References
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis.Review Of Educational Research, 78(4), 1102-1134.
Caldwell, J.S., & Leslie, L. (2005). Intervention strategies to follow informal reading inventory assessment: So what do I do now? Boston: Pearson Education, Inc.
Chorzempa, B., & Lapidus, L. (2009). "To Find Yourself, Think for Yourself": Using Socratic Discussions in Inclusive Classrooms. TEACHING Exceptional Children, 41(3), 54-59.
Daniel, M., Lafortune, L., Pallascio, R., Mongeau, P., Slade, C., Splitter, L., & de la Garza, T. (2003). The development of dialogical critical thinking in children. Inquiry: Critical Thinking Across The Disciplines,22(4), 43-55.
Delors, J. (Ed.). (1996). l’Éducation, un trésor est caché dedans. Rapport à l’UNESCO de la Commission Internationale sur l’Éducation pour le Vingt et Unième Siècle [Education, in it a treasure is hidden. Report to UNESCO from the International Commission on Education for the 21st Century]. Paris: Odile Jacob.
Dewey, J. (1897) My pedagogic creed. School Journal, 54, 77-80.
Dewey, J. (1938). Logic: The theory of inquiry. New York: Henry Holt and Company.
Dixon, F. A., Prater, K. A., Vine, H. M., Wark, M., Williams, T., Hanchon, T., & Shobe, C. (2004). Teaching to Their Thinking: A Strategy to Meet the Critical-Thinking Needs of Gifted Students. Journal For The Education Of The Gifted, 28(1), 56-76.
Ennis, R. H. (1985). A Logical Basis for Measuring Critical Thinking Skills. Educational Leadership, 43(2), 44-48.
Ezell, H. K., Hunsicker, S. A., & Quinque, M. M. (1997). Comparison of two strategies for teaching reading comprehension skills. Education & Treatment Of Children, 20(4), 365-382.
Ezell, H. K., Hunsicker, S. A., Quinque, M. M., & Randolph, E. (1996). Maintenance and generalization of QAR reading comprehension strategies. Reading Research and Instruction, 36(1), 64-81.
Ezell, H. K., Kohler, F. W., Jarzynka, M. & Strain, P. S. (1992). Use of peer-assisted procedures to teach QAR reading comprehension strategies to third-grade children. Education and Treatment of Children, 15(3), 205-227.
Gammill, D. M. (2006). Learning the "Write" Way. Reading Teacher, 59(8), 754-762.
Gibran, K. (1923). The prophet. New York: Knopf.
Graham, L., & Wong, B. Y. (1993). Comparing two modes of teaching a question-answering strategy for enhancing reading comprehension: Didactic and self-instructional training. Journal Of Learning Disabilities, 26(4), 270-279. doi:10.1177/002221949302600407
Halpern, D. F. (1998). Teaching Critical Thinking for Transfer across Domains: Dispositions, Skills, Structure Training, and Metacognitive Monitoring. American Psychologist, 53(4), 449-55.
Kelly, P. R., & Farnan, N. (1991). Promoting critical thinking through response logs: A reader-response approach with fourth graders. National Reading Conference Yearbook, 40277-284.
Lipman, M., Sharp, A. M., & Oscanyan, F. S. (1980). Philosophy in the classroom. (2 ed., p. 13). Temple University Press.
Longfellow, H. W. (1886). The Ladder of St. Augustine. The Poetical Works of Henry Wadsworth Longfellow: Birds of passage, Flower-de-luce, Book of Sonnets, Masque of Pandora and other poems, Kéramos, Ultima Thule and In the harbor (20-21). Boston and New York: Houghton, Mifflin and Company.
Mawhinney, T. S. (2000). Finding the answer. Principal Leadership. 4(1), 44, 46-48.
Ms. Mayans English Class. 2012. QAR Reading Strategy Notes. [Table]. Retrieved from http://mayansenglish.edublogs.org/2012/09/05/qar-reading-strategy.
Polite, V. C., & Adams, A. H. (1997). Critical thinking and values clarification through Socratic seminars. Urban Education, 32, 256-278.
Raphael, T.E. (1982). Question-answering strategies for children. The Reading Teacher, 36, 186-190.
Raphael, T.E. (1986). Teaching question-answer relationships, revisited. The Reading Teacher, 39, 516-522.
Raphael, T.E., & McKinney, J. (1983). An examination of 5th and 8th grade children’s question answering behavior: An instructional study in metacognition. Journal of Reading Behavior, 15, 67–86.
Raphael, T. E. & Pearson, P. D. (1982). The effect of metacognitive awareness training on children’s question-answering behavior. Technical Report No. 238. Urbana, IL: Center for the Study of Reading, University of Illinois.
Raphael, T.E., & Pearson, P.D. (1985). Increasing students’ awareness of sources of information for answering questions. American Educational Research Journal, 22(2), 217–235.
Raphael, T.E., & Wonnacott, C.A. (1985). Heightening fourth grade students’ sensitivity to sources of information for answering comprehension questions. Reading Research Quarterly, 20, 282–296.
Sumner, W. G. (1906). Folkways: A study of the sociological importance of usages, manners, customs, mores, and morals. (p. 633). Boston: The Athenaeum Press. Retrieved from http://www.gutenberg.org/files/24253/24253-h/24253-h.htm
Tanner, M. L., & Casados, L. (1998). Promoting and studying discussions in math classes. Journal of Adolescent and Adult Literacy, 41, 342-350.
Tredway, L. (1995). Socratic seminars: Engaging students in intellectual discourse. Educational Leadership, 53(1), 26-29.
Vieira, R., Tenreiro-Vieira, C., & Martins, I. P. (2011). Critical thinking: Conceptual clarification and its importance in science education. Science Education International, 22(1), 43-54.
