6.2 Lisalugemist

1. Akpan, J. P., & Beard, L. A. (2016). Using Constructivist Teaching Strategies to Enhance Academic Outcomes of Students with Special Needs. Universal Journal of Educational Research, 4(2), 392-398.
2. Al-Kadri, H. M., Al-moamary, M. S., Roberts, C., & Van der vleuten, C. P. (2012). Exploring assessment factors contributing to students’ study strategies: Literature review. Medical Teacher, 34(s1), S42-S50.
3. Birenbaum, M. (2002). Assessing self-directed active learning in primary schools. Assessment In Education: Principles, Policy & Practice, 9(1), 119-138.
4. Boyer, S. L., Edmondson, D. R., Artis, A. B., & Fleming, D. (2014). Self-directed learning: A tool for lifelong learning. Journal of Marketing Education, 36(1), 20-32.         
5. Finlayson, A. (2015). Reflective practice: Has it really changed over time?. Reflective Practice, 16(6).
6. Gillies, R. M. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education, 41(3), 39-54.
7. Gureckis, T. M., & Markant, D. B. (2012). Self-directed learning: A cognitive and computational perspective. Perspectives on Psychological Science, 7(5), 464-481.
8. Husu, J., Toom, A., Patrikainen, S. (2008). Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies. Reflective Practice: International and Multidisciplinary Perspectives, 9(1), 37-51.
9. Jin, M., & Peck, K. (2013). Assessment strategies, self-regulated learning skills, and perceptions of assessment in online learning. Quarterly Review of Distance Education, 14(2), 75-95.
10. Kirkwood, A., & Price, L. (2008). Assessment and student learning: a fundamental relationship and the role of information and communication technologies. Open Learning, 23(1), 5-16.
11. Lam, R. (2016). Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. Studies in Higher Education, 41(11), 1900-1917.
12. Leijen, Ä., Allas, R., Pedaste, M., Knezic, D., Marcos, J. M., Meijer, P., Husu, J., Krull, E., & Toom, A. (2015). How to Support the Development of Teachers’ Practical Knowledge: Comparing Different Conditions. Procedia Social And Behavioral Sciences, 191(1), 1205-1212.
13. Leijen, Ä., Allas, R., Toom, A., Husu, J., Marcos, J. M., Meijer, P., Knezic, D., Pedaste, M., & Krull, E. (2014). Guided Reflection for Supporting the Development of Student Teachers’ Practical Knowledge. Procedia Social And Behavioral Sciences, 112(1), 314-322.
14. Leijen, Ä., Valtna, K., Leijen, D. A., & Pedaste, M. (2012). How to determine the quality of students’ reflections?. Studies in Higher Education, 37(2), 203-217.
15. Loyens, S. M., Rikers, R. P., & Schmidt, H. G. (2009). Students’ conceptions of constructivist learning in different programme years and different learning environments. British Journal of Educational Psychology, 79(3), 501-514.
16. Orbanić, N. D., Dimec, D. S., & Cencič, M. (2016). The effectiveness of a constructivist teaching model on students’ understanding of photosynthesis. Journal of Baltic Science Education, 15(5), 575-587.
17. Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.
18. Økland, G. M. (2012). Determinants of learning outcome for students at high school in Norway: A constructivist approach. Scandinavian Journal of Educational Research, 56(2), 119-138.
19. Ultanir, E. (2012). An Epistemological Glance at the Constructivist Approach: Constructivist Learning in Dewey, Piaget, and Montessori. Online Submission, International Journal of Instruction, 5(2), 195-212.
20. Walshaw, M., & Anthony, G. (2008). The Teacher’s Role in Classroom Discourse: A Review of Recent Research into Mathematics Classrooms. Review of Educational Research, 78(3), 516-551.