Chou, M. H. (2014). Assessing English vocabulary and enhancing young English as a foreign language (EFL) learners' motivation through games, songs, and stories. Education 3-13, 42(3), 284-297.
Donica, D. K. (2015). Handwriting without Tears®: General education effectiveness through a consultative approach. American Journal of Occupational Therapy, 69(6).
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
Goessling, K. P. (2020). Youth participatory action research, trauma, and the arts: designing youthspaces for equity and healing. International Journal of Qualitative Studies in Education, 33(1), 12-31.
Ojala, M. (2012). Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change?. International Journal of Environmental and Science Education, 7(4), 537-561.
When back in the classroom, educators can build upon these experiences and provide learners with reflective activities that allow them to solidify their understanding.
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.
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning.
Chou, M. H. (2014). Assessing English vocabulary and enhancing young English as a Foreign Language (EFL) learners' motivation through games, songs, and stories. Education 3-13, 42(3), 284-297.
Adolescents' critical consciousness—their confidence and ability to reflect, engage, and act on social issues—is a source of empowerment, and can contribute to academic engagement and outcomes, especially for learners from historically and systematically excluded groups.
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