Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157–163.
Education Endowment Foundation. (2018). Collaborative learning: Moderate impact for very low cost, based on extensive evidence. Teaching & learning toolkit. Retrieved from https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/collaborative-learning-approaches
Kuhn, D., Crowell, A., & Society for Research on Educational Effectiveness (SREE). (2011). Argumentation as a path to the thinking development of young adolescents. Society for Research on Educational Effectiveness.
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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.
Kieffer, M. J. (2010). Socioeconomic status, English proficiency, and late-emerging reading difficulties. Educational Researcher, 39(6), 484-486.
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
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