In this module, faculty learn how to plan for a successful first day, start building a community of learners, and implement active learning strategies that help students understand course expectations.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as creating an outline for the first class session, using an icebreaker, or assigning a syllabus activity.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass. N/A
Foster, D. A., & Hermann, A. D. (2011). Linking the first week of class to end-of-term satisfaction: Using a reciprocal interview activity to create an active and comfortable classroom. College Teaching, 59, 111–116.
Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person and online. San Francisco, CA: Jossey-Bass. N/A
Lang, J. M. (2008). On course: A week-by-week guide to your first semester of college teaching. Cambridge, MA: Harvard University Press. N/A
Laws, E. L., Apperson, J. M., Buchert, S., & Bregman, N. J. (2010). Student evaluations of instruction: When are enduring first impressions formed? North American Journal of Psychology, 12, 81–92.
McKeachie, W. J., & Hofer, B. K. (2002). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (11th ed.). Boston, MA: Houghton Mifflin. N/A
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass. N/A
Wieman, C. (2014). First day of class – recommendations for instructors. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca /resources/files/First_Day_of_Class.pdf
Wilson, J. H., & Wilson, S. B. (2007). The first day of class affects student motivation: An experimental study.
Teaching of Psychology, 34, 226–230.
In this module, faculty learn how to work with students to set expectations for a civil learning environment. In addition, the module helps faculty address low-, mid-, and high-level disruptions to the learning environment.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as writing policies regarding classroom civility, writing classroom norms with students, or using appropriate methods to respond to student behaviors.
Advising Subject Matter Experts: Barbara Frey, University of Pittsburgh; Kristen Knepp, Cranberry
Alberts, H. C., Hazen, H. D., & Theobald, R. B. (2010). Classroom incivilities: The challenge of interactions between college students and instructors in the US. Journal of Geography in Higher Education, 34, 439–462.
Amada, G. (1992). Coping with the disruptive college student: A practical model. Journal of American College Health, 40, 203–215. N/A
American Psychological Association. (2011). The state of mental health on college campuses: A growing crisis. Retrieved from http://www.apa.org/about/gr/education/news/2011/college -campuses.aspx N/A
Appleby, D. (1990). Faculty and student perceptions of irritating behaviors in the college classroom. Journal of Staff, Program, and Organization Development, 8, 41–46. N/A
Bayer, A. E. (2004). Promulgating statements of student rights and responsibilities. New Directions for Teaching and Learning, 2004(99), 77–87.
Black, L. J., Wygonik, M. L., & Frey, B. A. (2011). Faculty-preferred strategies to promote a positive classroom environment. Journal on Excellence in College Teaching, 22(2), 109–134.
Boice, R. (1998). Classroom incivilities. In K. A. Feldman & M. B. Paulson (Eds.), Teaching and learning in the college classroom (2nd ed., pp. 347–369). Needham Heights, MA: Simon & Schuster.
Braxton, J. M., Bayer, A. E., and Noseworthy, J. A. (2004). The influence of teaching norm violations on the welfare of students as clients of college teaching. New Directions for Teaching and Learning, 2004(99), 41–46.
Buttner, E. H. (2004). How do we “dis” students?: A model of (dis)respectful business instructor behavior. Journal of Management Education, 28, 319–334.
Canter, L. (2009). Assertive discipline: Positive behavior management for today’s classroom (4th ed.). Bloomington, IN: Solution Tree Press.
Carbone, E. (1999). Students behaving badly in large classes. New Directions for Teaching and Learning, 77, 35–43.
Carnegie Mellon University, Eberly Center for Teaching Excellence & Educational Innovation. (n.d.). Address problematic student behavior. Retrieved from https://www.cmu.edu/teaching/designteach/teach/ problemstudent.html
Davis. B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Deering, C. D. (2011). Managing disruptive behaviour in the classroom. College Quarterly, 14(3).
DiClementi, J. D., & Handelsman, M. M. (2005). Empowering students: Class-generated course rules. Teaching of Psychology, 32, 18–21.
Knepp, K. A. F. (2012). Understanding student and faculty incivility in higher education. The Journal of Effective Teaching, 12(1), 32–45.
Kyle, P. B., & Rogien, L. R. (2004). Opportunities and options in classroom management. Boston, MA: Pearson.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Nilson, L. B. (in press). Teaching at its best: A research-based resource for college instructors (4th ed.). San Francisco, CA: Jossey-Bass.
Nilson, L. B., & Jackson, N. S. (2004). Combating classroom misconduct (incivility) with bills of rights. Proceedings of the 4th Conference of the International Consortium for Educational Development. Ottawa, ON, Canada.
