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References

This document provides a list of references from various sources that were used in research. The references are from books, journal articles, reports and other published works from 1969 to 2020 covering topics like education, psychology, language, media and more. Many of the references cite well-known theorists like Piaget, Vygotsky, Dewey and Gardner and their works. The references are listed in APA style and include the author(s), year, title and source for each work.

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43 views3 pages

References

This document provides a list of references from various sources that were used in research. The references are from books, journal articles, reports and other published works from 1969 to 2020 covering topics like education, psychology, language, media and more. Many of the references cite well-known theorists like Piaget, Vygotsky, Dewey and Gardner and their works. The references are listed in APA style and include the author(s), year, title and source for each work.

Uploaded by

api-547349171
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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References

Balaman, S. (2020). A study on the impacts of digital storytelling on EFL learners’ self-efficacy

and attitudes toward education technologies. International Online Journal of Education

and Teaching (IOJET), 7(1), 289-311. http://iojet.org/index.php/IOJET/article/view/471

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. R. (2013). Words their way: Pearson

new international edition: Word study for phonics, vocabulary, and spelling instruction.

Pearson

Beilin, H. (1992). Piaget's enduring contribution to developmental psychology. Developmental

Psychology, 28(2), 191–204. https://doi.org/10.1037/0012-1649.28.2.191

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational

goals.

Dewey, John (1916). Democracy and Education: An Introduction to the Philosophy of

Education. New York: Macmillan. Retrieved 4 May 2016 – via Internet Archive.

Gardner, H. E. (2000). Intelligence reframed: Multiple intelligences for the 21st century. Basic

Books.

Ginja, T. G., & Chen, X. (2020). Teacher educators’ perspectives and experiences towards

differentiated instruction. International Journal of Instruction, 13(4), 781-798.

https://doi.org/10.29333/iji.2020.13448a

Kaefer, T. (2020). When did you learn it? How background knowledge impacts attention and

comprehension in read‐aloud activities. Reading Research Quarterly, 55(S1).

https://doi.org/10.1002/rrq.344

Lewis, J., & Aydin, A. (2013). March: Book one. Top Shelf Productions.

McKinlay, A., & Starkey, K. (1998). Foucault, management and organization theory: From
panopticon to technologies of self. SAGE.

McLuhan, M., Hutchon, K., & McLuhan, E. (1977). City as classroom: Understanding language

and media. The Book Society of Canada.

McLuhan, M. (1962). The Gutenberg galaxy: The making of typographic man. University of

Toronto Press.

Mertler, C. A. (2006). Action research: Teachers as researchers in the classroom. SAGE.

Muñiz, M. V. (2020). Cultural Diversity in Schools: An Ideal Space for the Construction of a

Critical and Inclusive Citizenship. Journal for Critical Education Policy Studies, 18(2),

256–283.

OECD. (2016). OECD reviews of innovation policy: Sweden 2016. OECD iLibrary.

https://dx.doi.org/10.1787/9789264250000-en

Piaget, J. (1972). A structural foundation for tomorrow’s education. Prospects, 2(1), 12.

Sharkins, K., Newton, A., Causey, C., & Ernest, J. M. (2017). Flipping theory: Ways in which

children’s experiences in the 21st century classroom can provide insight into the theories

of Piaget and Vygotsky. Southeast Asia Early Childhood Journal, 6, 11-18.

https://doi.org/10.37134/saecj.vol6.2.2017

Twain, M. (1869). The innocents abroad.

Vygotsky, L. (1978). Mind in society: Development of higher psychological processes.

Harvard University Press.

Wrenn, J., & Wrenn, B. (2009). Enhancing Learning by Integrating Theory and

Practice. International Journal of Teaching and Learning in Higher Education, 21(2),

258–265.

Young, C. (2019). Increased Frequency and Planning: A More Effective Approach to Guided
Reading in Grade 2. Journal of Educational Research, 112(1), 121–130.

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