På den här sidan samlar jag alla referenser som jag använder i blogginläggen. Varje referens har följande metadata: 

👥= Har källan genomgått en peer-review-process?  

  • ✅= ja, 
  • ❓= går inte att se (men oftast är den det ändå), 
  • ❌= nej (förekommer sällan, eftersom jag helst inte använder sådana texter)
  • Bok = böcker genomgår sällan peep-review, men förlagen har förstås sin egen valideringsprocess.

🎓= Hur många gånger är texten citerad i andra artiklar (info från Google Scholar)?

🔬 = Vilken metod har forskarna använt?

  • kvalitativ
  • kvantitativ
  • kombination (av kvalitativ och kvantitativ metod)
  • meta-analys
  • forskningsöversikt
  • teoretisk modell

⭐️= Texter som är "obligatorisk" läsning för lärare

Adams, D. M., McLaren, B. M., Mayer, R. E., Goguadze, G., & Isotani, S. (2013, January). Erroneous Examples as Desirable Difficulty. In Artificial Intelligence in Education (pp. 803-806). Springer Berlin Heidelberg. 

Allan, G. M., & Arroll, B. (2014). Prevention and treatment of the common cold: making sense of the evidence. CMAJ: Canadian Medical Association Journal, 186(3), 190.

Ambady, N., & Rosenthal, R. (1993). Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness. Journal of personality and social psychology, 64(3), 431. 

Andrade, H., & Cizek, G. J. (Eds.). (2010). Handbook of formative assessment. Routledge.

Batson, C. D., Early, S., & Salvarani, G. (1997). Perspective taking: Imagining how another feels versus imagining how you would feel. Personality and Social Psychology Bulletin, 23(7), 751-758. 

Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the real world: Essays illustrating fundamental contributions to society, 56-64. 

Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher. 

Brookfield, S. (1993). Through the lens of learning: How the visceral experience of learning reframes teaching. Using experience for learning. The Society for Research into Higher Education, 21-3.

Brown, P. C. (2014). Make It Stick. Harvard University Press, s. 3

Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current directions in psychological science, 21(5), 279-283. 

Cayanus, J. L. (2004). Effective instructional practice: Using teacher self-disclosure as an instructional tool. Communication Teacher, 18, 6 9. 

👥= ✅ 🎓=55 🔬 = forskningsöversikt

🏷känslor; relationer

Chetty, R., Friedman, J. N., & Rockoff, J. E. (2013). Measuring the impacts of teachers I: Evaluating bias in teacher value-added estimates (No. w19423). National Bureau of Economic Research. 

Cialdini, R. B. (2003). Crafting Normative Messages to Protect the Environment. Current Directions in Psychological Science, 12(4), 

Cross, K. Patricia. "Not can, but will college teaching be improved?." New Directions for Higher Education 1977.17 (1977): 1-15.

Cubberley, E. P. (1911). Does the Present Trend toward Vocational Education Threaten Liberal Culture? The School Review, s.455

Danziger, S., Levav, J., & Avnaim-Pesso, L. (2011). Extraneous factors in judicial decisions. Proceedings of the National Academy of Sciences, 108(17), 6889-6892. 

Davis, D. A., Mazmanian, P. E., Fordis, M., Van Harrison, R. T. K. E., Thorpe, K. E., & Perrier, L. (2006). Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. Jama, 296(9), 1094-1102. 

Dearing, J. W., Greene, S. M., Stewart, W. F., & Williams, A. E. (2011). If we only knew what we know: principles for knowledge sharing across people, practices, and platforms. Translational behavioral medicine, 1(1), 15-25. 

Denton, C. A., Vaughn, S., & Fletcher, J. M. (2003). Bringing research‐based practice in reading intervention to scale. Learning Disabilities Research & Practice, 18(3), 201-211. 

Diemand-Yauman, C., Oppenheimer, D. M., & Vaughan, E. B. (2011). Fortune favors the (): Effects of disfluency on educational outcomes. Cognition, 118(1), 111-115. 

Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed Self-Assessment Implications for Health, Education, and the Workplace. Psychological Science in the Public Interest, 5(3), s.85 

Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., et al. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. Special Issue: Adolescence. American Psychologist, 48(2), 90-101. 

Ericsson, K Anders, and Walter Kintsch. "Long-term working memory." Psychological review 102.2 (1995): 211. 

Eva, K. W., & Regehr, G. (2008). “I'll never play professional football” and other fallacies of self- assessment. Journal of Continuing Education in the ...., s.15

Evers, W., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. 

👥=✅ 🎓=315 🔬 = kvantitativ metod 

Fine, M. (1991). Framing dropouts: Notes on the politics of an urban public high school. Albany, N.Y.: State University of New York Press. 

