Arnold, K., & Hornett, D. (1990, Summer). Teaching idioms to children who are deaf. Teaching Exceptional Children, 14-17.

Bay, M., Staver, J., Bryan, T., & Hale, J. (1992). Science instruction for the mildly handicapped: Direct instruction versus discovery teaching. Journal of Research in Science Teaching, 29(9), 555-570.

Bishop, K.,& Jubala, K. (1994). "By June, Given Shared Experiences, Integrated Classes, and Equal Opportunities, Jaime Will Have a Friend,"Teaching Exceptional Children, Fall, 1994, 36-40.

Cardelle-Elawar, M. (1995). Effects of metacognitive instruction on low achievers in mathematics problems. Teaching and Teacher Education, 11(10), 81-95.

Cardelle-Elawar, M., & Wetzel, K. (1995). Students and computers as partners in developing students' problem-solving skills. Journal of Research on Computing in Education, 27(4), 387-401.

Carlisle, J. (1994). Morphological awareness, spelling, and story writing: Possible relationships for elementary-age children with and without learning disabilities. In N. Jordan & J. Goldsmith-Phillips (Eds.). Learning disabilities: New directions for assessment and intervention (pp. 123-145). Boston: Allyn & Bacon.

Caseau, D., & Norman, K. (1997). Special education teachers use Science-Technology-Society (STS) themes to teach science to students with learning disabilities. Journal of Science Teacher Education, 8(1), 55-68.

Chisholm, I. M. (1993). Computer use in a multicultural classroom. In Journal of Research on Computing in Education, 28(2), pp. 162-174.

Collins, M., Carnine, D., & Gersten, R. (1987). Elaborated corrective feedback and the acquisition of reasoning skills: A study of computer-assisted instruction. Exceptional Children, 54(3), 254-262.

Forness, S., Kavale, K., Blum, R., & Lloyd, J. (1997). Mega-analysis of meta-analysis: What works in special education and related services. Teaching Exceptional Children, 29(6), 4-10.

Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18, 4-10.

Gersten, R., Woodward, J., & Darch,C. (1986). Direct instruction: A research-based approach to curriculum design and teaching. Exceptional Children, 53, 17-31.

Harper, G., Maheady, L., & Mallette, B. (1994). The power of peer-mediated instruction: How and why it promotes academic success for all students. In J. Thousand, R. Villa, and A. Nevin (Eds.). Creativity and collaborative learning: A practical guide to empowering students and teachers (pp. 229-242). Baltimore, MD: Paul H. Brookes.

Hollingsworth, M., & Woodward, J. (1993). Explicit strategies and their role in problem-solving instruction for students with learning disabilities. Exceptional Children, 59(5), 444-435.

Johnson, D. W., & Johnson, R. T. (1992). Learning together and alone. Englewood Cliffs, NJ: Prentice-Hall.

Johnson, D. W., & Johnson, R. T. (1994). An overview of cooperative learning. In J. Thousand, R. Villa, and A. Nevin (Eds.). Creativity and collaborative learning: A practical guide to empowering students and teachers (pp. 31-45). Baltimore, MD: Paul H. Brookes.

Jones, F. (1987). Positive classroom instruction. NY: McGraw-Hill Book Company.

Kidd, T., & Saudargass, A. (1988). Positive and negative consequences in contingency contracts: Their relative effectiveness on arithmetic performance. Education and Treatment of Children, 11(2), 118-126.

Kinder, D., & Bursuck, W. (1993). History strategy instruction: Problem-solution-effect analysis, timeline, and vocabulary instruction. Exceptional Children, 24(5), 270-275.

LaPlant, L., & Zane, N. (1994). Partner learning systems. In J. Thousand, R. Villa, & A. Nevin (Eds.). Creativity and cooperative group learning (pp. 261-274). Baltimore, MD: Brookes.

Lovitt, T. (1991). Preventing school dropouts: Tactics for at-risk, remedial and mildly handicapped adolescents. Austin, TX: Pro-Ed.

McNeil, M. (1994). Creating powerful partnerships through partner learning. In J. Thousand, R. Villa, & A. Nevin (Eds.). Creativity and cooperative group learning (pp. 243-260). Baltimore, MD: Brookes.

Mead, V. (1994). Dalcroze eurythmics in today's music classroom. New York: Schott Publishing.

Nevin, A., Polewski, C., & Skieber, E. (1984). The impact of cooperative learning in a regular classroom. The Pointer, 28(3), 19-21.

Nevin, A., Thousand, J., & Villa, R. (1994). Elementary science for a student with visual impairments. In J. Thousand, R. Villa, & A. Nevin (Eds.). Creativity and cooperative group learning (pp. 133-141). Baltimore, MD: Brookes.

Nevin, A., Thousand, J., & Villa, R. (1994). Junior high school language arts for a student with behavior disorders. In J. Thousand, R. Villa, & A. Nevin (Eds.). Creativity and cooperative group learning (pp. 165-173). Baltimore, MD: Brookes.

Nevin, A., Thousand, J., & Villa, R. (1994). Upper elementary mathematics for a student with gifts and talents. In J. Thousand, R. Villa, & A. Nevin (Eds.). Creativity and cooperative group learning (pp. 143-154). Baltimore, MD: Brookes.

Palinscar, A., & Brown, A. (1987). Advances in improving the cognitive performance of handicapped students. In M. Wang, M. Reynolds, & H. Walberg (Eds.). Handbook of special education: Characteristics and adaptive education. NY: Pergamon Press.

Sears, J., Bishop, A., & Stevens, E. (1989). Teaching Miranda rights to students who have mental retardation. Teaching Exceptional Children, Spring, 38-42.

Vallecorsa, A., Ledford, R., & Parnell, G. (1991). Strategies for teaching compositional skills to students with learning disabilities. Teaching Exceptional Children, 23, 52-55.

Villa, R., Udis, J., & Thousand, J. (1994).  Responses for children experiencing behavioral and emotional challenges.  In J. Thousand, R. Villa, & A. Nevin (Eds.). Creativity and cooperative group learning (pp. 369-390). Baltimore, MD: Brookes.

Wetzel, K. (1992). Computers and the writing process: Teacher's guide to organizing and evaluating student writing. Eugene, OR: International Society for Technology in Education.

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