Education   

Education That Works:
The Child is Always Right, References

⁽¹⁾ Engelmann v. State Board of Education. Superior Court of Sacramento County, No.361906, 2.

⁽²⁾ Engelmann v.State Board of Education. 2 Cal. App 4th 47;-Cal.Rptr.2nd-[Dec. 1991]

⁽³⁾ San Diego Union. (1/10/92)

⁽⁴⁾ Kramer, Rita. (1991). Ed School Follies: The Miseducation of Americas Teachers. Free Press, Macmillan.

⁽⁵⁾ Johnson, K. R., & Layng, T. V. Joe (1993). Breaking the structuralist barrier. American Psychologist, 47 1475-1490.

⁽⁶⁾ Stebbins, L.B., SL Pierre, R.G., Proper, E.D., Anderson, R.B. & Cerva, T.R.(1977). Education as Experimentation: A Planned Variation Model (Vol. IV-A): An Evaluation of Follow Through. Cambridge, MA: Abt Associates.

⁽⁷⁾ Watkins, C. L. (1997). "Project Follow Through": A case study of contingencies governing instructional practices of the educational establishment. Cambridge, MA: Cambridge Center for Behavioral Studies.

⁽⁸⁾ Engelmann. S., & Carnine, D. (1982). Theory of Instruction: Principles and applications, pp. 355-359. New York: Irvington Publishers

⁽⁹⁾ Kinder, D., & Carnine, D. (1991). Direct instruction: What it is and what it is becoming. Journal of Behavioral Education, 1(2), 193-213.

⁽¹⁰⁾ Bereiter, C., & Kurland, M. (1981). A constructive look at Follow Through Results. Interchange, 12, 1-22.

⁽¹¹⁾ Gersten, R. (1984). Follow Through revisited: Reflections on the site variability issue. Educational Evaluation and Policy Analysis, 6, 411-423.

⁽¹²⁾ Becker, W.C., & Gersten, R. (1982). A follow-up of Follow Through: The later effects of the Direct Instruction model on children in the fifth and sixth grades. American Educational Research Journal, 19, 75-92.

⁽¹³⁾ Gersten, R., & Keating, T. (1987). Improving high school performance of "at-risk" students: A study of long-term benefits of Direct Instruction. Educational Leadership, 44(6), 28-31.

⁽¹⁴⁾ ABC-TV: Prime Time Live broadcasts: 6/6/91 & 11/26/91.

⁽¹⁵⁾ Lindsley, R. (1991). Precision Teaching’s unique legacy from B.F. Skinner Journal of Behavioral Education, 1(2), 253-266.

⁽¹⁶⁾ Binder, C., & Watkins, C. (1990). Precision Teaching and Direct Instruction: Measurably superior instructional technology in schools. Performance Improvement Quarterly, 3(4), 74-96.

⁽¹⁷⁾ Beck, R. (1979). Report for the Office of Education: Joint Dissemination Review Panel. (submitted by Great Falls, MT Public Schools).

⁽¹⁸⁾ Johnson, K. R., & Layng, T. V. Joe. (1994). The Morningside Model of generative instruction. In Behavior Analysis in Education: Focus on Measurably Superior Education. Brooks/Cole Publishing Company.

⁽¹⁹⁾ Farris, H. E., Carnine, D. W., & Silbert, J. (Dec., 1993). Learning is our business. The American School Board Journal.

Return Home

About CCBS	Membership	Links	Store	Behavior Analysis	Computer Modeling of Behavior
Aging Gracefully	Autism	Behavioral Safety	Book Reviews	Commentaries	Education
Everyday Life	Parenting	Organizational Behavior Management	Pets & Animals	Verbal Behavior	Virtual Community

Copyright ©1997-2008 by the Cambridge Center for Behavioral Studies.
All rights reserved.

Feedback or questions about the
Cambridge Center for Behavioral Studies or our website?
Contact our webmaster or
our Executive Director, Dr. Philip N. Chase.

The Cambridge Center for Behavioral Studies Publication Office
is located at the following address:
336 Baker Avenue
Concord, Massachusetts U.S.A. 01742-2107

Telephone: (978) 369-CCBS (2227)
Facsimile: (978) 369-8584

Visit other sites through the Behavior Analysis Webring:
[ Previous 5 Sites | Previous | Next | Next 5 Sites | Random Site | List Sites ]