Marietta City Schools. (2012). Cognitive functioning and psychological processing definitions: Areas of impact, and recommended strategies/accommodations. Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%201-27-17/GoIEP-Cognitive%20Functioning%20and%20Psychological%20Processing.pdf
Collaborative for the Advancement of Social and Emotional Learning. (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. ERIC Clearinghouse.
Skoe, E., Krizman, J., & Kraus, N. (2013). The impoverished brain: Disparities in maternal education affect the neural response to sound. The Journal of Neuroscience 33(44), 17221-17231.
Skoe, E., Krizman, J., & Kraus, N. (2013). The impoverished brain: Disparities in maternal education affect the neural response to sound. The Journal of Neuroscience 33(44), 17221-17231.
Skoe, E., Krizman, J., & Kraus, N. (2013). The impoverished brain: Disparities in maternal education affect the neural response to sound. The Journal of Neuroscience 33(44), 17221-17231.
Roskos, K.A., Christie, J.F., Richgels, D.J. (2003). The essentials of early literacy instruction. Report from the National Association for the Education of Young Children.
Research suggests that bringing thoughtful conversations to the classroom about difficult funds of knowledge can support learners' Motivation and engagement, as well as their critical consciousness and Civic Mindedness.
Cromley, J. G., Du, Y., & Dane, A. P. (2020). Drawing-to-Learn: Does meta-analysis show differences between technology-based drawing and paper-and-pencil drawing?. Journal of Science Education and Technology, 29(2), 216-229.
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.
Guinee, K., Eagleton, M. B., & Hall, T. E. (2003). Adolescents' internet search strategies: Drawing upon familiar cognitive paradigms when accessing electronic information sources. Journal of Educational Computing Research, 29(3), 363-374.
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