References
Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (1988). Effectiveness of a concept teaching routine in enhancing the performance of LD students in secondary-level mainstream classes. Learning Disability Quarterly, 11, 3–17.
Dexter, D.D., & Hughes, C.A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability
Quarterly, 34(1), 51-72.
Dexter, D.D., & Hughes, C.A. (2011). [Figure 4. Syntactic/ semantic feature analysis example]. Graphic organizers and students with learning disabilities: A meta-analysis. Retrieved from p. 54.
Dodge, B. (1995). Some thoughts about WebQuests. Retrieved from http://webquest.sdsu.edu/about_webquests.html
Hanze, M. & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing
cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17, 29-41.
Interactive-notebooks wikispace. [Figure 3. Semantic feature analysis example]. Retrieved from http://interactive- notebooks.wikispaces.com/Semantic+feature+analysis
Ludescher, F. [Figure 2. Semantic mapping example]. Retrieved from http://www2.vobs.at/ludescher/Vocabulary/practical_implications.htm
Marzano, R.J. (2007). [Figure 5. Venn diagram example]. The Art and Science of Teaching. Retrieved from Figure 3.7.
Mastropieri, M.A., Scruggs, T.E., & Graetz, J.E. (2003). Reading comprehension instruction for secondary students: Challenges for struggling
students and teachers. Learning Disability Quarterly, 26(2), 103 - 114.
Milson, A.J. (2002). The internet and inquiry learning: Integrating medium and method in a sixth grade social studies classroom. Theory and
Research in Social Education, 30(3), 330 - 353.
Norton, P. (2013). Using concept mapping as a strategy to improve essay structure. Practical Strategies Literacy Learning: the Middle Years, Volume 2, i-xvi. Retrieved from http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&sid=f6ef4a57-d51f-418d-9a92-3fa22cbd6d64%40sessionmgr14&hid=7
Perkins, D.V. & Saris, R. N. (2001). A “jigsaw classroom” technique for undergraduate statistics courses. Teaching of Psychology. 28(2), 111-
113.
Rosas, S.R., Kane, M. (2012). Quality and rigor of the concept mapping methodology: A pooled study analysis. Evaluation and Program Planning. 35, 236-245. Retrieved from: http://ac.els-cdn.com/S0149718911000784/1-s2.0-S0149718911000784-main.pdf?_tid=35faa348-a07d-11e2-a35a-00000aab0f6b&acdnat=1365447221_f8e70ef923c19c19e4831f7c7154faad
Scruggs, T.E., Mastropieri, M.A., Berkeley, S., & Graetz, J.E. (2009). Do special education interventions improve learning of secondary
content? A meta-analysis. Remedial and Special Education, 31(6), 437–449. doi: 10.1177/0741932508327465
Skylar, A.A., Higgins, K., & Boone, R. (2007). Strategies for adapting WebQuests for students with learning disabilities. Intervention in School
and Clinic, 43(1), 20 - 28.
Sunderland, S., Katz, S. (2005). Concept mapping methodology: A catalyst for organizational learning. Evaluation and Program Planning, 28, 257-269. Retrieved from http://ac.els-cdn.com/S0149718905000273/1-s2.0-S0149718905000273-main.pdf?_tid=07c8515c-a07b-11e2-b332-00000aab0f01&acdnat=1365446284_940b7e293144177b11124129393de46e
Trochim, W. (1989). Introduction to Concept Mapping. Evaluation and Program Planning, 12, 1-16. Retrieved from http://www.sciencedirect.com/science/article/pii/0149718989900165
University of Texas. [Figure 1. Cognitive mapping example]. Retrieved from http://www.utexas.edu/academic/ctl/criticalthinking/accessible.php?asset=91
Walker, I. & Crogan, M. (1998). Academic performance, prejudice, and the jigsaw classroom: New pieces to the puzzle. Journal of Community
& Applied Social Psychology, 8, 381-393.
