REFERENCES
- ANDERSON, HAROLD H. “Domination and social integration in the behavior of kindergarten children and teachers.” Genetic Psychology Monographs 21, no. 3 (August 1939): 287–385.
- ANDERSON, LORIN W. “Time and school learning.” Doctoral dissertation, University of Chicago, 1973.
- ANDERSON, RICHARD B. “The Follow Through experiment: What have we learned?” Paper presented at the annual meeting of the American Educational Research Association, New York, 1977.
- ANDERSON, RICHARD B.; ST. PIERRE, ROBERT G. J PROPER, ELIZABETH C.; and STEBBINS, LINDA B. “Pardon us, but what was the question again?: A response to the critique of the Follow Through evaluation.” Harvard Educational Review 48 (1978): 161–170.
- BARKER, ROGER C. Ecological psychology: Concepts and methods for studying the environment of human behavior. Stanford, Calif.: Stanford University Press, 1968.
- BELLACK, ARNO; KLIEBARD, HERBERT M.; HYMAN, RONALD T.; AND SMITH, FRANK L., JR. The language of the classroom. New York: Teachers College Press, 1966.
- BENNE, KENNETH D. A conception of authority. New York: Teachers College Bureau of Publications, 1943.
- BENNETT, NEVILLE. Teaching styles and pupil progress. London: Open Books, 1976.
- BERLAK, ANN C.; BERLAK, HAROLD; BAGENSTOS, NAIDA T.; AND MIKEL, EDWARD R. “Teaching and learning in English Primary Schools.” School Review 83, no. (February 1975): 215–243.
- BERNSTEIN, BASIL. “On the classification and framing of educational knowledge.” Class, codes, and control, vol. 1. London: Routledge, 1971.
- BLOOM, BENJAMIN S. Human characteristics and school learning. New York: McGraw-Hill, 1976.
- BLOOM, BENJAMIN S.. “Time and learning.” American Psychologist 29, no. 9 (September 1974): 682–688.
- CARROLL, JOHN B. “A model of school learning.” Teachers College Record 64, no. 8 (May 1963): 723–733.
- DOKE, LARRY, and RISLEY, TODD. “The organization of day-care environments: Required versus optional activities.” Journal of Applied Behavior Analysis 5, no. 4 (Winter 1972): 405–420.
- FERGUSON, GEORGE A. Statistical analysis in psychology and education. New York: McGraw-Hill, 1959.
- FISHER, M. D.; BLACKWELL, L. R.; GARCIA, A. B.; AND GREENE, J. C. S. Student control and choice: Their effects on student engagement in a CA1 arithmetic task in a low-income school. Technical Report no. 41. Stanford, Calif.: Stanford Center for Research and Development in Teaching, 1974.
- GLASER, ROBERT. “The school of the future: Adaptive environments for learning.” In The future of education: Perspectives on tomorrow's schooling, edited by Louis Rubin. Boston: Allyn and Bacon, 1975.
- GLIDEWELL, J. C.; KANTOR MILDRED C.; SMITH, LOUIS M.; AND STRINGER, L. A. “Socialization and social structure in the classroom.” In Review of child development research, vol. 2, edited by Martin L. Hoffman and Lois W. Hoffman. New York: Russel Sage, 1966.
- GRANNIS, JOSEPH C. “Community, competence, and individuation: The effects of different controls in educational environments.” IRCD Bulletin 10, no. 2 (Spring 1975): 1–18.
- GRANNIS, JOSEPH C.; LEHANF., STEPHEN; KAMINSKY, SALLY; AND FURMAN, WALTER. “Autonomy in learning: An exploration of pupils' and teachers' roles in different classroom environments to develop criteria and procedures for evaluation in Project Follow Through. Proposal for Columbia Classroom Environment Project.” New York: Institute for Pedagogical Studies, Teachers College, Columbia University, 1970.
- GRANNIS, JOSEPH C.; LEHANF., STEPHEN; KAMINSKY, SALLY; AND FURMAN, WALTER., and JACKSON, DAVID E. “Analysis of the child behavior stream observations from the Spring, 1971 study of four programs.” In Columbia Classroom Environments project fifth, progress report, edited by Joseph C. Grannis. New York: Institute for Pedagogical Studies, Teachers College, Columbia University, 1972. (ED #123291.)
