DeSpain, S.N., Conderman, G., & Gerzel-Short, L. (2018). Fostering family engagement in middle and secondary schools. Special and Early Education, 91(6), 236-242.
DeSpain, S.N., Conderman, G., & Gerzel-Short, L. (2018). Fostering family engagement in middle and secondary schools. Special and Early Education, 91(6), 236-242.
DeSpain, S.N., Conderman, G., & Gerzel-Short, L. (2018). Fostering family engagement in middle and secondary schools. Special and Early Education, 91(6), 236-242.
Beaubien, J., Stahl, L., Herter, R., & Paunesku, D. (2016). Promoting learning mindsets in schools: Lessons from educators' engagement with the PERTS Mindset Kit.
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
Brookfield, S. D. (1997). Assessing critical thinking. New Directions for Adult and Continuing Education, 1997(75), 17-29.
Dialogic reading can happen both in the classroom and at home with the family, supporting the development of a strong Home Literacy Environment.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's engagement within the preschool classroom and their development of self-regulation. Early Education and Development, 24(2), 162-187.
Prion, S., & Mitchell, M. (2008). Audiobooks and cognitive load. In C. Bonk, M. Lee, & T. Reynolds (Eds.), Proceedings of e-learn: World conference on e-learning in corporate, government, healthcare, and higher education 2008 (pp. 1917-1926). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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