Zukas, A. (2000). Active learning, world history, and the internet: Creating knowledge in the classroom. International Journal of Social
Education, 15(1), 62 - 79.
Dexter, D.D., & Hughes, C.A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability
Quarterly, 34(1), 51-72.
Dexter, D.D., & Hughes, C.A. (2011). [Figure 4. Syntactic/ semantic feature analysis example]. Graphic organizers and students with learning disabilities: A meta-analysis. Retrieved from p. 54.
Dodge, B. (1995). Some thoughts about WebQuests. Retrieved from http://webquest.sdsu.edu/about_webquests.html
Hanze, M. & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing
cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17, 29-41.
Interactive-notebooks wikispace. [Figure 3. Semantic feature analysis example]. Retrieved from http://interactive- notebooks.wikispaces.com/Semantic+feature+analysis
Ludescher, F. [Figure 2. Semantic mapping example]. Retrieved from http://www2.vobs.at/ludescher/Vocabulary/practical_implications.htm
Marzano, R.J. (2007). [Figure 5. Venn diagram example]. The Art and Science of Teaching. Retrieved from Figure 3.7.
Mastropieri, M.A., Scruggs, T.E., & Graetz, J.E. (2003). Reading comprehension instruction for secondary students: Challenges for struggling
students and teachers. Learning Disability Quarterly, 26(2), 103 - 114.
Milson, A.J. (2002). The internet and inquiry learning: Integrating medium and method in a sixth grade social studies classroom. Theory and
Research in Social Education, 30(3), 330 - 353.
Norton, P. (2013). Using concept mapping as a strategy to improve essay structure. Practical Strategies Literacy Learning: the Middle Years, Volume 2, i-xvi. Retrieved from http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&sid=f6ef4a57-d51f-418d-9a92-3fa22cbd6d64%40sessionmgr14&hid=7
Perkins, D.V. & Saris, R. N. (2001). A “jigsaw classroom” technique for undergraduate statistics courses. Teaching of Psychology. 28(2), 111-
113.
Rosas, S.R., Kane, M. (2012). Quality and rigor of the concept mapping methodology: A pooled study analysis. Evaluation and Program Planning. 35, 236-245. Retrieved from: http://ac.els-cdn.com/S0149718911000784/1-s2.0-S0149718911000784-main.pdf?_tid=35faa348-a07d-11e2-a35a-00000aab0f6b&acdnat=1365447221_f8e70ef923c19c19e4831f7c7154faad
Scruggs, T.E., Mastropieri, M.A., Berkeley, S., & Graetz, J.E. (2009). Do special education interventions improve learning of secondary
content? A meta-analysis. Remedial and Special Education, 31(6), 437–449. doi: 10.1177/0741932508327465
Skylar, A.A., Higgins, K., & Boone, R. (2007). Strategies for adapting WebQuests for students with learning disabilities. Intervention in School
and Clinic, 43(1), 20 - 28.
Sunderland, S., Katz, S. (2005). Concept mapping methodology: A catalyst for organizational learning. Evaluation and Program Planning, 28, 257-269. Retrieved from http://ac.els-cdn.com/S0149718905000273/1-s2.0-S0149718905000273-main.pdf?_tid=07c8515c-a07b-11e2-b332-00000aab0f01&acdnat=1365446284_940b7e293144177b11124129393de46e
Trochim, W. (1989). Introduction to Concept Mapping. Evaluation and Program Planning, 12, 1-16. Retrieved from http://www.sciencedirect.com/science/article/pii/0149718989900165
University of Texas. [Figure 1. Cognitive mapping example]. Retrieved from http://www.utexas.edu/academic/ctl/criticalthinking/accessible.php?asset=91
Walker, I. & Crogan, M. (1998). Academic performance, prejudice, and the jigsaw classroom: New pieces to the puzzle. Journal of Community
& Applied Social Psychology, 8, 381-393.
Zukas, A. (2000). Active learning, world history, and the internet: Creating knowledge in the classroom. International Journal of Social
Education, 15(1), 62 - 79.