Halpern, D. F., & Butler, H. A. (2019). Teaching critical thinking as if our future depends on it, because it does. In The Cambridge Handbook of Cognition and Education. Cambridge University Press.
When teachers devote special attention to patterning, students are better able to identify, replicate, and extend patterns, which are foundational for Proportional Reasoning.
When teachers devote special attention to patterning, students are better able to identify, replicate, and extend patterns, which are foundational for Proportional Reasoning.
Merga, M. K. (2015). Access to books in the home and adolescent engagement in recreational book reading: Considerations for secondary school educators. English in Education, 49(3), 197-214.
Mathews, E. S., & O'Donnell, M. (2020). Phonological decoding and reading comprehension in deaf and hard-of-hearing children. European Journal of Special Needs Education, 35(2), 220-235.
Teachers can promote student choice by allowing student input into which books, magazines, or other texts to read, topics to write about, and the sequence of activities in the classroom.
Alexander, P., Kulikowich, J., & Schulze, S. (1994). How subject-matter knowledge affects recall and interest. American Educational Research Journal, 31(2), 313-337.
Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
Nepi, L. D., Facondini, R., Nucci, F., & Peru, A. (2013). Evidence from full-inclusion model: The social position and sense of belonging of students with special educational needs and their peers in Italian primary school. European Journal of Special Needs Education, 28(3), 319-332.
Read-alouds can be especially powerful for older readers by challenging them to comprehend genres, like news articles, fables, and chapter books.
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