Agarwal, P. K., D'Antonio, L., Roediger III, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students' test anxiety. Journal of Applied Research in Memory and Cognition, 3(3), 131-139.
Van Gelderan, A., et al. (2004). Linguistic knowledge, processing speed, and metacognitive knowledge in first- and second-language reading comprehension: A componential analysis. Journal of Educational Psychology, 96(1), 19-30.
Alscher, P., Ludewig, U., & McElvany, N. (2022). Civic education, teaching quality and students' willingness to participate in political and civic life: Political interest and knowledge as mediators. Journal of Youth and Adolescence, 51(10), 1886-1900.
Educators should recognize that not all students have had previous experience with student-driven learning and may need additional support, including opportunities to participate successfully, and ample time to review materials and make decisions.
Educators should recognize that not all students have had previous experience with student-driven learning and may need additional support, including opportunities to participate successfully, and ample time to review materials and make decisions.
Educators should recognize that not all students have had previous experience with student-driven learning and may need additional support, including opportunities to participate successfully, and ample time to review materials and make decisions.
Educators should recognize that not all students have had previous experience with student-driven learning and may need additional support, including opportunities to participate successfully, and ample time to review materials and make decisions.
Educators should recognize that not all students have had previous experience with student-driven learning and may need additional support, including opportunities to participate successfully, and ample time to review materials and make decisions.
Educators should recognize that not all students have had previous experience with student-driven learning and may need additional support, including opportunities to participate successfully, and ample time to review materials and make decisions.
Blatto-Vallee, G., Kelly, R. R., Gaustad, M. G., Porter, J., & Fonzi, J. (2007). Visual-spatial representation in mathematical problem solving by deaf and hearing students. The Journal of Deaf Studies and Deaf Education, 12(4), 432-448.
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