Carpentieri, J.D. & Frumkin, L. (2010) Adult numeracy: A review of research. National Research and Development Centre for Literacy and Numeracy (NRDC), Institute of Education, University of London.
Check-ins allow educators to understand learners' experiences more deeply and build trusting relationships that can support students' Emotions and Learner Mindset.
Check-ins allow educators to understand learners' experiences more deeply and build trusting relationships that can support students' Emotions and Learner Mindset.
Check-ins allow educators to understand learners' experiences more deeply and build trusting relationships that can support students' Emotions and Learner Mindset.
Socratic seminars require careful and strategic planning by educators, including the selection of appropriate materials and making sure every student has a role or entry point into the discussion.
Socratic seminars require careful and strategic planning by educators, including the selection of appropriate materials and making sure every student has a role or entry point into the discussion.
Van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing: Literature review and synthesis. Educational Psychology Review, 17(4), 285-325.
Antia, S. D., Kreimeyer, K. H., Metz, K. K., & Spolsky, S. (2003). Peer interactions of deaf and hard-of-hearing children. Oxford Handbook of Deaf Studies, Language, and Education, 1, 164-176.
Schwartz, S. M., Evans, C., & Agur, A. M. (2015). Comparison of physical therapy anatomy performance and anxiety scores in timed and untimed practical tests. Anatomical Sciences Education, 8(6), 518-524.
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
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