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Bakracevic Vukman, K., & Licardo, M. (2010). How cognitive, metacognitive, motivational and emotional self‐regulation influence school performance in adolescence and early adulthood. Educational Studies, 36(3), 259-268.
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
Keller, J. (2007). Stereotype threat in classroom settings: The interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance. British journal of educational psychology, 77(2), 323-338.
Clarke, D. (2002). Making measurement come alive with a children's storybook. Australian Primary Mathematics Classroom, 7(3), 9-13.
Patterson, M. B. (2018). The forgotten 90%: Adult nonparticipation in education. Adult Education Quarterly, 68(1), 41-62.
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
Ada, E. N., Comoros, N., Karamitrou, A., & Kasak, Z. (2019). Relationships between dispositional flow, motivational climate, and self-talk in physical education classes. The Physical Educator, 76(2), 357-384.
Using natural light from outside to illuminate a classroom decreases the reliance on fluorescent or harsh lighting, which creates a calm, safe learning environment for all students.
Learners can refer to word walls in their classrooms or personal word walls on their desks as visual support during class activities.