Fixsen, D. L., Naoom, S. F., Blase, K. A., & Friedman, R. M. (2005). Implementation research: A syn- thesis of the literature

Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching, and technology, 41-47.

Fried, L. (2011). Teaching Teachers about Emotion Regulation in the Classroom. Australian Journal of Teacher Education, 36(3), 117-127.

👥=✅ 🎓=32 🔬 = forskningsöversikt 

Fullan, Michael, "Broadening the concept of teacher leadership." Professional development in learning-centered schools (1997): 34-48. 

Galinsky, A. D., & Moskowitz, G. B. (2000). Perspective-taking: Decreasing stereotype expression, stereotype accessibility, and in-group favoritism. Journal of Personality and Social Psychology, 78(4), 708-724. 

Gehlbach, H., Brinkworth, M. E., & Harris, A. D. (2012). Changes in teacher–student relationships. British Journal of Educational Psychology, 82(4), 690-704. 

Gehlbach, H., Brinkworth, M. E., & Wang, M. T. (2012). The Social Perspective Taking Process: What motivates individuals to take another’s perspective? 

👥=✅ 🎓=22 🔬 = kombination 

Gehlbach, H., Marietta, G., King, A. M., Karutz, C., Bailenson, J. N., & Dede, C. (2015). Many ways to walk a mile in another’s moccasins: Type of social perspective taking and its effect on negotiation outcomes. Computers in Human Behavior.  

Gehlbach, H., Young, L. V., & Roan, L. K. (2012). Teaching social perspective taking: How educators might learn from the Army. Educational Psychology, 32(3), 295-309. 

Gladwell, M. (2006). The tipping point: How little things can make a big difference. Little, Brown.

Gärdenfors, Peter. Lusten att förstå: om lärande på människans villkor. Natur och Kultur, Stockholm, 2010

Haidt, J. (2012). The righteous mind: Why good people are divided by politics and religion.

Hamre,B., & Pianta,R. C. (2001). Early teacher child relationships and trajectory of school outcomes through eighth grade. Child Development 7,2,625-638.

👥=✅  🎓=1618 🔬 = kvantitativ metod 

Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and teaching: theory and practice, 6(2), 151-182.

Heath, C., & Heath, D. (2007) Made to stick: Why some ideas survive and others die. Random House. 

Hemila, H., & Chalker, E. (2013). Vitamin C for preventing and treating the common cold. Coch- rane Database Syst Rev. 

Hemilä, H. (2015). Zinc lozenges and vitamin C for the common cold are not examples of placebo effect in action. Journal of Clinical Epidemiology.

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of educational research, 79(1), 491-525. 

👥=✅  🎓=586 🔬 = forskningsöversikt och modell 

Johnson, D. W., & Johnson, R. (2007). Creative constructive controversy: Intellectual challenge in the classroom (4th ed.). Edina, MN: Interaction Book Company.

Johnson, D. W., & Johnson, R. T. (2009). Energizing Learning: The Instructional Power of Conflict. Educational Researcher, 38(1), 37-51.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2000). Constructive controversy: The educative power of intellectual conflict. Change: The Magazine of Higher Learning, 32(1), 28-37.

Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis.

Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. Ascd.

Karagiannis, D., & Woitsch, R. (2002). The PROMOTE approach: Modeling Knowledge Management Processes to describe an organizational KMS. In ECAI Workshop, Lyon, France, INRIA.

Kirschner, P. A, Sweller J., and Clark, R.E. (2006) "Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching." Educational psychologist 41.2: 76 

Klein, E.A., Thompson, I.M., Tangen, C.M., & Crowley, J.J. (2011). Vitamin E and the risk of prostate cancer: the Selenium and Vitamin E Cancer Prevention Trial (SELECT). Jam

Krasner, M. S., Epstein, R. M., Beckman, H., Suchman, A. L., Chapman, B., Mooney, C. J., & Quill, T. E. (2009). Association of an educational program in mindful communication with burnout, empathy, and attitudes among primary care physicians. Jama, 302(12), 1284-1293. 

👥=✅  🎓= 574 🔬 = kvantitativ metod 

Lamothe, M., Boujut, E., Zenasni, F., & Sultan, S. (2014). To be or not to be empathic: the combined role of empathic concern and perspective taking in understanding burnout in general practice. BMC family practice, 15(1), 15. 

👥=✅  🎓= 13 🔬 = kvantitativ metod 

Lee, I. (2009). Ten mismatches between teachers' beliefs and written feedback practice. ELT journal, 63(1), 13-22. 

Leithwood, Kenneth, Riehl Carolyn, ”What do we already know about educational leadership”, i Firestone, W. A., & Riehl, C. (2005). A new agenda for research in educational leadership. 

