Anderson, R. C., Haney, M., Pitts, C., Porter, L., & Bousselot, T. (2020). “Mistakes can be beautiful”: Creative engagement in arts integration for early adolescent learners. The Journal of Creative Behavior, 54(3), 662-675.
Back, M., Han, M., & Weng, S. C. (2020). Emotional scaffolding for emergent multilingual learners through translanguaging: Case stories. Language and education, 34(5), 387-406.
Carhill–Poza, A. (2015). Opportunities and outcomes: The role of peers in developing the oral academic English proficiency of adolescent English learners. The Modern Language Journal, 99(4), 678-695.
Toppino, T. C., & Pagano, M. J. (2021). Metacognitive control over the distribution of retrieval practice with and without feedback and the efficacy of learners' spacing choices. Memory & Cognition, 49, 467-479.
Toppino, T. C., & Pagano, M. J. (2021). Metacognitive control over the distribution of retrieval practice with and without feedback and the efficacy of learners' spacing choices. Memory & Cognition, 49, 467-479.
Products can provide adaptive language that adjusts to the appropriate Vocabulary complexity that can be read and understood by learners.
Products can build on young learners' intuitive Non-symbolic Number knowledge by providing different arrangements of the same number of dots.
Diverse collections of poetry can also engage all learners in textual analysis and provide a channel for self-expression and creativity.
With verbal repetition, learners can personalize, interact with, and use their own words to explain the information, activating multiple brain pathways to show understanding and help move knowledge from Short- to Long-term Memory.
Toppino, T. C., & Pagano, M. J. (2021). Metacognitive control over the distribution of retrieval practice with and without feedback and the efficacy of learners' spacing choices. Memory & Cognition, 49, 467-479.
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