Alliance for Excellent Education. (2018). Science of adolescent learning: Risk taking, rewards, and relationships. Retrieved from https://all4ed.org/science-of-adolescent-learning-risk-taking-rewards-and-relationships/
Social Awareness and Relationship Skills are essential for forming and maintaining positive relationships so that peers and educators can become learning partners.
Egert, F., Cordes, A. K., & Hartig, F. (2022). Can e-books foster child language? Meta-analysis on the effectiveness of e-book interventions in early childhood education and care. Educational Research Review, 37, 100472.
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.
Education Endowment Foundation. (2018). Collaborative learning: Moderate impact for very low cost, based on extensive evidence. _Teaching & learning toolkit. _Retrieved from https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=152&t=Teaching%20and%20Learning%20Toolkit&e=152&s=
While some Curiosity is dependent on the task at hand, creating a classroom climate that is supportive of Curiosity will help support learners' curious learning in the classroom more broadly.
Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97-110.
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Annual Synthesis.Hsiao, Y. J., Higgins, K., & Diamond, L. (2018). Parent empowerment: Respecting their voices. Teaching Exceptional Children, 51(1), 43-53.Jensen, E. (2013). How poverty affects classroom engagement. Educational Leadership, 70(8), 24-30.
Booth, J. L., & Koedinger, K. R. (2012). Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on student problem solving. British Journal of Educational Psychology, 82(3), 492-511.
As such, educators can support students by emphasizing Critical Thinking as a goal and part of the subject or domain, as well as providing students with opportunities to use those skills when encountering specific problems.
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