Cawthon, S. W. (2001). Teaching strategies in inclusive classrooms with deaf students. Journal of Deaf Studies and Deaf Education, 6(3), 212-225.
Gerde, H. K., Bingham, G. E., & Wasik, B. A. (2012). Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal, 40(6), 351-359.
Lopez, S. J., & Louis, M. C. (2009). The principles of strengths-based education. Journal of College and Character, 10(4).
Additionally, chat features where learners and educators can interact and leave comments at each exhibition can foster Communication and increase learner interaction with the content.
Additionally, chat features where learners and educators can interact and leave comments at each exhibition can foster Communication and increase learner interaction with the content.
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
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