boh7850x_Credits.p.637-642.indd

TEXT AND LINE ART CREDITS

Module 1

2006. Reprinted by permission of Pearson Education, Upper Saddle River, NJ.

Module 3

Table 3.2: Cairns, R.,

“A contemporary perspective on social development” in Strain et al.,

Children

Module 4

Table 4.1: Adapted from Doty, G., Fostering Emotional Intelligence in K-8 Students. Copyright

Module 5

Module 6

Figure 6.3: From R. Shore, Rethinking the Brain: New Insights into Early Development, p. 20.

Copyright © 1997 Families & Work Institute. All rights reserved. Reprinted with permission. Figure 6.5:
Image retrieved from http:// www.brainconnection.com. Used with permission from PositScience.

Module 7

Figure 7.1: Siegler & Alibali, Children

Education, Upper Saddle River, NJ. Used with permission. Figure 7.2: Wink & Putney, A Vision of
Vygotsky. Copyright © 2002. Published by Allyn & Bacon, Inc., a division of Pearson Education. Used
with permission.

Module 8

Table 8.2: Torgesen, J.K. and P.G. Mathes, A Basic Guide To Understanding, Assessing, And

Module 11

Figure 11.2: Reprinted by permission of Derek Smith.

Module 12

Box 12.2: Palincsar & Brown,

“Reciprocal teaching of comprehension-fostering and

comprehension-monitoring activities,

Routledge. Reprinted by permission of Taylor & Francis Book Group. Table

12.2: Scardamalia M. et al.,

“Teachability of reﬂective processes in written composition” Cognitive

Science 8 No. 2, pp. 173

permission of Taylor & Francis Book Group. Figure 12.1: (Outline Notes and Matrix Notes) From Kiewra,

K.A., (2002).

“How classroom teachers can help students learn and teach them how to learn,” Theory into

Practice 41:71

via Copyright Clearance Center.

Module 13

Box 13.1: Reed, S.K.

“A structure-mapping model for word problems” Journal of Experimental

Psychology: Learning, Memory and Cognition 13(1) 124

Psychological Association. Used with permission. Box 13.2: Means, B. et al., Teaching Advanced Skills
To At-Risk Students, pp. 80

Sons, Inc.

Module 14

Table 14.5: Bransford, J. & B.S. Stein, The IDEAL problem solver: A guide for improving

Module 15

Table 15.1: From J. Brophy, 1981,

“Teacher Praise: A functional analysis” Review of

Educational Research 51:5

Reprinted by permission of Sage Publishers.

Module 16

Bacon, a division of Pearson Education. Used with permission.

Module 17

Figure 17.1: Covington, M.V. and K.J. Mueller,

“Intrinsic versus Extrinsic Motivation: An

approach/avoidance reformulation,

” Educational Psychology Review, vol. 13, No. 2, pp. 157–176, 2001.

Copyright © 2001. Reprinted by permission of Springer. Figure 17.2: Maslow, A.H., et al., Motivation And
Personality, 3/E. Copyright © 1987. Electronically reproduced by permission of Pearson Education, Inc.,
Upper Saddle River, New Jersey. Figure 17.3: Adapted from R.M. Ryan and E.L. Deci,
“Self-determination theory and

credits

637

boh7850x_Credits.p.637-642.indd 637

10/23/08 4:08:55 PM

TEXT AND LINE ART CREDITS

the facilitation of intrinsic motivation, social development and well-being,

” American Psychologist 55(1):

permission.

Module 20

Figure 20.1: Cycle of Inquiry Learning. http://www

.inquiry.uiuc.edu/index.php. Used with permission. Table 20.1: Thompson, J.G., First Year Teacher

’s

Survival Kit, p. 168. Copyright © 2002. Reprinted with permission of John Wiley & Sons, Inc. Table 20.4:
Goldenberg, C. (1992/1993).

“Instructional Conversations: Promoting comprehension through

discussion,

Association. Used with permission. Table 20.5: King A. (2002),

“Structuring peer interaction to promote

high-level cognitive processing,

University, College of Education. Reprinted by permission of Lawrence Erlbaum Associates, Inc.

Module 21

Figure 21.2: Adapted from R.M. Gilles, Cooperative Learning: Integrating Theory and

Module 22

Table 22.4: Sternberg, R.J.

