Martorell, I., Medrano, M., Solé, C., Vila, N., & Cabeza, L. F. (2009). Inquiry-based learning for older people at a university in Spain. Educational Gerontology, 35(8), 712-731.
Borgna, G., Convertino, C., Marschark, M., Morrison, C., & Rizzolo, K. (2011). Enhancing deaf students' learning from sign language and text: Metacognition, modality, and the effectiveness of content scaffolding. Journal of Deaf Studies and Deaf Education, 16(1), 79-100.
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.
Social Awareness and Relationship Skills are essential for forming and maintaining positive relationships so that peers and educators can become learning partners.
Lambert, R., Imm, K., Schuck, R., Choi, S., & McNiff, A. (2021). "UDL Is the what, design thinking is the how:" Designing for differentiation in mathematics. Mathematics Teacher Education and Development, 23(3), 54-77.
Lambert, R., Imm, K., Schuck, R., Choi, S., & McNiff, A. (2021). "UDL Is the what, design thinking is the how:" Designing for differentiation in mathematics. Mathematics Teacher Education and Development, 23(3), 54-77.
Lambert, R., Imm, K., Schuck, R., Choi, S., & McNiff, A. (2021). "UDL Is the what, design thinking is the how:" Designing for differentiation in mathematics. Mathematics Teacher Education and Development, 23(3), 54-77.
Lewin-Jones, J., & Mason, V. (2014). Understanding style, language and etiquette in email communication in higher education: a survey. Research in Post-Compulsory Education, 19(1), 75-90.
Edwards, L., Figueras, B., Mellanby, J., & Langdon, D. (2011). Verbal and spatial analogical reasoning in deaf and hearing children: the role of grammar and vocabulary. Journal of Deaf Studies and Deaf Education, 16(2), 189-197.
Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions. The British Journal of Educational Psychology, 78(2), 181–203.
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