Social Awareness & Relationship Skills are essential for forming and maintaining positive relationships so that peers and educators can become learning partners.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3-8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Langrall, C. W., Makar, K., Nilsson, P., & Shaughnessy, J. M. (2017). Teaching and learning probability and statistics: An integrated perspective. In Jinfa Cai (Ed.), Compendium for research in mathematics education (pp. 490-525) Reston, VA, United States: National Council of Teachers of Mathematics.
Lin, X. (2001). Designing metacognitive activities. Educational Technology Research and Development, 49(2), 23-40.
Hock, M. F. (2012). Effective literacy instruction for adults with specific learning disabilities: Implications for adult educators. Journal of Learning Disabilities, 45(1), 64-78.
Hansen, A. K., Hansen, E. R., Hall, T., Fixler, M., & Harlow, D. (2017). Fidgeting with fabrication: Students with ADHD making tools to focus. In Proceedings of the 7th Annual Conference on Creativity and Making in Education. Palo Alto, CA: Association for Computing Machinery.
Healy, L., Ramos, E. B., Fernandes, S. H. A. A., & Peixoto, J. L. B. (2016). Mathematics in the hands of deaf learners and blind learners: Visual–gestural–somatic means of doing and expressing mathematics. In Mathematics Education and Language Diversity (pp. 141-162). Springer, Cham.
Healy, L., Ramos, E. B., Fernandes, S. H. A. A., & Peixoto, J. L. B. (2016). Mathematics in the hands of deaf learners and blind learners: Visual–gestural–somatic means of doing and expressing mathematics. In Mathematics Education and Language Diversity (pp. 141-162). Springer, Cham.
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.
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