Section A
Chapters 1-3
Almarode, J. Fisher, D., Thunder, K., & Frey, N. (2021). The success criteria playbook: A hands-on guide to making learning visible and measurable. Corwin.
Archambault, L., & Kennedy, K. (2018). Teacher preparation for K-12 online and blended learning. In K. Kennedy & R. Ferdig (Eds). Handbook of K-12 Blended and Online Learning Research (pp. 221-246). Pittsburgh, PA: Carnegie Mellon University ETC Press.
Arnesen, K., Walters, S., Borup, J., & Barbour, M. K. (2020). Irrelevant, overlooked, or lost? Trends in 20 years of uncited and low-cited K-12 online learning articles. Online Learning Journal, 24(2), 187–206. https://doi.org/10.24059/olj.v24i2.2080
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79, 1243–1289. https://doi.org/10.3102/0034654309333844
Borup, J. (2018). On-site and online facilitators: Current practice and future directions for research. In K. Kennedy & R. Ferdig (Eds). Handbook of K-12 Blended and Online Learning Research (pp. 221-246). Pittsburgh, PA: Carnegie Mellon University ETC Press.
California Foster Youth Education Task Force. (2020 Dec). Supporting School Stability for Youth in Foster Care: During Virtual Learning and the Transition Back to In-Person Instruction. Retrieved from http://www.cfyetf.org/publications_24_3964370760.pdf
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org/
Cavanaugh, C. S. (2001). The Effectiveness of Interactive Distance Education Technologies in K-12 Learning: A Meta-Analysis. From: International Journal of Educational Telecommunications (Vol. 7).
Cavanaugh, C. S., Barbour, M. K., & Clark, T. (2009). Research and practice in K-12 online learning: A review of open access literature. International Review of Research in Open and Distance Learning, 10(1). https://doi.org/10.19173/irrodl.v10i1.607
Cavanaugh, C., Gillan, K. J., Kromrey, J., Hess, M., & Blomeyer, R. (2004, October). The effects of distance education on K–12 student outcomes: A meta-analysis. Learning Point Associates/North Central Regional Educational Laboratory (NCREL). https://files.eric.ed.gov/fulltext/ED489533.pdf
Cottingham, B. W. (2020). Improving Early Childhood Distance Education. Policy Analysis for California Education. Retrieved from https://edpolicyinca.org/sites/default/files/2020-12/pb_cottingham_dec2020_0.pdf
Darling-Hammond, L. & Cook-Harvey, C. (2018). Educating the Whole Child: Improving School Climate to Support Student Success. Palo Alto, CA: Learning Policy Institute.
Darling-Hammond, L., et al. (2020). Restarting and Reinventing School: Learning in the Time of COVID and Beyond. Learning Policy Institute. https://restart-reinvent.learningpolicyinstitute.org/
Dawson, K., & Dana-Fichtman, N. (2018). Teacher professional development for K-12 online and blended learning. In K. Kennedy & R. Ferdig (Eds). Handbook of K-12 Blended and Online Learning Research (pp. 261-272). Pittsburgh, PA: Carnegie Mellon University ETC Press.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.
Hasler-Waters, L. , Borup, J., & Menchaca, M. P. (2018). Parental involvement in K-12 online and blended learning. In K. Kennedy & R. Ferdig (Eds). Handbook of K-12 Blended and Online Learning Research (pp. 221-246). Pittsburgh, PA: Carnegie Mellon University ETC Press.
Isaacs, T., Zara, C., Herbert, G., Coombs, S. J. & Smith, C. (2013). Ipsative assessment. In The SAGE key concepts series: Key concepts in educational assessment (pp. 80-82). SAGE.
Immordino-Yang, M.H. (2015). Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience. New York: W. W. Norton & Company.
