Return to Encourage Student Self-advocacy strategy page.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Brophy, J. (2010). Establishing a learning community in your classroom. In Motivating Students to Learn, 3rd Edition (pp. 22-43). New York, NY: Routledge.
Cabeza, B., Magill, L., Jenkins, A., Carter, E. W., Greiner, S., Bell, L., & Lane, K. L. (2013). Promoting self-determination among students with disabilities: A guide for Tennessee educators. Tennessee Department of Education.
Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), Caring classrooms/intelligent schools: The social emotional education of young children (Chapter 1). New York: Teachers College Press.
Douglas, D. (2004). Self‐advocacy: Encouraging students to become partners in differentiation. Roeper Review, 26(4), 223-228.
Immordino-Yang, M.H., & Faeth, M. (2016). The role of emotion and skilled intuition in learning. In M.H. Immordino-Yang (Ed.), Emotions, learning, and the brain (93-105). New York: W.W. Norton & Company.
Mariage, T.V. (1995). Why students learn: The nature of teacher talk during reading. Learning Disability Quarterly, 18(3), 214-234.
Pocock, A., Lambros, S., Karvonen, M., Test, D. W., Algozzine, B., Wood, W., & Martin, J. E. (2002). Successful strategies for promoting self-advocacy among students with LD. Intervention in School and Clinic, 37(4), 209-216.
Stang, K. K., Carter, E. W., Lane, K. L., & Pierson, M. R. (2009). Perspectives of general and special educators on fostering self-determination in elementary and middle schools. The Journal of Special Education, 43(2), 94-106.