Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184.
Then they can design activities that encourage students to apply math in contexts outside of the math classroom.
Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's engagement within the preschool classroom and their development of self-regulation. Early Education and Development, 24(2), 162-187.
Courey, S., Balogh, E., Siker, R., & Paik, J. (2012). Academic music: Music instruction to engage third-grade students in learning basic fraction concepts. Educational Studies in Mathematics, 81(2), 251-278.
Some ways they can do that include:
Then they can design activities that encourage students to apply math in contexts outside of the math classroom.
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
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.
When educators recognize students' intersectional identities, this can build a strong positive culture and play a role in empowering students.
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.
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