Kennedy, K. & Ferdig, R. E. (Eds.). (2018). Handbook of research on K-12 online and blended learning. Carnegie Mellon University. https://figshare.com/articles/Handbook_of_Research_on_K-12_Online_and_Blended_Learning_Second_Edition_/6686813
Kolb, L., & Carter, V. (2020). Integrating Digital Technologies in Remote K-12 Learning: Lessons for Higher Education Preparation Programs. Panel hosted by the International Society for Technology in Education, University of Michigan School of Education, & American Association of Colleges for Teacher Education. Retrieved from https://drive.google.com/file/d/1T2F45QUO5i9KiM7oW5Z-b1iXCZ3l72SV/view?usp=sharing
Lowes, S. (2014, September 8). Learning to learn online: A work in progress in helping students to learn self-regulation. Michigan Virtual University. https://michiganvirtual.org/blog/learning-to-learn-online-a-work-in-progress-in-helping-students-to-learn-self-regulation/
Martin, F., Ahlgrim-Delzell, L., & Budhrani, K. (2017, January 2). Systematic Review of Two Decades (1995 to 2014) of Research on Synchronous Online Learning. American Journal of Distance Education. Routledge. https://doi.org/10.1080/08923647.2017.1264807
Martínez Pérez, L. (2021). Teaching with the HEART in Mind: A Complete Educator’s Guide to Social Emotional Learning. San Carlos, CA: Brisca Publishing.
McCabe, D.L., Trevino, L.K., & Butterfield, K.D. (2010). Cheating in academic institutions: A decade of research. Ethics & Behavior, 11(3), 219-232.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies Center for Technology in Learning. Retrieved from www.ed.gov/about/offices/list/opepd/ppss/reports.html.
National Standards for Quality Online Courses. https://www.nsqol.org/
National Standards for Quality Online Teaching. https://www.nsqol.org/
Nuthall, G. (2007). The hidden lives of learners. Wellington, New Zealand: New Zealand Council for Education Research Press.
Osher, D., Cantor, P., Berg, K., Steyer, L., & Rose, T. (2018). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(2), 1-31. https://doi.org/10.1080/10888691.2017.1398650
Pulham, E. & Graham, C. R. (2018). Comparing K-12 online and blended teaching competencies: a literature review. Distance Education. Routledge. https://doi.org/10.1080/01587919.2018.1476840
Repetto, J. B., Spitler, C. J., & Cox, P. R. (2018). Research on at-risk learners in K-12 online learning. In K. Kennedy & R. Ferdig (Eds). Handbook of K-12 Blended and Online Learning Research (pp. 163-180). Pittsburgh, PA: Carnegie Mellon University ETC Press.
Rice, K. L. (2006). A Comprehensive Look at Distance Education in the K-12 Context. Journal of Research on Technology in Education, 38, 425-448 (Vol. 425). https://doi.org/10.1080/15391523.2006.10782468
Schisler, R., Joseph, L. M., Konrad, M., & Alber-Morgan, S. (2010). Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text. Psychology in the Schools, 47(2), 135–152. https://doi.org/10.1002/pits.20460
Yoong, W.K. (2015). Effective Mathematics Lessons Through an Eclectic Singapore Approach (p. 24).
Section B
Chapters 4-9
Askew, M. (2013). Big ideas in primary mathematics: Issues and directions. Perspectives in Education, 31(3), 5-18.
Berry III, R. Q., Conway IV, B. M., Lawler, B. R., & Staley, J. W. (2020). High school mathematics lessons to explore, understand, and respond to social injustice. Corwin Press.
Boaler (2019). Limitless Mind. Learn, Lead and Live without Barriers. Harper Collins.
Boaler, J (2016) Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching. Jossey-Bass/Wiley: Chappaqua, NY.
Boaler, J., Brown, K., LaMar, T., Leshin, M., & Selbach-Allen (2021). “Maths and I got a chance to sit down and understand each other” Studying the impact of a calculus course combining attention to ‘mathematical mindsets’ and humanity. International Journal of Undergraduate Mathematics Education.
Boaler, J., Munson, J., & Williams, C. (2017). Mindset Mathematics. Visualizing and Investigating Big Ideas. Grade 4. Wiley.
Boaler, Williams, & Confey, (2015) https://www.youcubed.org/evidence/fluency-without-fear/.
Cabana, C., Shreve, B., Woodbury, E., & Louie, N. (2014). Mathematics for equity: A framework for successful practice. Teachers College Press
Charles, R. I., & Carmel, C. A. (2005). Big ideas and understandings as the foundation for elementary and middle school mathematics. Journal of Mathematics Education, 7(3), 9-24.
