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This is especially beneficial when educators model potential mistakes and misdirections to support students and support Learner Mindset.
Prion, S., & Mitchell, M. (2008). Audiobooks and cognitive Load. In C. Bonk, M. Lee, & T. Reynolds (Eds.), Proceedings of e-learn: World conference on e-learning in corporate, government, healthcare, and higher education 2008 (pp. 1917-1926). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Rittle-Johnson, B., & Jordan, N. C. (2016). Synthesis of IES-Funded Research on Mathematics: 2002–2013 (NCER 2016-2003) Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
Kraus, N. (2016). Music, hearing, and education: From the lab to the classroom. ENT and Audiology News, 25(4), 94, 96.
Bachman, H. J., Votruba-drzal, E., & Nokali, N. E. El. (2015). Opportunities for learning math in elementary school: Implications for SES disparities in procedural and conceptual math skills. American Educational Research Journal, 52(5), 894–923.
Furner, J. M., & Kumar, D. D. (2007). The mathematics and science integration argument: A stand for teacher education. Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 185-189.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
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.
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