The Effects of Using Response Cards on Student Participation, Academic Achievement, and On-Task Behavior During Whole-Class, Math Instruction

By Christine A. Christle, John W. Schuster. 2003

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The Effect of Teacher Confirmation on Student Communication and Learning Outcomes (2008, background): “Not surprisingly, student participation is associated with an increase in average exam scores and overall course grades (Christle & Schuster, 2003; Daly, Kreiser, & Roghaar, 1994; Reinsch & Wambsganss, 1994; Voelkl, 1995).”
Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies (2012, unknown): “…research has demonstrated their effi cacy with both computation and problemsolving math skills (Armendariz & Umbreit, 1999; Brent & DiObilda, 1993; Christie & Schuster, 2003; Crawford & Snider, 2000; Engelmann, Carnine, Kelly, & Engelmann, 1996; Lambert, 2002; Lambert, Cartledge, Heward, & Lo,…”
College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes (2009, background): “Naturally, student participation is associated with an increase in average exam scores and cumulative course grades (Christle & Schuster, 2003; Daly, Kreiser, & Roghaar, 1994; Reinsch & Wambsganss, 1994; Voelkl, 1995).”
Handbook of Classroom Management (2014, background): “Frequent opportunities to respond and high rates of correct response are associated with increased on-task behavior (Burns & Boice, 2009; Haydon et al., 2010) and a decrease in disruptive behavior (Christle & Schuster, 2003; Gunter & Reed, 1997).”