Askham, P. (2008). Context and identity: exploring adult learners' experiences of higher education. Journal of Further and Higher Education, 32(1), 85-97.
Ginsburg, H. J., Cameron, R., Mendez, R. V., & Westhoff, M. (2016). Helping others use social media: age stereotypes when estimating learner's success. Psychology, Society, & Education, 8(1), 1-12.
Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.
Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.
Providing tools so learners can choose to listen to a text supports individual strengths and needs.
Rapchak, M. E., Lewis, L. A., Motyka, J. K., & Balmert, M. (2015). Information literacy and adult learners: Using authentic assessment to determine skill gaps. Adult Learning, 26(4), 135-142.
Henrikson, R. (2019). Using online lectures to promote engagement: Recognising the self-directed Learner as critical for practical inquiry. Journal of Open, Flexible and Distance Learning, 23(1), 17–32
When educators integrate the linguistic and cultural funds of knowledge that learners bring into mathematical problems and projects, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
When educators integrate the linguistic and cultural funds of knowledge that learners bring into mathematical problems and projects, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
When educators integrate the linguistic and cultural funds of knowledge that learners bring into mathematical problems and projects, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
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