The California Mathematics Framework. (2021). https://www.cde.ca.gov/ci/ma/cf/
Devlin, K. (1996). Mathematics: The science of patterns: The search for order in life, mind and the universe. Macmillan.
Drexler, W. (2018). Personal Learning Environments in K-12. In R. Ferdig & K. Kennedy (Eds). Handbook of Research on K-12 Online and Blended Learning (Second Edition) (pp. 151-162). Pittsburgh, PA: Carnegie Mellon University ETC Press.
Franklin, C., & Bargagliotti, A. (2020). Introducing GAISE II: A Guideline for Precollege Statistics and Data Science Education. Harvard Data Science Review, 2(4).
Gutstein, E. (2007). ” And That’s Just How It Starts”: Teaching Mathematics and Developing Student Agency. Teachers College Record, 109(2), 420-448.
Goffney, R., & Gutiérrez, R., & Boston. M, (2018). Rehumanizing Mathematics for Black, Indigenous, and Latinx students. NCTM: Reston VA
Hege, B. (n.d.). Planning Math Instruction for Remote Learning. Mix and Math Blog. Retrieved from https://www.mixandmath.com/blog/planning-math-instruction-for-remote-learning
Koh, A. W. L., Lee, S. C., & Lim, S. W. H. (2018). The learning benefits of teaching: A retrieval practice hypothesis. Applied Cognitive Psychology, 32(3), 401-410.
Makar, K. (2018). Theorising links between context and structure to introduce powerful statistical ideas in the early years. In Statistics in Early Childhood and Primary Education (pp. 3-20). Springer, Singapore.
National Council of Teachers of Mathematics. (2015). Strategic Use of Technology in Teaching and Learning Mathematics. Reston, VA. https://www.nctm.org/uploadedFiles/Standards_and_Positions/Position_Statements/Strategic%20Use%20of%20Technology%20July%202015.pdf.
Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low‐income children’s numerical knowledge through playing number board games. Child development, 79(2), 375-394.
Section C
Chapters 10-16
Student Achievement Partners. (2020). 2020-2021 Priority Instructional Content in ELA/Literacy and Mathematics. https://achievethecore.org/page/3267/priority-instructional-content-in-english-language-arts-literacy-and-mathematics
California Common Core State Standards: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. (2013). https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
California Department of Education. (2018). California Dyslexia Guidelines. https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf
California Department of Education. (2019). California Practitioners’ Guide for Educating English Learners with Disabilities. https://www.cde.ca.gov/sp/se/ac/documents/ab2785guide.pdf
California Department of Education. (2008). California Preschool Learning Foundations. https://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf
California Department of Education. (2015). Resource Guide to the Foundational Skills of the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. https://www.cde.ca.gov/ci/rl/cf/documents/foundskillswhitepaper.pdf
California English Language Arts/English Language Development Framework Chapters. (2015). https://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp
California English Language Development Standards: Kindergarten Through Grade 12. (2012). https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
California English Learner Roadmap. (2020). https://www.cde.ca.gov/sp/el/rm/
Duke, N. K., Ward, A. E., & Pearson, P. D. (prepublication). The science of reading comprehension instruction. The Reading Teacher.
Fisher, D., Frey, N., & Hattie, J. (2021). The Distance Learning Playbook, Grades K-12. Thousand Oaks, CA: Corwin.
International Literacy Association (2020). The science of reading: Supports, critiques, and questions: An executive summary of the Reading Research Quarterly special issue.
Koh, A. W. L., Lee, S. C., & Lim, S. W. H. (2018). The learning benefits of teaching: A retrieval practice hypothesis. Applied Cognitive Psychology, 32(3), 401-410.
National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. https://www.nap.edu/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english
National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24783.
Pearson, P. D., Palincsar, A. S., Biancarosa, G., & Berman, A. I. (Eds.). (2020). Reaping the Rewards of the Reading for Understanding Initiative. Washington, DC: National Academy of Education https://naeducation.org/wp-content/uploads/2020/06/Reaping-the-Rewards-of-the-Reading-for-Understanding-Initiative.pdf
Slowik, H. Y., & Brynelson, N. (2015). Executive Summary: English Language Arts/English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve. Sacramento: Consortium for the Implementation of the Common Core State Standards. https://www.scoe.net/media/b0qduuod/summary_ela-eld_framework.pdf