Paff, L. (2015, September 28). Why policies fail to promote better learning decisions. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/effective-classroom-management/why-policies-fail-topromote-better-learning-decisions/
Sorcinelli, M. D. (1994). Dealing with troublesome behaviors in the classroom. In K. W. Prichard & R. M.Sawyer (Eds.), Handbook of college teaching: Theory and applications (pp. 365–373). Westport, CT: Greenwood Press.
Wilson, G. L. (2005). Groups in context: Leadership and participation in small groups (7th ed.). Boston, MA: McGraw-Hill.
In this module, faculty learn how to create a classroom environment that supports learning, make their course content relevant, and communicate their belief in students’ ability to meet course expectations.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as using seating charts, talking with students before class, or using data from student surveys to adjust instruction.
Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94, 545–561.
Allen, D., & Tanner, K. (2005). Infusing active learning into the large-enrollment biology class: Seven strategies, from the simple to complex. Cell Biology Education, 4, 262–268.
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Ames, C. A. (1990). Motivation: What teachers need to know. The Teachers College Record, 91, 409–421. N/A
Battistich, V., Solomon, D., Kim, D.-I., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32, 627–658.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.
Carnegie Mellon University, Eberly Center for Teaching Excellence & Educational Innovation. (n.d.). The anonymity of the class reduces civility. Retrieved from https://www.cmu.edu/teaching/ solveproblem/strat-behaverudely/behaverudely-02.html
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43–54.
Cole, D. G., Sugioka, H. L., & Yamagata-Lynch, L. C. (1999). Supportive classroom environments for creativity in higher education. The Journal of Creative Behavior, 33, 277–293.
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715–730.
Cornell University, Center for Teaching Excellence. (n.d.). Connecting with your students. Retrieved from http://www.cte.cornell.edu/teaching-ideas/building-inclusive-classrooms/connecting-with-your -students.html
Davis, S. E. (2007). Effects of motivation, preferred learning styles, and perceptions of classroom climate on achievement in ninth and tenth grade math students (Doctoral dissertation). University of Florida, Gainesville, FL. Retrieved from http://ufdc.ufl.edu/UFE0019920/00001
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75, 203–220. N/A
Frisby, B. N., & Martin, M. M. (2010). Instructor–student and student–student rapport in the classroom. Communication Education, 59, 146–164.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–162.
Hartnett, M., St. George, A., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent. The International Review of Research in Open and Distributed Learning, 12(6), 20–38.
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2011). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.
Legg, A. M., & Wilson, J. H. (2009). E-mail from professor enhances student motivation and attitudes. Teaching of Psychology, 36, 205–211.
Lichtenstein, M. (2005). The importance of classroom environments in the assessment of learning community outcomes. Journal of College Student Development, 46, 341–356.
Lowman, J. (1984). Mastering the techniques of teaching. San Francisco, CA: Jossey-Bass.
Meyers, S. A. (2009). Do your students care whether you care about them? College Teaching, 57, 205–210.
Moriarty, B., Douglas, G., Punch, K., & Hattie, J. (1995). The importance of self-efficacy as a mediating variable
between learning environments and achievement. British Journal of Educational Psychology, 65, 73–84. N/A
Mucherah, W. (2014). Exploring the relationship between classroom climate, reading motivation, and achievement: A look into 7th grade classrooms. International Journal of Learning, Teaching and Educational Research, 8, 93–110.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Pascarella, E. T. (1980). Student–faculty informal contact and college outcomes. Review of Educational Research, 50, 545–595.
Phelan, P., Davidson, A. L., & Cao, H. T. (1992). Speaking up: Students’ perspectives on school. The Phi Delta Kappan, 73, 695–696, 698–704.
Pizzolato, J. E. (2006). Achieving college student possible selves: Navigating the space between commitment and achievement of long-term identity goals. Cultural Diversity and Ethnic Minority Psychology, 12, 57–69.
Powell, J. D., & Lines, J. I. (2010). Make learning personal: Recommendations for classroom practice. About Campus, 15(2), 20–25.
Seifert, T. (2004). Understanding student motivation. Educational Research, 46, 137–149. N/A
Shepherd, M. M., Briggs, R. O., Reinig, B. A., Yen, J., & Nunamaker, J. F., Jr. (1995/1996). Invoking social comparison to improve electronic brainstorming: Beyond anonymity. Journal of Management Information Systems, 12(3), 155–170.
Sousa, D. A. (2011). How the brain learns (4th ed.). Thousand Oaks, CA: Corwin Press.
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327–358. N/A
Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.
Trees, A. R., & Jackson, M. H. (2007). The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems. Learning, Media and Technology, 32, 21–40.
Umbach P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46, 153–184.
Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331–349. N/A
Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence. Child Development, 62, 1066–1078. N/A
Wilson, J. H., & Wilson, S. B. (2007). The first day of class affects student motivation: An experimental study. Teaching of Psychology, 34, 226–230.
