Articles used to update and expand the research base for Guidelines 3.0 are noted with an asterisk (*).

Anderson, A. (1997). Learning strategies in physical education: Self-talk, imagery, and goal-setting. The Journal of Physical Education, Recreation & Dance, 68(1), 30-35.

Barringer, D. F., Olmstead, A., & Maldonado, A. (2020, January). Benefits of a student-led astronomy club: Lessons to inform instructional design. Proceedings of the Physics Education Research Conference.*

Berman, D. L., & Connor, D. J. (2016). Eclipsing expectations: How a third grader set his own goals (And taught us all how to listen). Occasional Paper Series, 2016(36), 2.*

Breunig, M. (2017). Experientially learning and teaching in a student-directed classroom. Journal of Experiential Education, 40(3), 213-230.*

Butler, D. L. (1997). The roles of goal setting and self-monitoring in students' self-regulated engagement in tasks.Paper Presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).

Callahan, R. M., Humphries, M., & Buontempo, J. (2021). Making meaning, doing math: High School English learners, student-led discussion, and math tracking. International Multilingual Research Journal, 15(1), 82-103.*

Carroll, J., & Christenson, C. N. K. (1995). Teaching and learning about student goal setting in a fifth-grade classroom. Language Arts, 72(1), 42-49.

Dawson, P., & Guare, R. (2004). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York, NY: The Guilford Press.

Diningrat, S. W., Marín, V. I., & Bachri, B. S. (2024). Students self-regulated learning strategies in the online flipped classroom. Journal of Educators Online, 21(3).*

Earley, P. C. (1985). Influence of information choice and task complexity upon goal acceptance, performance and personal goals. Journal of Applied Psychology, 70(3), 481-491.

Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). New York, NY: Guilford Press.

Fleming, V. M. (2002). Improving students' exam performance by introducing study strategies and goal setting.Teaching of Psychology, 29(2), 115-119.

Fuchs, L. S., Bahr, C. M., & Rieth, H. J. (1989). Effects of goal structures and performance contingencies on the math performance of adolescents with learning disabilities. Journal of Learning Disabilities, 22(9), 554-560.

Fuchs, L., Butterworth, J., & Fuchs, D. (1989). Effects of ongoing curriculum-based measurement on student awareness of goals and progress. Education and Treatment of Children, 12(1), 63-72.

Fuchs, L. S., Fuchs, D., Karns, K., Hamlett, C. L., Katzaroff, M., & Dutka, S. (1997). Effects of task-focused goals on low-achieving students with and without learning disabilities. American Educational Research Journal, 34(3), 513-543.

Graham, S., MacArthur, C., Schwartz, S., & Page-Voth, V. (1992). Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting. Exceptional Children, 58(4), 322-334.

Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal Educational Psychology, 99(3), 445-476.

Kang, H., & Noh, S. (2020). The effects of science teaching and learning using student-led instructional strategies on elementary school students' science core competencies. Journal of Korean Elementary Science Education, 39(2), 228-242.*

Lemos, M. S. (1996). Students' and teachers' goals in the classroom. Learning and Instruction, 6(2), 151-171.

Lipsey, M. W., & Wilson, D. B. (1993). The efficacy of psychological, educational, and behavioral treatment.Confirmation from meta-analysis. The American Psychologist, 48(12), 1181-1209.

Marzano, R. J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Meltzer, L. (2007). Executive function in education: From theory to practice. New York, NY: Guilford Press.

Morrison, C. D. (2014). From ‘sage on the stage ’to ‘guide on the side’: A good start. International Journal for the Scholarship of Teaching and Learning, 8(1).*

Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.*

Orsmond, P., Merry, S., & Reiling, K. (2002). The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 27(4), 309-323.

Pinochet-Quiroz, P., Lepe-Martínez, N., Gálvez-Gamboa, F., Ramos-Galarza, C., del-Valle-Tapia, M., & Acosta-Rodas, P. (2022). Relationship between cold executive functions and self-regulated learning management in college students. Estudios sobre Educación, 43, 93-113.*

Punnett, B. J. (1986). Goal setting and performance among elementary school students. Journal of Educational Research, 80(1), 40-42.

Raufelder, D., & Kulakow, S. (2021). The role of the learning environment in adolescents’ motivational development. Motivation and Emotion, 45(3), 299-311.*

Rose, D., & Rose, K. (2007). Executive function processes: A curriculum-based intervention. In L. Meltzer (Ed.), Executive function in education (pp. 287-308). New York: Guilford Press.

Sachs, A. (1984). Accessing scripts before reading the story. Learning Disability Quarterly, 7(3), 226-228.

Schunk, D. H. (1985). Participation in goal setting: Effects on self-efficacy and skills of learning-disabled children.Journal of Special Education, 19(3), 307-317.

Schunk, D. H. (1996). Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33(2), 359-382.

Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation.Reading & Writing Quarterly, 19(2), 159-172.

Troia, G. A., & Graham, S. (2002). The effectiveness of a highly explicit, teacher-directed strategy instruction routine: Changing the writing performance of students with learning disabilities. Journal of Learning Disabilities, 35(4), 290-305.

Troia, G. A., Graham, S., & Harris, K. R. (1999). Teaching students with learning disabilities to mindfully plan when writing. Exceptional Children, 65(2), 235-252.

Tucker, C.R. & Novak, K. (2022). The shift to student-led: Reimagining classroom workflows with UDL and blended learning. IMPress Books.*

Walberg, H. J. (1999). Productive teaching. In H. C. Waxman, & H. J. Walberg (Eds.), New directions for teaching practice and research (pp. 75-104). Berkeley, CA: McCutchen Publishing Corporation.

Wise, K. C., & Okey, J. R. (1983). A meta-analysis of the effects of various science teaching strategies on achievement. Journal of Research in Science Teaching, 20(5), 415-425.

Wong, B. Y., Butler, D. L., Ficzere, S. A., & Kuperis, S. (1996). Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays. Journal of Learning Disabilities, 29(2), 197-212.