Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157–163.
Huguet, P., & Regner, I. (2007). Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances. Journal of Educational Psychology, 99(3), 545.
As learners sharpen their Critical Thinking skills in academic contexts, educators should ensure application of these skills also occur in digital spaces to support their online behaviors and out of school literacy practices.
Instructors can support learning by creating quiet classroom spaces with reduced background noise and setting aside time for independent silent work that adults may not otherwise have.
De Smedt, F., & Van Keer, H. (2014). A research synthesis on effective writing instruction in primary education. Procedia-Social and Behavioral Sciences, 112, 693-701.
Teachers can increase math talk in their classrooms, and in turn strengthen students' Math Communication skills and Mathematical Flexibility, by having students tackle new material in a jigsaw activity.
Teachers can increase math talk in their classrooms, and in turn strengthen students' Math Communication skills and Mathematical Flexibility, by having students tackle new material in a jigsaw activity.
Kidd, J. K., Pasnak, R., Gadzichowski, K. M., Gallington, D. A., McKnight, P., Boyer, C. E., & Carlson, A. (2014). Instructing first-grade children on patterning improves reading and mathematics. Early Education & Development, 25(1), 134-151.
Berne, J. (2004). Think-aloud protocol and adult learners. Adult Basic Education, 14(3), 153.
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.
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