References page 407
Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of
struggling young writers: Effects of self-regulated strategy development with and without peer
support. American Educational Research Journal, 43, 295-340.
Harris, K. R., Santangelo, T., & Graham, S. (2008). Self-regulated strategy development in writing:
Going beyond NLEs to a more balanced approach. Instructional Science, 36, 395-408.
Hays, L. (1976). The use of group contingencies for behavioral control: A review. Psychological Bulletin,
91 , 517-539.
Herrenkohl, L. R., & Guerra, M. R. (1998). Participant structures, scientific discourse, and student
engagement in fourth grade. Cognition and Instruction, 16, 431-473.
Hertz-Lazarowitz, R., Sharan, S., & Steinberg, R. (1980). Classroom learning style and cooperative
behavior of elementary school children. Journal of Educational Psychology, 72, 99-106.
Hickey, D. T., Moore, A. L., & Pellegrino, J. W. (2001). The motivational and academic consequences of
elementary mathematics environments: Do constructivist innovations and reforms make a
difference? American Educational Research Journal, 38, 611-652.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational
Psychology Review, 16, 235-266.
Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary
Educational Psychology, 25, 378-405.
Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational
Psychology Review, 13, 353-383.
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about
knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-
140.
Hofer, B. K., & Pintrich, P. R. (Eds.). (2002). Personal epistemology: The psychology of beliefs about
knowledge and knowing. NJ: Erlbaum: Mahwah.
Hogan, K., Nastasi, B. K., & Pressley, M. (1999). Discourse patterns and collaborative scientific
reasoning in peer and teacher-guided discussions. Cognition and Instruction, 17, 379-432.
Holmes, J., & Adams, J. W. (2006). Working memory and children's mathematical skills: Implications for
mathematical development and mathematics curricula. Educational Psychology, 26, 339-366.
Ilgen, D. R., Hollenbeck, J. R., Johnson, M., & Jundt, D. (2005). Teams in organizations: From input-
process-output models to IMOI models. Annual Review of Psychology, 56, 517-543.
Johnson, D., & Johnson, R. (1990). Cooperative learning and achievement. In S. Sharan (Ed.),
Cooperative learning: Theory and research (pp. 23-37). New York: Praeger.
Johnson, D., & Johnson, R. (1992). Encouraging thinking through constructive controversy. In N.
Davidson & T. Worsham (Eds.), Enhancing thinking through cooperative learning (pp. 120-137).
New York: Teachers College Press.
Johnson, D. W., & Johnson, R. (1983). The socialization and achievement crises: Are cooperative
learning experiences the solution? Applied Social Psychology Annual, 4, 119-164.
Johnson, D. W., & Johnson, R. T. (1981). Effects of cooperative and individualistic learning experiences
on interethnic interaction. Journal of Educational Psychology, 73, 444-449.
Johnson, D. W., & Johnson, R. T. (1991). Learning together and alone: Cooperative, competitive, and
individualistic learning. Englewood Cliffs, NJ: Prentice Hall.
Johnson, D. W., & Johnson, R. T. (1995). Creative controversy: Intellectual challenge in the classroom
(3rd ed.). Edina, MN: Interaction Book Company.
Johnson, D. W., & Johnson, R. T. (2000). Civil political discourse in a democracy: The contribution of
psychology. Peace & Conflict: Journal of Peace Psychology, 6, 291-317.
Johnson, D. W., & Johnson, R. T. (2004). The three Cs of promoting social and emotional learning. In J.
E. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg (Eds.), Building academic success on
social and emotional learning: What does the research say? (pp. 40-58). New York: Teachers
College Press.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The nuts and bolts of cooperative learning.
Edina, MN: Interaction Book Company.
Johnson, D. W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative,
competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological
Bulletin, 89, 47-62.