From the ERIC Clearinghouse

Armbruster B. (1984). The problem of “considerate text”. In Duffy C. C. Roehler L. R. , & Mason J. (Eds.), Comprehension Instruction. New York: Longman.

Carnine D. Engelmann S. Hofmeister A. , & Kelly B. (1987). Videodisc instruction in fractions. Focus on Learning Problems in Mathematics, 9(1), 31–52.

Carnine D. , & Kameenui E. , (Eds.). (In press). Effective tools for diverse learners. Columbus, OH: Merrill.

Collins M. , & Carnine D. (1988). Evaluating the field test revision process by comparing two versions of a reasoning skills CAI program. Journal of learning Disabilities, 21, 375–379.

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.

Crawford D. , & Carnine D. (In press). Promoting and assessing higher order thinking in history: Using performance assessment to evaluate the effects of instruction. Eugene: University of Oregon. Available from the National Center to Improve the Tools of Educators, 805 Lincoln, Eugene, OR 97405.

Darch C. Carnine D. , & Gersten R. (1984). Explicit instruction in mathematics problem solving. Journal of Educational Research, 77(6), 351–358.

Gleason M. Carnine D. , & Boriero D. (1990). Improving CAI effectiveness with attention to instructional design in teaching story problems to mildly handicapped students. Journal of Special Education Technology, 10(3), 129–136.

Grossen B. (1988). A study of the effect of response form in computer-assisted instruction of class reasoning skills. Unpublished doctoral dissertation, University of Oregon, Eugene.

Grossen B. , & Carnine D. (1990). Diagramming a logic strategy: Effects on more difficult problem types and transfer. Learning Disability Quarterly, 13, 168–182.

Grossen B. Carnine D. , & Lee C. (1995). The effects of considerate instruction and constructivist instruction on middle-school students' achievement and problem-solving in earth science. Unpublished manuscript. University of Oregon, Eugene. Available from the National Center to Improve the Tools of Educators, 805 Lincoln, Eugene, OR 97405.

Grossen B. , & Ewing S. (1994). Raising mathematics problem-solving performance: Do the NCTYM teaching standards help? (Final Report). Effective School Practices, 13(2), 79–91.

Grossen B. & Lee C. (1995). The effects of considerate instruction in scientific principles and problem solving on earth science problem solving. Unpublished manuscript. University of Oregon, Eugene. Available from the National Center to Improve the Tools of Educators, 805 Lincoln, Eugene, OR 97405.

Grossen B. Lee C. , & Johnston D. (1995). A comparison of the effects of direct instruction in reasoning with constructivism on deductive reasoning. In Deffenbaugh A. Sugai G. , & Tindal G. (Eds.), The Oregon Conference 1995 Monograph (pp. 253–273). Eugene: College of Education, University of Oregon. Available from the National Center to Improve the Tools of Educators, 805 Lincoln, Eugene, OR 97405.

Hofmeister A. Englemann S. , & Carnine D. (1989). Developing and validating science education videodiscs. Journal of Research in Science Teaching, 26(7), 665–667.

Moore L. , & Carnine D. (1989). Evaluating curriculum design in the context of active teaching. Remedial and Special Education, 10, 28–37.

Muthukrishna N. Carnine D. Grossen B. , & Miller S. (1993). Children's alternative frameworks: Should they be directly addressed in science instruction? Journal of Research in Science Teaching, 30(3), 233–248.

Niedelmann M. (1992). Problem solving and transfer. In Carnine D. & Kameenui E. (Eds.), Higher Order Thinking: Designing Curriculum for Mainstreamed Students (pp. 137–156). Austin, TX: Pro-Ed.

Rosenshine B. (1986). Synthesis of research on explicit teaching. Educational Leadership, 43, 60–69.

Shinn M. & Carnine D. , (Eds.) Educational tools for diverse learners [Mini-series]. (1994). School Psychology Review, 23(3), 341–471.

Woodward J. (1994). Effects of curriculum discourse style on eighth graders' recall and problem solving in earth science. The Elementary School Journal, 94, 299–314.

Woodward J. , & Noell J. (1992). Science instruction at the secondary level: Implications for students with learning disabilities. In Carnine D. & Kameenui E. (Eds.), Higher Order Thinking: Designing Curriculum for Mainstreamed Students (pp. 39–58). Austin, TX: Pro-Ed.