Beaubien, J., Stahl, L., Herter, R., & Paunesku, D. (2016). Promoting learning mindsets in schools: Lessons from educators' engagement with the PERTS Mindset Kit.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Self-regulation is a limited capacity resource meaning that it can become depleted over the course of the task or day, or can become drained when learners are spending much of their energy working to focus.
Children who develop early literacy skills before starting school by reading books and writing with caregivers often progress in school more easily and quickly.
Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., & Todd, A. W. (2007). Check-in/Check-out: A post hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education and Treatment of Children, 30, 69-84.
Providing extra classroom supports and resources for families that strengthen the Literacy Environment can help create an equal foundation for all students.
Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., & Todd, A. W. (2007). Check-in/Check-out: A post hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education and Treatment of Children, 30, 69-84.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: CASEL.
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