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29. Ulrich Boser, Megan Wilhelm, and Robert Hanna, «The Power of the Pygmalion Effect: Teachers' Expectations Strongly Predict College Completion», Center for American Progress (2014).
30. Ulrich Boser, «Separate and Economically Unequal», US News & World Report, June 17, 2015, http://www.usnews.com/opinion/knowledge-bank/2015/06/17/separate-and-economically-unequal-why-schools-need-socioeconomic-diversity (дата обращения: 15.09.2016), и здесь я воспользовался этим текстом.
Также использовано в этой главе
Clark, Richard, Paul A. Kirschner, and John Sweller. «Putting Students on the Path to Learning: The Case for Fully Guided Instruction.» American Educator 36, no. 1 (2012): 6–11.
DeBoer, Harry, Roel J. Bosker, and M. P. C. van der Werf. «Sustainability of Teacher Expectation Bias Effects on Long-Term Student Performance.» Journal of Educational Psychology 102, no. 1 (2010): 168–179.
Dunlosky, John, and Janet Metcalfe. Metacognition. 1st ed. Thousand Oaks, CA: SAGE Publications, 2008.
Ginns, Paul, et al. «Learning by Tracing Worked Examples.» Applied Cognitive Psychology 30, no. 2 (2015).
Hacker, D. J. M., C. Keener, and J. C. Kircher. «Writing Is Applied Metacognition.» Handbook of Metacognition in Education, eds. D. J. Hacker, J. Dunlosky, and A. C. Graesser (New York: Routledge, 2009), 154–172.
Hoffman, Robert R., et al. Accelerated Expertise: Training for High Proficiency in a Complex World (Expertise: Research and Applications Series). Abingdon, UK: Taylor & Francis, 2013.
Lee, Chee Ha, and Slava Kalyuga. «Expertise Reversal Effect and Its Instructional Implications.» Applying the Science of Learning in Education: Infusing Psychological Science into the Curriculum, eds. Victor A. Benassi, C. E. Overson, and C. M. Hakala (Washington, DC: Society for the Teaching of Psychology, 2014).
Sana, Faria, Tina Weston, and Nicholas J. Cepeda. «Laptop Multitasking Hinders Classroom Learning for Both Users and Nearby Peers.» Computers & Education 62 (2013): 24–31.
Veenman, Marcel V. J., Bernadette H. A. M. Van Hout-Wolters, and Peter Afflerbach. «Metacognition and Learning: Conceptual and Methodological Considerations.» Metacognition and Learning 1, no. 1 (2006): 3–14.
Глава 3
1. Eunsook Kim and Sung-Jae Pak, «Students Do Not Overcome Conceptual Difficulties after Solving 1000 Traditional Problems», American Journal of Physics 70, no. 7 (2002): 759–765. Также см.: E. Plant et al., «Why Study Time Does Not Predict Grade Point Average across College Students: Implications of Deliberate Practice for Academic Performance», Contemporary Educational Psychology 30, no. 1 (January 2005): 96–116, doi:10.1016/j.cedpsych.2004.06.001.
2. Anders Ericsson, «Acquisition and Maintenance of Medical Expertise: A Perspective from the Expert-Performance Approach with Deliberate Practice», Academic Medicine 90, no. 11 (2015): 1471–86. Дополнительные подробности — из: Adetunji Oremakinde and Mark Bernstein, «A Reduction in Errors Is Associated with Prospectively Recording Them: Clinical Article», Journal of Neurosurgery 121, no. 2 (2014): 297–304.
3. Dan Pompei, «Inside Gruden's 'Maniacal' Obsession with Football», Bleacher Report, May 12, 2016, http://bleacherreport.com/articles/2636358-inside-jon-grudens-maniacal-obsession-with-football (дата обращения: 28.09.2016). Также я опирался на: Julia Belluz, «We Spoke to 20 Experts about How to Lose Weight and Keep It Off. Here Are Their Surprisingly Simple Tips», Vox, May 2, 2016, http://www.vox.com/2014/11/27/7289565/weight-loss-diet-tips (дата обращения: 28.09.2016).
4. Mark Bernstein, «The Drop Attack», Canadian Medical Association Journal 172, no. 5 (March 1, 2005): 668–69, doi:10.1503/cmaj.050076, и Scellig Stone and Mark Bernstein, «Prospective Error Recording in Surgery: An Analysis of 1108 Elective Neurosurgical Cases», Neurosurgery 60, no. 6 (2007): 1075–1082.
5. John Hattie, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (Abingdon, UK: Routledge, Taylor & Francis Group, 2009). Пример с петухом взят из: Bridgid Finn and Janet Metcalfe, «Scaffolding Feedback to Maximize Long-Term Error Correction», Memory & Cognition 38, no. 7 (2010): 951–61, doi:10.3758/MC.38.7.951; также я использовал: John Hattie and Helen Timperley, «The Power of Feedback», Review of Educational Research 77, no. 1 (March 1, 2007): 81–112, doi:10.3102/003465430298487.
6. Дополнительные материалы к дискуссии об учебных планах: Ulrich Boser, Matthew Chingos, and Chelsea Straus, «The Hidden Value of Curriculum Reform: Do States and Districts Receive the Most Bang for Their Curriculum Buck?» Center for American Progress, October 14, 2015, https://www.americanprogress.org/issues/education/report/2015/10/14/122810/the-hidden-value-of-curriculum-reform/. Цитата из Гаванде дана по: Atul Gawande, «The Coach in the Operating Room», New Yorker, September 26, 2011, http://www.newyorker.com/magazine/2011/10/03/personal-best (дата обращения: 28.09.2016).
7. Об объяснениях и обратной связи (с. 143) см.: Andrew C. Butler, Namrata Godbole, and Elizabeth Marsh, «Explanation Feedback Is Better Than Correct Answer Feedback for Promoting Transfer of Learning», Journal of Educational Psychology 105, no. 2, (2013): 290–298, и Nate Kornell and Lisa K. Son, «Learners' Choices and Beliefs about Self-Testing», Memory 17, no. 5 (July 2009): 493–501, doi:10.1080/09658210902832915.
8. John Hattie, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (Abingdon, UK: Routledge, Taylor & Francis Group, 2009).
9. Yanjin Long and Vincent Aleven, «Gamification of Joint Student/System Control over Problem Selection in a Linear Equation Tutor», Intelligent Tutoring Systems, 378–87, eds. Stefan Trausan-Matu, Kristy Elizabeth Boyer, Martha Crosby, and Kitty Panourgia (New York: Springer International Publishing, 2014), http://link.springer.com/10.1007/978-3-319-07221-0_47.
10. Daniel T. Willingham, Why Don't Students Like School? A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for the Classroom (San Francisco, CA: Jossey-Bass, 2009).
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