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.
Huguet, P., & Regner, I. (2007). Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances. Journal of Educational Psychology, 99(3), 545.
Li Li, Kee. (2019). Idea sharing: Process-based approach to writing in Malaysian English education. PASAA: A Journal of Teaching Language and Learning, 58, 319–341.
Boutte, G. S., Lopez-Robertson, J., & Powers-Costello, E. (2011). Moving beyond colorblindness in early childhood classrooms. Early Childhood Education Journal, 39(5), 335–342.
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184.
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.
Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., ... & Keating, B. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade. Educator's practice guide (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance, U.S. Department of Education.
Educators should regularly practice using discussion norms that support active listening and respecting differences during class discussions and academic debates.
Educators should regularly practice using discussion norms that support active listening and respecting differences during class discussions and academic debates.
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
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