Leventhal, H., Singer, R., & Jones, S. (1965). Effects of fear and specificity of recommendation upon attitudes and behavior. Journal of Personality and Social Psychology, 2(1), 20.

Little, Judith Warren. "The emotional contours and career trajectories of (disappointed) reform enthusiasts." Cambridge Journal of Education 26.3 (1996): 345-359. 

Mabe, P. A., & West, S. G. (1982). Validity of self-evaluation of ability: A review and meta-analysis. Journal of applied Psychology, 67(3), 280.

Mayer, R. E. (2004) "Should there be a three-strikes rule against pure discovery learning?." American Psychologist 59.1: 

Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD. 

👥= Bok  🎓= 450 🔬 = forskningsöversikt 

Mayberry, J. (2004). Scurvy and Vitamin C. 

McBride, M. C., & Wahl, S. T. (2005). ‘‘To say or not to say?’’ Teachers’ management of privacy boundaries in the classroom. Texas Speech Communication Journal, 30, 8 22. 

👥= ✅(blind)  🎓= ej listad 🔬 = kvantitativ (med kvalitativt supplement) 

Montgomery, J. L., & Baker, W. (2007). Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance. Journal of Second Language Writing, 16(2), 82-99.

Nehring, J.H. (2013). Why Education is not Like Medicine, Education Week 

OECD (2015). Students, Computers and Learning - making the connection

Pianta, R. C., Hamre, B., & Stuhlman, M. (2003). Relationships between teachers and children. Handbook of psychology. 

👥= Bok (reviderad)  🎓= 277 🔬 = forskningsöversikt 

Pincus, D. B., & Friedman, A. G. (2004). Improving children’s coping with everyday stress: Transporting treatment interventions to the school setting. Clinical Child and Family Psychology Review, 7(4), 223-240. 

👥= ✅  🎓= 105 🔬 = forskningsöversikt 

Pronin E, Lin DY, Ross L. The bias blind spot: Perceptions of bias in self versus others. Person So- cial Psychol Bull. 2002;28:369–381

Ravitch, D. (1998). What if Research Really Mattered?. Education Week, 18(16), 3 

Regehr, G., & Eva, K. (2006). Self-assessment, Self-direction, and the Self-regulating Professional. Clinical Orthopaedics and Related Research, PAP. s.449

Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning taking memory tests improves long-term retention. Psychological science, 17(3), 249-255

Ross, L., & Nisbett, R. E. (2011). The person and the situation: Perspectives of social psychology. Pinter & Martin Publishers. 

Sasazuki, S., Sasaki, S., Tsubono, Y., Okubo, S., Hayashi, M., & Tsugane, S. (2006). Effect of vitamin C on common cold: randomized controlled trial. European Journal of Clinical Nutrition, 60(1), 9– 17

Schmidt, R. A., & Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological science, 3(4), 207-217. 

Skolinspektionen (2015) Alla redo för högskolan? En granskning av gymnasiearbetets rapporter och genomförande 2014

Skolverket (2015). Fokus på 3:2015

Skorinko, J. L., & Sinclair, S. A. (2013). Perspective taking can increase stereotyping: The role of apparent stereotype confirmation. Journal of Experimental Social Psychology, 49(1), 10-18. 

Sparrow, B., Liu, J., & Wegner, D. M. (2011). Google effects on memory: Cognitive consequences of having information at our fingertips. Science, 333(6043), 776-778.

Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251-296.

Tarrant, M., Calitri, R., & Weston, D. (2012). Social identification structures the effects of perspective taking. Psychological science 

Thaler, R.H, Sunstein, C. (2008). Nudge: Improving Decisions about Health, Wealth, and Happiness

Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607-621. 

👥= ✅  🎓= 105 🔬 = kvantitativ metod

van Gog, T., & Kester, L. (2012). A test of the testing effect: acquiring problem‐solving skills from worked examples. Cognitive Science, 36(8), 1532-1541. 

van Gog, T., & Sweller, J. (2015). Not new, but nearly forgotten: the testing effect decreases or even disappears as the complexity of learning materials increases. Educational Psychology Review, 27(2), 247-264

Watkins, M. L., Erickson, J. D., & Thun, M. J. (2000). Multivitamin use and mortality in a large prospective study. American Journal of Epidimiology prostate cancer: the Selenium and Vitamin E Cancer Prevention Trial (SELECT). Jama. 

Willingham, D. T. (2009). Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom. John Wiley & Sons.

Yue, C. L., Castel, A. D., & Bjork, R. A. (2013). When disfluency is—and is not—a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory. Memory & cognition, 41(2), 229-241.