References: Building Empathy

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References

Brunzell, T., Waters, L., & Stokes, H. (2015). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 85(1), 3.

Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 307-337.

Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.

De Oliveira, L. C. (2011). In their shoes: Teachers experience the needs of English language learners through a math simulation. Multicultural Education, 19(1), 59-62.

Morales, E. E. (2010). Linking strengths: Identifying and exploring protective factor clusters in academically resilient low-socioeconomic urban students of color. Roeper Review, 32(3), 164-175.

Okonofua, J. A., Paunesku, D., & Walton, G. M. (2016). Brief intervention to encourage empathetic discipline cuts suspension rates in half among adolescents. PNAS, 113(19), 5221-5226.

Todd, A. R., Bodenhausen, G. V., Richeson, J. A., & Galinsky, A. D. (2011). Perspective taking combats automatic expressions of racial bias. Journal of Personality and Social Psychology, 100(6), 1027.

Ukpokodu, O. N. (2004). The impact of shadowing culturally different students on preservice teachers' disposition toward diversity. Multicultural Education, 12(2), 19-28.

Warren, C. A. (2013). The utility of empathy for white female teachers' culturally responsive interactions with Black male students._ Interdisciplinary Journal of Teaching and Learning, 3_(3), 175-200.

Warren, C.A. (2014). Towards a pedagogy for the application of empathy in culturally diverse classrooms. Urban Review, 46, 395-419.

Zhang, J., & Pelttari, C. (2014). Exploring the emotions and needs of English language learners: Facilitating pre-service and in-service teachers' recognition of the tasks facing language learners. Journal of Multilingual and Multicultural Development, 35(2), 179-194.