Hanson, J. (2017). Testing the Difference between School Level and Academic Mindset in the Classroom: Implications for Developing Student Psycho-Social Skills in Secondary School Classrooms. Journal of Educational Issues, 3(1), 44-63.
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.
Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103-134.
Avargil, S., Lavi, R., & Dori, Y. J. (2018). Students' metacognition and metacognitive strategies in science education. Cognition, metacognition, and culture in STEM education: Learning, Teaching and Assessment, 33-64.
Using natural light from outside to illuminate a classroom decreases the reliance on fluorescent or harsh lighting, which creates a calm, safe learning environment for all students.
Using natural light from outside to illuminate a classroom decreases the reliance on fluorescent or harsh lighting, which creates a calm, safe learning environment for all students.
Approximately 77% of deaf students learn in general education classrooms; educators can help support students with hearing loss through relationship-building (providing critical Social Supports), and can scaffold engagement though multiple modes of Communication.
Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with visual impairments. Teaching Exceptional Children, 33(6), 68-74.
Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.
Approximately 77% of deaf students learn in general education classrooms; educators can help support students with hearing loss through relationship-building (providing critical Social Supports), and can scaffold engagement though multiple modes of Communication.
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