Greenburg, J. E., Carlson, A. G., Kim, H., Curby, T. W., & Winsler, A. (2020). Early visual-spatial integration skills predict elementary school achievement among low-income, ethnically diverse children. Early Education and Development, 31(2), 304-322.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: CASEL.
Dindyal, J. (2004). Algebraic thinking in geometry at high school level: Students' use of variables and unknowns. In 27th Annual Conference of the Mathematics Education Research Group of Australasia Incorporated (MERGA 2004) on “Mathematics Education for the Third Millennium, Towards 2010”, (pp. 183–190).
In addition to being a precursor to long term learning, Short-term Memory is important for daily functioning in the classroom.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Providing diverse materials in the classroom deepens learners' self-understanding and understanding of others, positively impacting their perceptions of themselves and each other.
Providing diverse materials in the classroom deepens learners' self-understanding and understanding of others, positively impacting their perceptions of themselves and each other.
Providing diverse materials in the classroom deepens learners' self-understanding and understanding of others, positively impacting their perceptions of themselves and each other.
Self-monitoring can occur in the classroom and beyond.
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