References about safety and belonging in the classroom:

Call, Carolyne M. Defining Intellectual Safety in the College Classroom. Journal on Excellence in College Teaching 18.3 (2007): 19-37.

Cook, J.E., Purdie-Vaughns, V., Garcia, J. and Cohen, G.L. Chronic threat and contingent belonging: protective benefits of values affirmation on identity development. Journal of personality and social psychology 102.3 (2012): 479.

Steuer, Gabriele, Gisela Rosentritt-Brunn, and Markus Dresel. Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate. Contemporary Educational Psychology 38.3 (2013): 196-210.

Schrader, Dawn E. Intellectual safety, moral atmosphere, and epistemology in college classrooms. Journal of Adult Development 11.2 (2004): 87-101.

Regarding group work:

Lotan, Rachel A. "Group-worthy tasks." Educational Leadership 60, no. 6 (2003): 72-75.

Cohen, Elizabeth. "Restructuring the classroom: Conditions for productive small groups." Review of educational research
64, no. 1 (1994): 1-35.

Cohen, Elisabeth G., and Rachel A. Lotan. Designing Groupwork: Strategies for the Heterogeneous Classroom, Third
Edition. Teachers College Press, 2014.

Gillies, Robyn M. "Productive academic talk during inquiry-based science." Pedagogies: An International Journal 8, no. 2
(2013): 126-142

Langer-Osuna, Jennifer M. "How Brianna became bossy and Kofi came out smart: Understanding the trajectories of identity and engagement for two group leaders in a project-based mathematics classroom." Canadian Journal of Science, Mathematics and Technology Education 11.3 (2011): 207-225.

Lou, Yiping, Philip C. Abrami, and John C. Spence. "Effects of within-class grouping on student achievement: An exploratory model." The Journal of Educational Research 94.2 (2000): 101-112.

Liljedahl, Peter. "The affordances of using visibly random groups in a mathematics classroom." Transforming Mathematics Instruction. Springer International Publishing, 2014. 127-144.