Maloney, T., & Matthews, J. S. (2020). Teacher care and students' sense of connectedness in the urban mathematics classroom. Journal for Research in Mathematics Education, 51(4), 399-432
Setting up the classroom so students can move together in small groups helps learners link the cognitive benefits of movement with the social emotional benefits of peer-assisted learning.
Videos also allow students to experience stories and scenes outside the classroom by capturing their Attention, bringing in different cultures and experiences, and engaging them in authentic learning opportunities.
Bouwer, R., Koster, M., & van den Bergh, H. (2018). Effects of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands. Journal of Educational Psychology, 110(1), 58.
Dieker, L. A., Delisio, L., & Bukaty, C. (2015). Tuning in with technology. In W. W. Murawski & K. L. Scott (Eds.), What really works in elementary education: Research-based practical strategies for every teacher. Thousand Oaks, CA: Corwin Press.
Dieker, L. A., Delisio, L., & Bukaty, C. (2015). Tuning in with technology. In W. W. Murawski & K. L. Scott (Eds.), What really works in elementary education: Research-based practical strategies for every teacher. Thousand Oaks, CA: Corwin Press.
Bachman, H. J., Votruba-drzal, E., & Nokali, N. E. El. (2015). Opportunities for learning math in elementary school: Implications for SES disparities in procedural and conceptual math skills. American Educational Research Journal, 52(5), 894–923.
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.
Digital tools can provide more reciprocal teachers and learners for students beyond their classroom walls.
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.
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