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, NY: Teachers College Press.
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.
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.
Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82(1), 33-40.
Kazemi, E., & Stipek, D. (2009). Promoting conceptual thinking in four upper-elementary mathematics classrooms. Journal of Education, 189(1-2), 123-137.
By creating patterns and supporting multimodal engagement, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
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.
As learners sharpen their Critical Thinking skills in academic contexts, educators should ensure application of these skills also occur in digital spaces to support their online behaviors and out of school literacy practices.
Educators may hold implicit biases about particular groups which can influence their beliefs and behaviors, including lower expectations and academic rigor for these students, often becoming a self-fulfilling prophecy.
Educators may hold implicit biases about particular groups which can influence their beliefs and behaviors, including lower expectations and academic rigor for these students, often becoming a self-fulfilling prophecy.
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