Berry, R. Q., III. (2008). Access to upper-level mathematics: The stories of successful African American middle school boys. Journal for Research in Mathematics Education, 39(5), 464-488.
Providing extra classroom supports and resources for families that strengthen the HLE can help create an equal foundation for all students.
Gann, C., & Carpenter, D. (2019). STEM educational activities and the role of the parent in the home education of high school students. Educational Review, 71(2), 166-181.
By creating patterns, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
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.
National Association for the Education of Young Children. (2009). NAEYC Position Statement: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.
Allen, D., & Kidd, D. (2022). Civic learning for the 21st century: Disentangling the “thin” and “thick” elements of civic identity to support civic education. In Handbook of Philosophy of Education (pp. 27-41). Routledge.
Kraus, N. (2016). Music, hearing, and education: From the lab to the classroom. ENT and Audiology News 25(4), 94, 96.
Watch how this teacher defines self-monitoring and encourages her students to self-monitor their performance individually and in a group, which can be applied in a math classroom.
By creating patterns, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
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