Cunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of educational psychology, 83(2), 264.
Edwards, L., Figueras, B., Mellanby, J., & Langdon, D. (2011). Verbal and spatial analogical reasoning in deaf and hearing children: the role of grammar and vocabulary. Journal of Deaf Studies and Deaf Education, 16(2), 189-197.
de Freitas, S. (2018). Are games effective learning tools? A review of educational games. Educational Technology & Society, 21(2), 74-84.
Skoe, E., Krizman, J., & Kraus, N. (2013). The impoverished brain: Disparities in maternal education affect the neural response to sound. The Journal of Neuroscience 33(44), 17221-17231.
Passig, D., & Nadler, L. (2010). Structural and conceptual user interfaces and their impact on learning. Education and Information Technologies, 15(1), 51-66.
Tombaugh, T. N. (2004). Trail Making Test A and B: Normative data stratified by age and education. Archives of Clinical Neuropsychology, 19(2), 203–214.
Educators can foster a growth mindset, an aspect of Learner Mindset, by providing feedback that recognizes the effort and normalizes mistakes and encourages learners to ask for help when needed.
Educators can foster a growth mindset, an aspect of Learner Mindset, by providing feedback that recognizes the effort and normalizes mistakes and encourages learners to ask for help when needed.
Educators can foster a growth mindset, an aspect of Learner Mindset, by providing feedback that recognizes effort and normalizes mistakes, and encouraging learners to ask for help when needed.
Sage, K., Augustine, H., Shand, H., Bakner, K., & Rayne, S. (2019). Reading from print, computer, and tablet: Equivalent learning in the digital age. Education and Information Technologies, 24(4), 2477-2502.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
