Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
Educators have an opportunity to offer the Social Supports so critical for students undergoing Adverse Experiences, and can reduce the likelihood of school-based trauma: for example, by avoiding disciplinary policies that disadvantage students of systematically and historically excluded backgrounds, and that aren't supportive of the needs of those students who also have ADHD or learning disabilities.
Providing extra classroom supports and resources for families that strengthen the Home Learning Environment can help create an equal foundation for all students.
Prion, S., & Mitchell, M. (2008). Audiobooks and cognitive Load. In C. Bonk, M. Lee, & T. Reynolds (Eds.), Proceedings of e-learn: World conference on e-learning in corporate, government, healthcare, and higher education 2008 (pp. 1917-1926). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Aunola, K., Leskinen, E., Lerkkanen, M., & Nurmi, J. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96(4), 699–713.
de Freitas, S. (2018). Are games effective learning tools? A review of educational games. Educational Technology & Society, 21(2), 74–84.
Establishing large and diverse classroom libraries, particularly with series books, is crucial for empowering student independence and promoting student engagement in independent reading.
Teachers can display a large number line in the classroom to serve as a reference for students, alleviating some of the cognitive load on Working Memory.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
