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American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK-12 teaching and learning. Retrieved from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 1-44.
Jones, S. M., & Bouffard, S. M. (2012). Social and Emotional Learning in Schools: From Programs to Strategies and commentaries. Social Policy Report, 26(4), 1-33.
Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using designed instructional activities to enable novices to manage ambitious mathematics teaching. In Instructional explanations in the disciplines (pp. 129-141). Springer, Boston, MA.
McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth-and fifth-grade students. The Elementary School Journal, 109(3), 267-281.
Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37-44.
Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32(1), 1-8.
Singer, K. (2015). Sensory processing disorders in elementary school: Identification and management strategies for teachers in the inclusive classroom (Unpublished master's thesis). University of Ontario, Canada.