Foundational Research
The methodology and pedagogy supporting the Volition Blueprint platform are grounded in the following research.
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Bloom, B. S. (1968). Learning for mastery. Instruction and Curriculum. Regional Education Laboratory for the Carolinas and Virginia, Topical Papers and Reprints, Number 1.
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Boser, U., Chingos, M., & Straus, C. (2015). The hidden value of curriculum reform: Do states and districts receive the most bang for their curriculum buck? Center for American Progress.
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Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243.
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Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: Strategies for the heterogeneous classroom (3rd ed.). Teachers College Press.
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Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406.
Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31-48.
Feynman, R. P. (1992). The character of physical law (Reprint ed.). MIT Press.
Fisher, D., Frey, N., & Almarode, J. (2019). PLC+: Better decisions and greater impact by design. Corwin.
Fisher, D., Frey, N., Amador, O., & Asar, J. (2018). The teacher clarity playbook: A hands-on guide to creating learning intentions and success criteria for personalized learning. Corwin.
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Guskey, T. R. (2007). Closing achievement gaps: Revisiting Benjamin S. Bloom's "Learning for Mastery". Journal of Advanced Academics, 19(1), 8–31.
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Hattie, J. (2017). Visible learning plus: 250+ influences on student achievement. Corwin.
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Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10.
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Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.
Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96–107.
Moje, E. B. (2015). Doing and teaching disciplinary literacy with adolescent learners: A social and cultural enterprise. Harvard Educational Review, 85(2), 254–278.
Moser, J. S., Schroder, H. S., Heeter, C., Moran, T. P., & Lee, Y. H. (2011). Mind your errors: Evidence for a neural mechanism linking growth mind-set to adaptive posterror adjustments. Psychological Science, 22(12), 1484–1489.
Muhammad, A. (2009). Transforming school culture: How to overcome staff division. Solution Tree Press.
National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the educational success of children and youth learning English: Promising futures. The National Academies Press.
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Pearl, J., & Mackenzie, D. (2018). The book of why: The new science of cause and effect. Basic Books.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.
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Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass.
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TNTP. (2018). The opportunity myth: What students can show us if we give them the chance. The New Teacher Project.
TNTP. (2021). Learning acceleration for all: Planning for the next three to five years. The New Teacher Project.
TNTP. (2024). The opportunity makers: How a diverse group of public schools helps students catch up—and how your school can, too. The New Teacher Project.
Tracy, B. (2014). Time management. AMACOM.
Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools (2nd ed.). Jossey-Bass.
van Kesteren, M. T. R., Ruiter, D. J., Fernández, G., & Henson, R. N. (2012). How schema and novelty augment memory formation. Trends in Neurosciences, 35(4), 211-219.
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Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, L. A., Hinojosa, C. P., Mhatre, P., Pichon, M., Goyer, A., Crum, C., Bowman, V., & Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364–369.
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