Costa, A. L. (2001). Teachers behaviors that enable student thinking. In A. L. Costa (ed.).
Developing Minds: A Resource Book for Teaching Thinking, 359-369. Alexandria, Virginia:
Association for Supervision and Curriculum Development
Davila, K. & Talanquet, V. (2010) Classifying End-of-Chapter Questions and Problems for
Selected General Chemistry Textbooks Used in the United States, Journal of Chemical
Education, 87(1), pp. 97-102
Digisi, L.L and Willett, J. B. (1995). What High School Biology Teachers Say about Their
Textbook Use: A Descriptive Study, Journal of Research in Science Teaching, 32(2) :123-
142
Dunn, J. M. (2011). Location knowledge: Assessment, spatial thinking and new national
geography standards. Journal of Geography, 110(2), 81-89.
Elisenman, H. B. & Wagner, D. (2007). A Framework for uncovering the way a textbook may
position the mathematics learner. For the Learning of Mathematics, 27(2), 8-14.
Golledge, R. G. (2002). The nature of geographic knowledge. Annals of the Association of
American Geographers 92(1), 1-14.
Jo, I. & Bednarz, B. S. (2009). Evaluating geography textbook questions from a spatial
perspective : Using concepts of space, tools of representation, and cognitive processes to
evaluate spatiality. Journal of Geography, 108(1), 4-13.
Kahveci, A. (2010). Quantitative analysis of science and chemistry textbooks for indicators of
reform: A complementary perspective. International Journal of Science Education, 32(11),
1495-1519.
Kamen, M. (1996). A teacher’s implementation of authentic assessment in an elementary
science classroom. Journal of Research in Science Teaching, 33, 859–877.
Kang, W. & Kilpatrick, J. (1992). Didactic transposition in mathematics textbooks. For the
Learning of Mathematics, 12(1), 2-7.
Leonard, W.H. (1987). Does the presentation style of questions inserted into the text influence
understanding and retention of science concepts? Journal of Research in Science Teaching,
24(1), 27-37.
McCarthy, C. B. (2005). Effects of thematic-based, hands-on science teaching versus a textbook
approach for students with disabilities. Journal of Science Research in Teaching 42(3),
245-263.
Morgan, C. (2000). Better assessment in mathematics education? A social perspective. In J.
Boaler (ed.), Multiple perspectives on mathematics teaching and learning (pp. 225-242).
Westport, CT: Ablex Publishing.
Mortimer, E. F. & Scott, P. H. (2003). Meaning making in secondary science classrooms.
Maidenhead, UK: Open University Press.
N.C.E.R.T.2005. Contemporary India -1. New Delhi: N.C.E.R.T.
N.C.E.R.T.2005. National Curriculum Framework. New Delhi: N.C.E.R.T.
N.C.E.R.T.2006. Contemporary India-2s.New Delhi: N.C.E.R.T.
N.C.E.R.T.2006. Position Paper: Teaching of Social Sciences. New Delhi: N.C.E.R.T.
Ornstein, C. A. (1994). The textbook-driven curriculum. Peabody Journal of Education, 69(3),
70-85.
Overman, M., Vermunt, J. D., Meijer, P. C., Bulte, A. M. W. & Brekelmans, M. (2013).
Textbook questions in context based and traditional chemistry curricula: Analyzed from a
content perspective and a learning activities perspective. International Journal of Science
Education, 35(17), 2954-2978.
Resnick, L.B. (1987). Learning in school and out. Educational Researcher, 16, 13–20.
Rotman, B. (1988). Towards semiotics of mathematics. Semiotica, 7(2), 1-35.
Scott, P. (1998). Teacher talk and meaning making in science classrooms: A Vygotskian analysis
and review. Studies in Science Education, 32, 45-80.
Shepardson, D. P. & Pizzini, E. L. (1991). Questioning levels of junior high school science
textbooks and their implications for learning textual information. Science Education, 75,
673–682.
Shodell, M. (1995). The question-driven classroom: Student questions as course curriculum on
biology. The American Biology Teacher, 57, 278–281.
Tobin, K. (1987). Process which shape the implemented curriculum in high school science and
mathematics. Teaching and Teacher Education, 3(4), 287-298.
Vishwanathan, U. & murthy, S. (2102). Raising students cognitive skills, extending level of
textbook questions: Can we do both? Proceedings of episteme 4.
Wagner, D. (2007). Students’ critical awareness of voice and agency in mathematics classroom
discourse. Mathematical Thinking and Learning, 9(1), 31-50.
Wixson, K. K. (1983). Post reading question-answer interactions and children’s learning from
the text. Journal of Educational Psychology, 30(3), 413-423.
Wong, S. L. (1991). Evaluating the content of textbooks: Public interests and professional
authority. Sociology of Education, 64(1), 11-18.