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Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103-134.
By creating patterns and supporting multimodal engagement, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
By creating patterns and supporting multimodal engagement, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
Ghaith, G., & Obeid, H. (2004). Effect of think alouds on literal and higher-order reading comprehension. Educational Research Quarterly, 27(3), 49-57.
Although children have typically developed a wide range of Self-Regulation skills by the end of elementary school, educators still play a critical role in encouraging students to further develop their Self-Regulation capacities in adolescence.
National Center for Education Statistics. (2019). Highlights of the 2017 U.S. PIAAC Results Web Report (NCES 2020-777). U.S. Department of Education. Retrieved December 11, 2019 from https://nces.ed.gov/surveys/piaac/current_results.asp.
Bustamante, J. (2019). Chunking Language in the Perspective of EFL Learners. International Journal of English and Education, 8(2), 154-163.
Bustamante, J. (2019). Chunking Language in the Perspective of EFL Learners. International Journal of English and Education, 8(2), 154-163.
Accordino, D. B., & Accordino, M. P. (2011). An exploratory study of face-to-face and cyberbullying in sixth grade students. American Secondary Education, 40(1), 14-30.
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