- GRANNIS, JOSEPH C.; LEHANF., STEPHEN; KAMINSKY, SALLY; AND FURMAN, WALTER., and JACKSON, DAVID E., and JACKSON, DAVID E.. “Analysis and interpretation of the Spring, 1971 behavior stream observations of children: Toward a political pedagogy.” In Columbia Classroom Environments project final report, edited by Joseph C. Grannis. New York: Institute for Pedagogical Studies, Teachers College, Columbia University, 1973. (ED #123292.)
- GUMP, PAUL V. Classroom behavior setting: Its nature and relation to student behavior. U.S. Office of Education Final Report, Project no. 2453. Lawrence: University of Kansas Press, 1967.
- HOUSE, ERNEST R.; GLASS, GENE V.; MCLEAN, LESLIE D.; AND WALKER, DECKER. F. “No simple answer: Critique of the Follow Through evaluation.” Harvard Educational Review, 48 (1978): 128–160.
- HUNT, J. MCVICKER. “Motivation inherent on information processing and action.” In Motivation and social interaction, edited by O.J. Harvey. New York: Ronald, 1963.
- JACKSON, PHILLIP W. Life in classrooms. New York: Holt, 1968
- KAMINSKV, SALLY. “An analysis of teacher behavior in variously structured second-grade classrooms.” Doctoral dissertation, Teachers College, Columbia University, 1974.
- MACCOBY, ELEANOR, and ZELLNER, MIRIAM. Experiments in primary education: Aspects of Project Follow Through. New York: Harcourt, Brace, and Jovanovich, 1970.
- MCDANIELS, GARRY L. “Evaluation problems in Follow Through.” In Planned variation in education, edited by Alice M. Rivlin and P. Michael Timpane. Washington: Brookings, 1975.
- MARSH, LEONARD G. Approach to mathematics. London: A. & C. Black, 1970.
- MAYER, ROCHELLE S., “Describing children's experiences in theoretically different classrooms: An observational assessment of four early childhood education curriculum models.” Doctoral dissertation, Harvard University, 1973.
- MONTESSORI, MARIA. The Montessori method. New York: Stokes, 1912.
- NEWCOMB, THEODORE M., “Introduction.” In Theories of cognitive consistency: A sourcebook, edited by Robert P. Abelson. Chicago: Rand McNally, 1968.
- RESNICK, LAUREN B. “Teacher behavior in an informal British infant school.” Paper presented at the annual meeting of the American Educational Research Association, New York, 1971.
- RIVLIN, ALICE M., and TIMPANE, p. MICHAEL. “Planned variation in education: An assessment.” In Planned variation in education, edited by Alice M. Rivlin and P. Michael Timpane. Washington; Brookings, 1975.
- ROSENSHINE, BARAK. Teaching behaviors and student achievement. London: National Foundation for Education Research in England and Wales, 1971.
- ROSENSHINE, BARAK.. “Recent research on teaching behaviors and student achievement.” Paper presented to the National Invitational Conference on Research on Teacher Effects, Austin, Tex., 1976. (a)
- ROSENSHINE, BARAK.. “Recent research on teaching behaviors and student achievement.” Journal of Teacher Education 27, no. 1 (1976): 61–64. (b)
- ROSENSHINE, BARAK.… “Classroom instruction.” In The psychology of leaching methods, edited by Nathaniel Lees Gage. Seventy-Fifth Yearbook of the National Society for the Study of Education, pt. 1. Chicago: The National Society for the Study of Education, 1976. (c)
- ROSENSHINE, BARAK.…, and BERLINER, DAVID C. “Academic engaged time.” Paper presented. at the annual meeting of the American Educational Research Association, 1977.
- SMITH, FRANK. Understanding reading. New York: Holt, 1971.
- STALLINGS, JANE A., and KASKOWITZ, DAVID H. Follow-Through classroom observation evaluation, 1972–73. Menlo Park, Calif.: Stanford Research Institute, 1974.
- WANG, MARGARET. The rationale and design of a self-schedule system. Pittsburgh, Pa.: Learning Research and Development Center Publication Series, The University of Pittsburgh Press, 1974–75.
- WEIKART, DAVID P. “Alternative assessment and national Follow Through.” High/Scope Report 1975–76. Ypsilanti, Mich.: High/Scope Educational Foundation, 1976.
- WRIGHT, HERBERT F. Recording and analyzing child behavior. New York: Harper & Row, 1967.
- ZIMMERMAN, BARRY J., and PIKE, EARL. “Effects of modeling and reinforcement on the acquisition and generalization of question-asking behavior.” Child Development 43, no. 3 (September 1972): 892–907.