Educators should regularly practice using discussion norms that support active listening and respecting differences during class discussions and academic debates.
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.
Garner, P. W., Mahatmya, D., Brown, E. L., & Vesely, C. K. (2014). Promoting desirable outcomes among culturally and ethnically diverse children in social emotional learning programs: A multilevel heuristic model. Educational Psychology Review, 26(1), 165-189.
Novak, E., Razzouk, R., & Johnson, T. E. (2012). The educational use of social annotation tools in higher education: A literature review. The Internet and Higher Education, 15(1), 39-49.
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.
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241-267.
Rittle-Johnson, B., & Jordan, N. C. (2016). Synthesis of IES-Funded Research on Mathematics: 2002–2013 (NCER 2016-2003) Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
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.
Wineburg, S., Breakstone, J., Ziv, N., & Smith, M. (2020). Educating for misunderstanding: How approaches to teaching digital literacy make students susceptible to scammers, rogues, bad actors, and hate mongers. Stanford History Education Group Working Paper No. A-21322). Retrieved March, 2, 2021.
Wineburg, S., Breakstone, J., Ziv, N., & Smith, M. (2020). Educating for misunderstanding: How approaches to teaching digital literacy make students susceptible to scammers, rogues, bad actors, and hate mongers. Stanford History Education Group Working Paper No. A-21322). Retrieved March, 2, 2021.
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