Works Cited
Arnot, N. (2014). Substantive conversations - the importance of oracy in the classroom. Practically Primary, 19(1) 13-15
Bayraktar, A. (2013). Nature of Interactions during Teacher-Student Writing Conferences, Revisiting the Potential Effects of Self-Efficacy Beliefs. Egitim Arastirmalari-Eurasian Journal of Educational Research, 50, 63-86.
University of California Berkeley Center for Teaching and Learning. Encouraging student participation: Ode to Simon and Garfunkel's first big hit. Retrieved from http://www.teaching.berkeley.edu
Colombo, G., Cullen, R., Lisle, B. (2004). Rereading America: Cultural contexts for critical thinking and writing. Boston, MA: Bedford/St. Martin's
Dweck, C. (2006). Mindset: The new psychology of success. New York: The Random House Publishing Group
Fisher, D., Frey, N., Rothenberg, C. (2008). Content-area conversations: How to plan discussion-based lessons for diverse language learners. Virginia: Association for Supervision and Curriculum Development
Gallagher, K. (2006). Teaching adolescent writers. Portland: Stenhouse Publishers.
Gehlbach, H., Brinkworth, M. E., & Harris, A. D. (2011, April). Social motivation in the secondary classroom: Assessing teacher-student relationships and student outcomes. Paper presented at the American Educational Research Association, New Orleans.
Gray, E. F. (2010). Specific Oral Communication Skills Desired in New Accountancy Graduates. Business Communication Quarterly, 73(1), 40-67
Hussein, M. A. H., Al Ashri, I. I. (2013). The Effectiveness of Writing Conferences and Peer Response Groups Strategies on the EFL Secondary Students' Writing Performance and Their Self Efficacy (A Comparative Study). Retrieved from www.files.eric.ed.gov
Li, C., Lin, Y., Lai, Y., Eckstein, D., Mullener, B. (2011). A research study of student teachers implementing classroom encouragement. International Journal of Academic Research, 3(1), 893-898
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.
Perez-Pena, R. (2011). Stutterer speaks up in class; His professor says keep quiet. The New York Times. Retrieved from http://www.nytimes.com.
Robles, M. M. (2012) . Executive perceptions of the top 10 soft skills needed in today's workplace. Business Communication Quarterly, 75(4), 453-465.
Seton, S. (2004). Simple pleasures of friendship: Celebrating the ones we love. Boston: Red Wheel/Weiser LLC
Tredway, L. (1995). Socratic seminars: Engaging students in intellectual discourse. Educational Leadership, 53, 26-29.
Kozulin, A., Gindis, B., Ageyev, V., Miller, S. (2003) Vygotsky's educational theory in cultural context. Cambridge: Cambridge University Press
Wilson-Fleming, L., Wilson-Younger, D. (2012). Positive classroom environments = Positive academic results. Retrieved from http://files.eric.ed.gov
Bayraktar, A. (2013). Nature of Interactions during Teacher-Student Writing Conferences, Revisiting the Potential Effects of Self-Efficacy Beliefs. Egitim Arastirmalari-Eurasian Journal of Educational Research, 50, 63-86.
University of California Berkeley Center for Teaching and Learning. Encouraging student participation: Ode to Simon and Garfunkel's first big hit. Retrieved from http://www.teaching.berkeley.edu
Colombo, G., Cullen, R., Lisle, B. (2004). Rereading America: Cultural contexts for critical thinking and writing. Boston, MA: Bedford/St. Martin's
Dweck, C. (2006). Mindset: The new psychology of success. New York: The Random House Publishing Group
Fisher, D., Frey, N., Rothenberg, C. (2008). Content-area conversations: How to plan discussion-based lessons for diverse language learners. Virginia: Association for Supervision and Curriculum Development
Gallagher, K. (2006). Teaching adolescent writers. Portland: Stenhouse Publishers.
Gehlbach, H., Brinkworth, M. E., & Harris, A. D. (2011, April). Social motivation in the secondary classroom: Assessing teacher-student relationships and student outcomes. Paper presented at the American Educational Research Association, New Orleans.
Gray, E. F. (2010). Specific Oral Communication Skills Desired in New Accountancy Graduates. Business Communication Quarterly, 73(1), 40-67
Hussein, M. A. H., Al Ashri, I. I. (2013). The Effectiveness of Writing Conferences and Peer Response Groups Strategies on the EFL Secondary Students' Writing Performance and Their Self Efficacy (A Comparative Study). Retrieved from www.files.eric.ed.gov
Li, C., Lin, Y., Lai, Y., Eckstein, D., Mullener, B. (2011). A research study of student teachers implementing classroom encouragement. International Journal of Academic Research, 3(1), 893-898
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.
Perez-Pena, R. (2011). Stutterer speaks up in class; His professor says keep quiet. The New York Times. Retrieved from http://www.nytimes.com.
Robles, M. M. (2012) . Executive perceptions of the top 10 soft skills needed in today's workplace. Business Communication Quarterly, 75(4), 453-465.
Seton, S. (2004). Simple pleasures of friendship: Celebrating the ones we love. Boston: Red Wheel/Weiser LLC
Tredway, L. (1995). Socratic seminars: Engaging students in intellectual discourse. Educational Leadership, 53, 26-29.
Kozulin, A., Gindis, B., Ageyev, V., Miller, S. (2003) Vygotsky's educational theory in cultural context. Cambridge: Cambridge University Press
Wilson-Fleming, L., Wilson-Younger, D. (2012). Positive classroom environments = Positive academic results. Retrieved from http://files.eric.ed.gov