“What does it mean to be smart?” Educational Leadership

54(6):20

registered trademark of Microsoft Corporation in the United States and/or other countries. © 2008
Microsoft Corporation. All rights reserved.
p. 398: Gardner, H., Frames of Mind: The Theory of Multiple Intelligences. Copyright © 1993 Basic
Books. Reprinted by permission of Basic Books, a member of Perseus Books Group.

Module 23

Figure 23.1: Renzulli, J.S.,

“What makes giftedness? Reexamining a deﬁnition,” Phi Delta

Kappan 60:180

Renzulli et al., Scales for Rating the Behavioral Characteristics of Superior Students. Copy-right © 1976,
revised 1997 Creative Learning Press. Used with permission.

Module 26

Table 26.1: Adaptation of

ﬁgure 2.3, p. 17 in Lorna M. Earl, Steven Katz, and Western and

Northern Canadian
Protocol for collaboration in Education. Rethinking Classroom Assessment with Purpose in Mind:
Assessment for Learning, Assessment as Learning, Assessment of Learning. Winnipeg, MB: Manitoba
Education, Citizenship and Youth, 2006. Available online at www.wncp.ca. All rights reserved. Used with
permission. Figure 26.4: Adapted from Thompson, J.A. (2002), First Year Teacher

’s Survival Kit, pp.

117

Module 27

Table 27.1: Nitko, Anthony J., & Brookhart, Susan M., Educational Assessment of Students,

5/e. Copyright © 2007 by Pearson Education. Adapted by permission of the publisher. Table 27.2:
Kryspin, W.J. & Feldhusen, J.F., Developing Classroom Tests. Copyright © 1974. Published by Pearson
Custom, Boston, MA. Used with permission. Box 27.2: Adapted from Haladyna, T.M. et al.,

“A review of

multiple-choice item-writing guidelines for classroom assessment,

” Applied Measurement in Education

15(3): 309

Module 28

Tables 28.1, 28.2: Mertler, Craig A.,

“Designing scoring rubrics for your classroom,” Practical

Assessment, Research and Evaluation 7(25), 2001. Copyright © 2001. Reprinted by permission of the
author. Figure 28.1: Krathwohl, David R., Benjamin S. Bloom & Bertram B. Masia et al. Taxonomy Of
Educational Objectives, Book 2: Affective Domain. Published by Allyn and Bacon, Boston, MA. Copyright
© 1964 by Pearson Education. Adapted by permission of the publisher.

Module 29

Reprinted by permission of McGraw-Hill Companies, Inc. Figure 29.4: From Test Service Notebook 148.
Originally published as Test Service Bulletin No. 48, January 1955. Updated to include Normal Curve
Equivalents, September 1980 by NCS Pearson, Inc. Reproduced with permission. All rights reserved.

Module 30

1992. Used with permission.

638

text and line art credits

boh7850x_Credits.p.637-642.indd 638

10/23/08 4:08:58 PM

PHOTO CREDITS

INTRODUCTON

p.5: © Jeff Greenberg/PhotoEdit

Module 1

Module 1 Opener: © Kevin Dodge/Corbis; p. 8: © Alamy Images; p. 10: ©

Pixland/PunchStock; p. 11: © David Buf

ﬁngton/Getty Images; p. 13: © Creatas/PunchStock;

p. 16: © Lambert/Hulton Archive/Getty Images; p. 18:
© Al Campanie/Syracuse Newspapers/The Image Works

CLUSTER 1

Cluster 1 Opener: © Marcy Maloy/Photodisc/Getty Images; p. 23: © Myrleen Ferguson

Cate/PhotoEdit; p. 25: © Christina Kennedy/Getty Images; p. 26: © David Young-Wolff/PhotoEdit; p. 29:
© Ron Chapple/Think-stock Images (RF)/Punchstock

Module 2

Module 2 Opener: © Amy Etra/PhotoEdit; p. 35: © MM Productions/Corbis; p. 37: © Sean

Justice/Corbis; p. 38 left: © SW Productions/Photodisc/Getty Images; p. 38 right: ©
BananaStock/PunchStock; p. 40: © Siri Stafford/ Digital Vision/PunchStock

Module 3

Module 3 Opener: © Baerbel Schmidt/Getty Images;

p. 47: © Suzanne Arms/The Image Works; p. 48: © Digital Vision; p. 50: © Laurence Mouton/PhotoAlto
Agency/ Getty Images; p. 53: © Yellow Dog Productions/Getty Images; p. 58: © Corbis Super RF/Alamy

Module 4

Module 4 Opener: © RubberBall; p. 63 left: © Reuters/ Corbis; p. 63 middle: © Jose Luis

