When educators recognize students' intersectional identities, this can build a strong positive culture and play a role in empowering students.
Alliance for Excellent Education. (2018). Science of adolescent learning: How body and brain development affect student learning. Retrieved from https://all4ed.org/science-of-adolescent-learning-body-brain-development/
Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
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.
Watch this short clip on wait time in an elementary classroom.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.
Bobis, J. (2008). Early spatial thinking and the development of number sense. Australian Primary Mathematics Classroom, 13(3), 4.
Watch this short clip on wait time in an elementary classroom.
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