Raymond, A.M. (1995). Engaging young children in mathematical problem solving: Providing a context with children's literature. Contemporary Education, 66, 172-174.
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.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Wadsworth, R. M. (2008). Using read alouds in today's classrooms. Leadership Compass, 5(3), 1-3.
Approximately 77% of deaf students are learning in general education classrooms, so steps should be taken to ensure that their learning environment accommodates any Hearing-related needs to ensure language skills do not impact other academic skills.
Kennedy, R. (2007). In-class debates: Fertile ground for active learning and the cultivation of critical thinking and oral communication skills. International Journal of Teaching & Learning in Higher Education, 19(2).
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.
Kazemi, E., & Stipek, D. (2009). Promoting conceptual thinking in four upper-elementary mathematics classrooms. Journal of Education, 189(1-2), 123-137.
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.
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.
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