Kray, J., Gaspard, H., Karbach, J., & Blaye, A. (2013). Developmental changes in using verbal self-cueing in task-switching situations: The impact of task practice and task-sequencing demands. Frontiers in Psychology, 4, 940.
Kray, J., Gaspard, H., Karbach, J., & Blaye, A. (2013). Developmental changes in using verbal self-cueing in task-switching situations: The impact of task practice and task-sequencing demands. Frontiers in Psychology, 4, 940.
When educators integrate the linguistic and cultural funds of knowledge that learners bring, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
Pedram, K., Brooks, M. N., Marcelo, C., Kurbanova, N., Paletta-Hobbs, L., Garber, A. M., Wong, A., & Qayyum, R. (2020). Peer observations: Enhancing bedside clinical teaching behaviors. Cureus, 12(2).
Kisker, E. E., Lipka, J., Adams, B. L., Rickard, A., Andrew-Ihrke, D., Yanez, E. E., & Millard, A. (2012). The potential of a culturally based supplemental mathematics curriculum to improve the mathematics performance of Alaska Native and other students. Journal for Research in Mathematics Education, 43(1), 75-113.
Kisker, E. E., Lipka, J., Adams, B. L., Rickard, A., Andrew-Ihrke, D., Yanez, E. E., & Millard, A. (2012). The potential of a culturally based supplemental mathematics curriculum to improve the mathematics performance of Alaska Native and other students. Journal for Research in Mathematics Education, 43(1), 75-113.
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