). Setting, elaborating,
and reflecting on personal goals improves academic performance. Journal of Applied
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Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s
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achievement settings. Journal of Social and Clinical Psychology, 29(6), 668-700.
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text. Journal of Educational Psychology, 80(1), 16-20. doi:10.1037/0022-0663.80.1.16
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Rhem, J. (n.d.) Mindfulness and Teaching in Tomorrow's Professor. Retrieved from
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academic performance: a systematic review and meta-analysis. Psychological Bulletin,
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long term retention. Psychological Science, 17(3), 249-255. doi:10.1111/j.14679280.2006.01693.x
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Learning and Individual Differences, 16(1), 1-12. Doi:10.1016/j.lindif.2005.06.004
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and younger adults. Experimental Aging Research, 27(1), 41-65.
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goal difficulty, and incentive values of academic goals. Psychological Reports, 96(3), 681689. doi:10.2466/PR0.96.3.681-689
Wilson, J. H., & Wilson, S. B. (2007). The first day of class affects student motivation: An
experimental study. Teaching of Psychology, 34(4), 226-230.
Wlodkowski, R.J. (2008). Enhancing Adult Motivation to Learn: A Comprehensive Guide for
Teaching All Adults. New York, NY: Jossey-Bass.
Wlodkowski, R.J., & Ginsberg, M.B., (1995). Diversity and Motivation: Culturally Responsive
Teaching in College. New York, NY: Jossey-Bass.
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