Pelaez/Blend Images/ Corbis; p. 63 right: © BananaStock; p. 66 top left: © Dale Durfee/Stone/Getty

Images; p. 66 top middle: © Super-Stock; p. 66 top right: © Richard Lord/The Image Works;
p. 66 bottom left: © SuperStock; p. 66 bottom middle:
© SuperStock; p. 66 bottom right: © Index Stock/Photo-library; p. 67: © Michael Newman/PhotoEdit; p.
68: © David Lassman/Syracuse Newspapers/The Image Works; p. 70: © Spencer Platt/Getty Images; p.
71: © Michael Newman/PhotoEdit

Module 5

Module 5 Opener: © Emely/zefa/Corbis; p. 81: © Michael Newman/PhotoEdit; p. 83: ©

Michael Newman/Photo Edit;

p. 84: © Michael Newman/PhotoEdit; p. 86: © Gideon Mendel/Corbis; p. 87: © Michael Buckner/Getty

Images

CLUSTER 2

Cluster 2 Opener: © Pete Leonard/zefa/Corbis; p. 95: © Radius Images/Alamy; p. 97: ©

Cindy Charles/Photo-Edit; p. 99: © Geoff Brightling/Getty Images; p. 101: © Getty Images

Module 6

Module 6 Opener: © Royalty-Free/Corbis; p. 104

ﬁrst: © AJPhoto/Photo Researchers; p. 104

second: © Scienti

ﬁca/ADEAR/Visuals Unlimited; p. 104 third: © Ralph Hutchings/Visuals Unlimited; p.

104 fourth: Todd L. Richards. T.L. Richards et al.,

“Dyslexic Children Have Abnormal Brain Lactate

Response to Reading-related Language Tasks,

” American Journal of Neuroradiology, 20, 1393–1398,

September, 1999, © by American Society of Neuroradiology; p. 104

ﬁfth: © Scott Camazine/Photo

Researchers; p. 104 sixth: © Eric Van Den Brulle/Getty Images; p. 108: © Comstock/PictureQuest; p.
109 left: © Getty Images/SW Productions; p. 109 middle: © VCL/ Antonio Mo/Getty Images; p. 109
right: © Creatas; p. 110 top: Streissguth, A.P., & Little, R.E. (1994).

“Unit 5:Alcohol, Pregnancy, and the

Fetal Alcohol Syndrome: Second Edition

” of the Project Cork Institute Medical School Curriculum (slide

lecture series) on Biomedical Education: Alcohol Use and Its Medical Consequences, produced by
Dartmouth Medical School; p. 110 bottom: © Digital Vision/ Alamy; p. 112: © Stockbyte/Getty Images; p.
113: © Arthur Tilley/Getty Images

Module 7

Module 7 Opener: © David Young-Wolff/PhotoEdit;

p. 121 top left: © Doug Goodman/Photo Researchers;
p. 121 top right: © Susan Woog-Wagner/Photo Researchers; p. 121 bottom left: © Michael
Newman/PhotoEdit;
p. 121 bottom right: © Jon Feingersh/Getty Images;
p. 122: © Laura Dwight/PhotoEdit; p. 128: © Digital Vision/PunchStock

Module 8

Module 8 Opener: © Tetra Images (RF)/Jupiter Images;

p. 135: © Radius Images (RF)/Jupiter Images; p. 137:
© James Woodson/Getty Images; p. 138: © Brand X Pictures/PunchStock; p. 142: © Somos

Images/Corbis;
p. 144: ©Comstock/PunchStock; p. 145: © Bob Daemmrich/The Image Works

CLUSTER 3

Cluster 3 Opener: © Jeff Cadge/Photographer

’s Choice/Getty Images; p. 152: © Tom

Grill/Corbis; p. 154: © Laurence Mouton/Photoalto/PictureQuest; p. 157:

photo credits

639

boh7850x_Credits.p.637-642.indd 639

10/17/08 10:07:18 AM

PHOTO CREDITS

Module 9

Module 9 Opener: © Suzie Ross/McGraw-Hill; p. 161: © Robert W. Ginn/PhotoEdit; p. 162: ©

Mike Kemp/ Rubberball Productions/Getty Images; p. 166: © Royalty-Free/Corbis; p. 169: © Mary Kate

Denny/PhotoEdit;

p. 170: © Kevin Dodge/Corbis

Module 10

Module 10 Opener: © Stockbyte/Getty Images; p. 176: Bandura, A., Ross, D., & Ross, S. A.

