Teachers can bring mindfulness into the classroom by introducing mindful practices as a part of their daily routine.
Martiniello, M. (2008). Language and the performance of English-language learners in math word problems. Harvard Educational Review, 78(2), 333-368.
Centre for Education Statistics and Evaluation (2017). Cognitive Load Theory: Research that teachers really need to understand. NSW 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.
Ding, A. C. E. (2023). Supporting multilingual learners' science learning from the multimodal perspective: the case of a VR-Enhanced science unit. Journal of Research on Technology in Education, 1-21.
Rittle-Johnson, B., & Jordan, N. C. (2016). Synthesis of IES-Funded Research on Mathematics: 2002-2013 (NCER 2016-2003) Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
Setting up the classroom so students can move together in small groups helps link the cognitive benefits of movement with the social and emotional benefits of cooperative learning.
Teachers can bring mindfulness into the classroom by introducing mindful practices as a part of their daily routine.
Greco, V., Beresford, B., & Sutherland, H. (2009). Deaf Children and Young People's Experiences of Using Specialist Mental Health Services. Children & Society, 23(6), 455–469.
Barrera, M., Liu, K., Thurlow, M., Shyyan, V., Yan, M., Chamberlain, S. (2006). Math strategy instruction for students with disabilities who are learning English (ELLs with Disabilities Report 16). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
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