Witt, P. L., Wheeless, L. R., & Allen, M. (2004). A meta-analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71, 184–207.
Woodside, B. M., Wong, E. H., & Weist, D. J. (1999). The effect of student–faculty interaction on college students’ academic achievement and self-concept. Education, 119, 730–733. N/A
In this module, faculty learn how to motivate students by developing students’ appreciation for their discipline. In addition, faculty learn to support student success through setting goals, incentivizing assignment completion, and using a variety of assessment and instructional strategies to meet the needs and showcase the strengths of different types of learners.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as discussing their interest in the discipline, establishing incentives for assignment completion, or teaching students the DAPPS formula for setting goals.
Arsham. H. (n.d.). Student to student: Your fellow students’ opinion and advice. Retrieved from http://home .ubalt.edu/ntsbarsh/STUDENT_TO_STUDENT.HTM
Carnegie Mellon University, Eberly Center for Teaching Excellence & Educational Innovation. (n.d.). Explore potential strategies. Retrieved from https://www.cmu.edu/teaching/solveproblem/strat -lackmotivation/lackmotivation-01.html
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Ellis, D. B. (2000). Becoming a master student: Tools, techniques, hints, ideas, illustrations, examples, methods, procedures, processes, skills, resources, and suggestions for success. Boston, MA: Houghton Mifflin.
Ellis, D. B. (2006). Becoming a master student (11th ed.). Boston, MA: Houghton Mifflin.
Fleming, N. (2003). Establishing rapport: Personal interaction and learning (Idea Paper #39). Retrieved from http://ideaedu.org/wp-content/uploads/2014/11/IDEA_Paper_39.pdf
Fox, J. (2011, May 24). “Why are we doing this?” Establishing relevance to enhance student learning. Faculty
Focus. Retrieved from http://www.facultyfocus.com/articles/effective-teaching-strategies/why-are
-we-doing-this-establishing-relevance-to-enhance-student-learning/
Howey, S. C. (1999). The relationship between motivation and academic success of community college freshmen orientation students (Doctoral dissertation). Retrieved from ERIC database. (ED465391)
Lumina Foundation. (n.d.). Community partnership for attainment. Lumina Foundation. Retrieved from https://www.luminafoundation.org/strategy-2-community-partnerships
Merisotis, J. (2015, October 15). Want to be happier and healthier? Then go to college [Blog post]. Huffington Post. Retrieved from http://www.huffingtonpost.com/jamie-merisotis/want-to-be-happier-and -he_b_8288354.html
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Nilson, L. B. (2013). Creating self-regulated learners: Strategies to strengthen students’ self-awareness and learning skills. Sterling, VA: Stylus.
Nist-Olejnik, S., & Holschuh, J. P. (2007). College rules! How to study, survive, and succeed in college (2nd ed.). Berkeley, CA: Ten Speed Press.
Trostel, P. (n.d.). It’s not just the money: The benefits of college education to individuals and to society. Retrieved from https://www.luminafoundation.org/files/resources/its-not-just-the-money.pdf
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
Wieman, C. (2013). Motivating learning. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/resources/files/Motivating -Learning_CWSEI.pdf
Wieman, C. (2014). First day of class – recommendations for instructors. Retrieved from the Carl Wieman ScienceEducation Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca /resources/files/First_Day_of_Class.pdf
In this module, faculty learn how to assess students’ levels of readiness in order to inform instruction and encourage the use of campus resources for academic support. The module also teaches faculty how to clearly communicate their expectations and use grading practices that fully support student success.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as using ungraded assignments early in the semester, inviting a panel of past students to share advice with their current students, using a performance prognosis inventory, or sharing academic support resources.
Advising Subject Matter Experts: José Bowen, Goucher College; and Saundra McGuire, Louisiana State
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.
Gabriel, K. F. (2008). Teaching unprepared students: Strategies for promoting success and retention in higher education. Sterling, VA: Stylus.
McGuire, S. Y., & McGuire, S. (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Sterling, VA: Stylus.
Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE Review, 38(5), 28–38. N/A
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015
/November-December%202015/course-redesign_full.html
Walpole, M. (2007). Economically and educationally challenged students in higher education: Access to outcomes (ASHE Higher Education Report, Vol. 33, No. 3). San Francisco, CA: Jossey-Bass.
In this module, faculty learn how to build intrinsic motivation by offering choice, providing targeted feedback and revision opportunities, and connecting course learning to career goals. It also introduces the concept and motivational impact of a growth mindset.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as providing students with a choice in the type of project they will complete, offering students an opportunity to use feedback to revise an assignment, or showing students how course content is connected to their career goals.
Braxton, J. M. (Ed.). (2008). The role of the classroom in college student persistence. San Francisco, CA: Jossey-Bass.
Cornell University, Center for Teaching Excellence. (n.d.). Using rubrics. N/A
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.
Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.
Ryan, R. M., & Deci, E. L. (2015). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & D. Miele (Eds.), Handbook on motivation at school (2nd ed.). New York, NY: Routledge.
Thompson, J. G. (n.d.). 28 ways to build persistent & confident students. Retrieved from http://teaching
.monster.com/benefits/articles/10348-28-ways-to-build-persistent-confident-students
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press.
University of Michigan, Center for Research on Learning & Teaching [CRLTeach]. (2014, February 26). Eric Mazur, Harvard University. Peer instruction [Video file]. Retrieved from https://www.youtube.com /watch?v=8UJRNRdgyvE
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
Wieman, C. (2013). Motivating learning. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/resources/files/Motivating -Learning_CWSEI.pdf
In this module, faculty examine how their own experiences have shaped their perspectives and the importance of valuing different viewpoints. In addition, faculty learn about the power of explicit and implicit messages (microaggressions, stereotype threat) and how to create an inclusive classroom environment and curriculum that are representative of diverse student perspectives.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as assessing and revising their curriculum to represent a diverse society or writing ground rules for productive discourse in the classroom.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.
Brookfield, S. D. (n.d.). Class participation grading rubric. Retrieved from http://stephenbrookfield.com/Dr._ Stephen_D._Brookfield/Workshop_Materials_files/Class_Participation_Grading_Rubric.pdf
Brookfield, S. D. (n.d.). Discussion as a way of teaching: Workshop resource packet. Retrieved from http://www.
stephenbrookfield.com/Dr._Stephen_D._Brookfield/Workshop_Materials_files/Discussion_as_a _Way_of_Teaching_Packet.pdf
Holoien, D. S., & Shelton, J. N. (2012). You deplete me: The cognitive costs of colorblindness on ethnic minorities. Journal of Experimental Social Psychology, 48, 562–565.
Kim, Y. M. (2011). Minorities in higher education: Twenty-fourth status report 2011 supplement. Washington, DC: American Council on Education.
Mayhew, M. J., Grunwald, H. E., & Dey, E. L. (2011). Curriculum matters: Creating a positive climate for diversity from the student perspective. In S. R. Harper & S. Hurtado (Eds.), Racial and ethnic diversity in higher education (3rd ed., pp. 515–529). Boston, MA: Pearson Learning Solutions.
Nelson Laird, T. F. (2014). Reconsidering the inclusion of diversity in the curriculum. Diversity and Democracy, 17(4), 12–14. N/A
Solórzano, D., Ceja, M., & Yosso, T. (2011). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. In S. R. Harper & S. Hurtado (Eds.), Racial and ethnic diversity in higher education (3rd ed., pp. 438–456). Boston, MA: Pearson Learning Solutions.
Steele, C. M. (1999, August). Thin ice: Stereotype threat and black college students. The Atlantic. Retrieved from http://www.theatlantic.com/magazine/archive/1999/08/thin-ice-stereotype-threat-and -black-college-students/304663/
Steele, C. M. (2013, April 18). Stereotype threat: How it affects us and what we can do about it [Video file].
Retrieved from http://www.cornell.edu/video/claude-steele-explains-impact-of-stereotype-threat -on-achievement
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797–811.
Stroessner, S., & Good, C. (n.d.). What can be done to reduce stereotype threat? Retrieved from http://www.reducingstereotypethreat.org/reduce.html
Sue, D. W. (2010, October 5). Racial microaggressions in everyday life: Is subtle bias harmless? [Blog post].
Psychology Today. Retrieved from https://www.psychologytoday.com/blog/microaggressions-in
-everyday-life/201010/racial-microaggressions-in-everyday-life
Tapia, R., & Johnson, C. (2011). Minority students in science and math: What universities still do not understand about race in America. In S. R. Harper & S. Hurtado (Eds.), Racial and ethnic diversity in higher education (3rd ed., pp. 484–491). Boston, MA: Pearson Learning Solutions.
Tatum, B. D. (2011). Talking about race, learning about racism: The application of racial identity development theory in the classroom. In S. R. Harper & S. Hurtado (Eds.), Racial and ethnic diversity in higher education (3rd ed., pp. 438–456). Boston, MA: Pearson Learning Solutions.
University of Michigan, Center for Research on Learning & Teaching [CRLTeach]. (2014, February 26). Eric Mazur, Harvard University. Peer instruction [Video file]. Retrieved from https://www.youtube.com /watch?v=8UJRNRdgyvE
U.S. Department of Education, National Center for Education Statistics. (2015). Fast facts: Students with disabilities. Retrieved from http://nces.ed.gov/programs/digest/d13/ch_3.asp
Warren, L. (n.d). Managing hot moments in the classroom. Retrieved from http://www.isites.harvard.edu/fs
/html/icb.topic58474/hotmoments.html