Limpo, T., & Graham, S. (2020). The role of handwriting instruction in writers' education. British Journal of Educational Studies, 68(3), 311-329.
Marietta City Schools. (2012). Cognitive functioning and psychological processing definitions: Areas of impact, and recommended strategies/accommodations. Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%201-27-17/GoIEP-Cognitive%20Functioning%20and%20Psychological%20Processing.pdf
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
When educators act as facilitators and promote projects that are relevant to students as a part of the curriculum, students have agency over their learning, promoting self-efficacy and Motivation through this experiential learning.
When educators act as facilitators and promote projects that are relevant to students as a part of the curriculum, students have agency over their learning, promoting self-efficacy and Motivation through this experiential learning.
Fisher, K. (2005). Linking pedagogy and space. Victoria University Australia: Department of Education and Training. Retrieved from https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/interdisciplinary/ict/pedagspace.pdf
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.
Dialogic reading can happen both in the classroom and at home with the family, supporting the development of a strong Home Literacy Environment.
Teachers can bring writing into math classrooms by asking the students to keep records of what they are doing and learning.
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