Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK-12 teaching and learning.
de Freitas, S. (2018). Are games effective learning tools? A review of educational games. Educational Technology & Society, 21(2), 74-84.
Désert, M., Préaux, M., & Jund, R. (2009). So young and already victims of stereotype threat: Socio-economic status and performance of 6 to 9 years old children on Raven's progressive matrices. European Journal of Psychology of Education, 24, 207-218.
The Institute of Education Sciences (IES). (2017). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools. NCEE 2009-4060.
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
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
Florida Department of Education. (2010). Classroom cognitive and meta-cognitive strategies for teachers: Research-based strategies for problem-solving in mathematics K-12. Tallahassee, FL: Bureau of Exceptional Education and Student Services, Florida Department of Education.
Sarrasin, J. B., Nenciovici, L., Foisy, L. M. B., Allaire-Duquette, G., Riopel, M., & Masson, S. (2018). Effects of teaching the concept of neuroplasticity to induce a growth mindset on motivation, achievement, and brain activity: A meta-analysis. Trends in Neuroscience and Education, 12, 22-31.
Flipped classrooms can be “fully flipped” which provides all lecture materials outside of the class and is modeled after higher education courses, or “partially flipped'', when educators provide materials for review outside of class but spend time in class helping learners synthesize their understanding before engaging in class activities.
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