(1961). Transmission of aggressions through imitation of aggressive models. Journal of Abnormal and
Social Psychology, 63(3), 575

–582. Reprinted with permission.; p. 177 top left: © Al

Pereira/WireImage/Getty Images; p. 177 top right: © Topham/The Image Works; p. 177 bottom left: ©
David James/Warner Bros/ZUMA/Corbis; p. 177 bottom right: © George Napolitano/FilmMagic/Getty
Images; p. 178: © Michael Newman/PhotoEdit; p. 180: © Jon Feingersh/ Blend Images/Getty Images

Module 11

Module 11 Opener: © M. Thomsen/zefa/Corbis; p. 188: © John Berry/Syracuse

Newspapers/The Image Works;

p. 190: © Royalty-Free/Corbis; p. 191: © Image Source/ PunchStock; p. 195: © Karen Kasmauski/Corbis;

p. 197: © The Image Bank/Richard Drury//Getty Images; p. 198: © Ableimages/Riser/Getty Images

CLUSTER 4

Cluster 4 Opener: © ColorBlind Images/Iconica/Getty Images; p. 207: © Ariel Skelley/Blend

Images/Getty Images; p. 208: © PhotoLink/Photodisc/Getty Images;

p. 211: © Tim OLeary/zefa/Corbis; p. 213: © Justin Guariglia/National Geographic/Getty Images

Module 12

Module 12 Opener: © Ellen B. Senisi/The Image Works;

p. 217: © Michael Newman/PhotoEdit; p. 218: © Getty Images/SW Productions

Module 13

Module 13 Opener: © Gary John Norman/Taxi/Getty Images; p. 230: © Bill Bachmann/The

Image Works;

Module 14

Sund/Photographer

Photodisc/SuperStock; p. 248 bottom: © Michelle D. Bridwell/PhotoEdit; p. 250: © Bob Torrez/PhotoEdit;
p. 252: © 2005 Jim West/The Image Works

CLUSTER 5

Module 15

p. 267: © Ellen B. Senisi/The Image Works; p. 268: © i love images (RF)/Jupiter Images; p. 269: ©
Image Source Black; p. 273: © David Deas/Getty Images; p. 274: © Jim Cummins/Corbis; p. 275: ©
Andersen Ross/Photodisc/ Getty Images

Module 16

p. 285: © John Birdsall/The Image Works; p. 287 left:
© Royalty-Free/Corbis; p. 287 right: © Ellen B. Senisi/The Image Works; p. 288: © GoGo Images
(RF)/Jupiter Images

Module 17

From The Little Engine that Could by Watty Piper, illustrated by George and Doris Hauman, © & TM
Penguin Group (USA) Inc. The Little Engine That Could,

“I Think I Can” and all related titles, logos, and

characters are trademarks of Penguin Group (USA) Inc. Used by permission. All rights reserved.; p. 298:
© Workbook Stock (RM)/ Sharon L. Jonz/Jupiter Images; p. 301: © Stockbyte/ Getty Images; p. 303: ©
Corbis (RF)/Jupiter Images;
p. 306: © Michael Newman/PhotoEdit; p. 309:
© Spencer Grant/PhotoEdit

CLUSTER 6

Royalty-Free/Corbis

640

photo credits

boh7850x_Credits.p.637-642.indd 640

10/17/08 10:07:20 AM

PHOTO CREDITS

Module 18

p. 328: © Andersen Ross/Blend Images (RF)/Jupiter Images; p. 332: © H. Schmid/zefa/Corbis; p. 333
all: Courtesy of the Authors

Module 19

344: © Royalty Free/ Corbis; p. 346: © Peter Hvizdak/The Image Works; p. 348: © Brand X
Pictures/PunchStock; p. 352: © Image Source Black/Alamy;

Module 20

Module 21

CLUSTER 7

Module 22

Brown/Getty Images;

Module 23

Newman/PhotoEdit;

Module 24

Young-Wolff/PhotoEdit

Module 25

CLUSTER 8

Module 26

Association of Secondary School Principals, parent organization of the National Honor Society; p. 472: ©
BananaStock/Picture-Quest; p. 473: © Ellen Senisi/The Image Works

Module 27

Module 28

CLUSTER 9

Bob Daemmrich/ The Image Works

Module 29

Module 30

photo credits

641

boh7850x_Credits.p.637-642.indd 641

10/17/08 10:07:22 AM

boh7850x_Credits.p.637-642.indd 642

10/17/08 10:07:24 AM