References and Research
Research foundations and recommended resources for evidence-based teaching practices.
This handbook is built on a foundation of rigorous educational research and evidence-based practices. The following sources inform the pedagogical approaches and activity designs throughout this book.
Core Pedagogical Research
Chickering, A. W., & Gamson, Z. F. (1987). "Seven Principles for Good Practice in Undergraduate Education." AAHE Bulletin, 39(7), 3-7.
- Foundation for active learning and student engagement
Bonwell, C. C., & Eison, J. A. (1991). "Active Learning: Creating Excitement in the Classroom." ASHE-ERIC Higher Education Report No. 1. Washington, DC: George Washington University, School of Education and Human Development.
- Evidence for active learning strategies
Freeman, S., et al. (2014). "Active learning increases student performance in science, engineering, and mathematics." Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
- Meta-analysis showing effectiveness of active learning
Prince, M. (2004). "Does Active Learning Work? A Review of the Research." Journal of Engineering Education, 93(3), 223-231.
- Comprehensive review of active learning research
Cognitive Science Foundations
Medina, J. (2008). Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle, WA: Pear Press.
- Attention and memory research applied to learning
Sousa, D. A. (2016). How the Brain Learns (5th ed.). Thousand Oaks, CA: Corwin Press.
- Neuroscience of learning and memory
Willingham, D. T. (2009). Why Don't Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. San Francisco, CA: Jossey-Bass.
- Cognitive science for educators
Baddeley, A. (2000). "The episodic buffer: A new component of working memory?" Trends in Cognitive Sciences, 4(11), 417-423.
- Working memory and learning
Formative Assessment
Black, P., & Wiliam, D. (1998). "Assessment and classroom learning." Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
- Foundational research on formative assessment
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge.
- Effect sizes of various teaching interventions
Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.
- Practical strategies for classroom assessment
Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
- Classic resource for formative assessment strategies
Collaborative Learning
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). "Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory." Journal on Excellence in College Teaching, 25(3&4), 85-118.
- Research on cooperative learning structures
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
- Zone of proximal development and social learning
Slavin, R. E. (1995). Cooperative Learning: Theory, Research, and Practice (2nd ed.). Boston: Allyn & Bacon.
- Comprehensive guide to cooperative learning
Movement and Kinesthetic Learning
Jensen, E. (2005). Teaching with the Brain in Mind (2nd ed.). Alexandria, VA: ASCD.
- Brain-based learning and movement
Ratey, J. J., & Hagerman, E. (2008). Spark: The Revolutionary New Science of Exercise and the Brain. New York: Little, Brown and Company.
- Exercise and cognitive function
Donnelly, J. E., et al. (2016). "Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review." Medicine & Science in Sports & Exercise, 48(6), 1197-1222.
- Physical activity and learning outcomes
Metacognition and Reflection
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
- Reflection in professional practice
Flavell, J. H. (1979). "Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry." American Psychologist, 34(10), 906-911.
- Foundational work on metacognition
Zimmerman, B. J. (2002). "Becoming a Self-Regulated Learner: An Overview." Theory Into Practice, 41(2), 64-70.
- Self-regulated learning strategies
Attention and Engagement
Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). "How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers." Journal of Chemical Education, 87(12), 1438-1443.
- Research on attention spans in classroom settings
Bradbury, N. A. (2016). "Attention span during lectures: 8 seconds, 10 minutes, or more?" Advances in Physiology Education, 40(4), 509-513.
- Debunking and exploring attention span myths
Middendorf, J., & Kalish, A. (1996). "The 'Change-Up' in Lectures." The National Teaching & Learning Forum, 5(2), 1-5.
- Breaking up lectures with active learning
Universal Design for Learning
Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: ASCD.
- Framework for inclusive instruction
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
- Current UDL guidelines and principles
Technology and Online Learning
Boettcher, J. V., & Conrad, R. M. (2016). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips (2nd ed.). San Francisco, CA: Jossey-Bass.
- Strategies for online and hybrid teaching
Means, B., et al. (2013). "The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature." Teachers College Record, 115(3), 1-47.
- Research on online learning effectiveness
Additional Resources
Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative Learning Techniques: A Handbook for College Faculty (2nd ed.). San Francisco, CA: Jossey-Bass.
Nilson, L. B. (2016). Teaching at Its Best: A Research-Based Resource for College Instructors (4th ed.). San Francisco, CA: Jossey-Bass.
Ambrose, S. A., et al. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass.
Lang, J. M. (2016). Small Teaching: Everyday Lessons from the Science of Learning. San Francisco, CA: Jossey-Bass.
Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make It Stick: The Science of Successful Learning. Cambridge, MA: Harvard University Press.
Practitioner Resources
Edutopia - www.edutopia.org
- Evidence-based teaching strategies and classroom resources
Teaching Professor - www.teachingprofessor.com
- Research-based teaching and learning newsletter
The Learning Scientists - www.learningscientists.org
- Research on learning translated for educators
ASCD - www.ascd.org
- Professional development and educational leadership resources
This handbook synthesizes decades of research into practical, classroom-ready activities. Each activity is grounded in evidence-based principles while remaining flexible enough to adapt to your unique teaching context.