Hear from a researcher about how spelling supports literacy in the classroom.
Garner, P. W., Mahatmya, D., Brown, E. L., & Vesely, C. K. (2014). Promoting desirable outcomes among culturally and ethnically diverse children in social emotional learning programs: A multilevel heuristic model. Educational Psychology Review, 26(1), 165-189.
Kazemi, E., & Stipek, D. (2009). Promoting conceptual thinking in four upper-elementary mathematics classrooms. Journal of Education, 189(1-2), 123-137.
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.
Norton, M. (2001). Getting our own education: Peer tutoring and participatory education in an adult literacy centre. Participatory practices in adult education, 103-120.
Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), _Caring classrooms/intelligent schools: The social emotional education of young children _(Chapter 1). New York: Teachers College Press.
Adult learners who are struggling with Foundational Reading Skills, including decoding and phonemic awareness, can benefit from explicitly learning phonics skills in an educational setting.
Duchesneau, N. (2020). Social, Emotional, and Academic Development through an Equity Lens. Education Trust.
Gallery walks are also an interactive way to bring inquiry into the classroom, particularly as students begin to create their own gallery walks.
Norton, M. (2001). Getting our own education: Peer tutoring and participatory education in an adult literacy centre. Participatory practices in adult education, 103-120.
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