Caldwell, J.S., & Leslie, L. (2005). Intervention strategies to follow informal reading inventory assessment: So what do I do now? Boston: Pearson Education, Inc.
Chorzempa, B., & Lapidus, L. (2009). "To Find Yourself, Think for Yourself": Using Socratic Discussions in Inclusive Classrooms. TEACHING Exceptional Children, 41(3), 54-59.
Daniel, M., Lafortune, L., Pallascio, R., Mongeau, P., Slade, C., Splitter, L., & de la Garza, T. (2003). The development of dialogical critical thinking in children. Inquiry: Critical Thinking Across The Disciplines,22(4), 43-55.
Delors, J. (Ed.). (1996). l’Éducation, un trésor est caché dedans. Rapport à l’UNESCO de la Commission Internationale sur l’Éducation pour le Vingt et Unième Siècle [Education, in it a treasure is hidden. Report to UNESCO from the International Commission on Education for the 21st Century]. Paris: Odile Jacob.
Dewey, J. (1897) My pedagogic creed. School Journal, 54, 77-80.
Dewey, J. (1938). Logic: The theory of inquiry. New York: Henry Holt and Company.
Dixon, F. A., Prater, K. A., Vine, H. M., Wark, M., Williams, T., Hanchon, T., & Shobe, C. (2004). Teaching to Their Thinking: A Strategy to Meet the Critical-Thinking Needs of Gifted Students. Journal For The Education Of The Gifted, 28(1), 56-76.
Ennis, R. H. (1985). A Logical Basis for Measuring Critical Thinking Skills. Educational Leadership, 43(2), 44-48.
Ezell, H. K., Hunsicker, S. A., & Quinque, M. M. (1997). Comparison of two strategies for teaching reading comprehension skills. Education & Treatment Of Children, 20(4), 365-382.
Ezell, H. K., Hunsicker, S. A., Quinque, M. M., & Randolph, E. (1996). Maintenance and generalization of QAR reading comprehension strategies. Reading Research and Instruction, 36(1), 64-81.
Ezell, H. K., Kohler, F. W., Jarzynka, M. & Strain, P. S. (1992). Use of peer-assisted procedures to teach QAR reading comprehension strategies to third-grade children. Education and Treatment of Children, 15(3), 205-227.
Gammill, D. M. (2006). Learning the "Write" Way. Reading Teacher, 59(8), 754-762.
Gibran, K. (1923). The prophet. New York: Knopf.
Graham, L., & Wong, B. Y. (1993). Comparing two modes of teaching a question-answering strategy for enhancing reading comprehension: Didactic and self-instructional training. Journal Of Learning Disabilities, 26(4), 270-279. doi:10.1177/002221949302600407
Halpern, D. F. (1998). Teaching Critical Thinking for Transfer across Domains: Dispositions, Skills, Structure Training, and Metacognitive Monitoring. American Psychologist, 53(4), 449-55.
Kelly, P. R., & Farnan, N. (1991). Promoting critical thinking through response logs: A reader-response approach with fourth graders. National Reading Conference Yearbook, 40277-284.
Lipman, M., Sharp, A. M., & Oscanyan, F. S. (1980). Philosophy in the classroom. (2 ed., p. 13). Temple University Press.
Longfellow, H. W. (1886). The Ladder of St. Augustine. The Poetical Works of Henry Wadsworth Longfellow: Birds of passage, Flower-de-luce, Book of Sonnets, Masque of Pandora and other poems, Kéramos, Ultima Thule and In the harbor (20-21). Boston and New York: Houghton, Mifflin and Company.
Mawhinney, T. S. (2000). Finding the answer. Principal Leadership. 4(1), 44, 46-48.
Ms. Mayans English Class. 2012. QAR Reading Strategy Notes. [Table]. Retrieved from http://mayansenglish.edublogs.org/2012/09/05/qar-reading-strategy.
Polite, V. C., & Adams, A. H. (1997). Critical thinking and values clarification through Socratic seminars. Urban Education, 32, 256-278.
Raphael, T.E. (1982). Question-answering strategies for children. The Reading Teacher, 36, 186-190.
Raphael, T.E. (1986). Teaching question-answer relationships, revisited. The Reading Teacher, 39, 516-522.
Raphael, T.E., & McKinney, J. (1983). An examination of 5th and 8th grade children’s question answering behavior: An instructional study in metacognition. Journal of Reading Behavior, 15, 67–86.
Raphael, T. E. & Pearson, P. D. (1982). The effect of metacognitive awareness training on children’s question-answering behavior. Technical Report No. 238. Urbana, IL: Center for the Study of Reading, University of Illinois.
Raphael, T.E., & Pearson, P.D. (1985). Increasing students’ awareness of sources of information for answering questions. American Educational Research Journal, 22(2), 217–235.
Raphael, T.E., & Wonnacott, C.A. (1985). Heightening fourth grade students’ sensitivity to sources of information for answering comprehension questions. Reading Research Quarterly, 20, 282–296.
Sumner, W. G. (1906). Folkways: A study of the sociological importance of usages, manners, customs, mores, and morals. (p. 633). Boston: The Athenaeum Press. Retrieved from http://www.gutenberg.org/files/24253/24253-h/24253-h.htm
Tanner, M. L., & Casados, L. (1998). Promoting and studying discussions in math classes. Journal of Adolescent and Adult Literacy, 41, 342-350.
Tredway, L. (1995). Socratic seminars: Engaging students in intellectual discourse. Educational Leadership, 53(1), 26-29.
Vieira, R., Tenreiro-Vieira, C., & Martins, I. P. (2011). Critical thinking: Conceptual clarification and its importance in science education. Science Education International, 22(1), 43-54.