1. Berliner, D. (2002). Educational research: The hardest science of them all. Educational Researcher, 31(8), 18–20.
2. Davis, C., & Ellis, C. (2008). Emergent methods in autoethnographic research: Autoethnograpic narrative and the multiethnographic turn. In S. Nagy Hesse-Biber & P. Leavy (Eds.), Handbook of emergent methods (pp. 283–302). New York, NY: Guilford Press.
3. Dunaway, G. (2005). Adaption of team learning to an introductory graduate pharmacology course. Teaching and Learning in Medicine, 17(1), 56–62.
4. Ellis, C., & Bochner, A. P. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks, CA: SAGE Publications.
5. Fink, L. D. (2004). Beyond small groups: Harnessing the extraordinary power of learning teams. In L. K. Michaelsen, A. B. Knight, & L. D. Fink (Eds.), Team-based learning: A transformative use of small groups in college teaching (2nd ed., pp. 3–26). Sterling, VA: Stylus.