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.
Building a Belonging Classroom: A video showing the power of building a Sense of Belonging in the classroom.
Creating a classroom library with audio and Braille books promotes reading success for learners with visual differences.
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.
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.
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.
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.
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.
Singh, A., & Alexander, P. A. (2022). Audiobooks, print, and comprehension: What we know and what we need to know. Educational Psychology Review, 1-39.
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
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