This type of student goal setting can be applied to a math classroom and mathematical short- and long-term goals.
Oxley, E., & McGeown, S. (2023). Reading for pleasure practices in school: children's perspectives and experiences. Educational Research, 65(3), 375-391.
It is important that educators can distinguish between literacy difficulties that stem from learning disabilities and differences that stem from their language backgrounds, or a combination, in order to provide the most appropriate support.
Watch how an elementary teacher uses independent reading in her classroom, offering a variety of reading options and facilitating informal book talks!
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, 181–203.
Martin, L. G. (2004). Adult education in the urban context. New Directions for Adult and Continuing Education, 2004(101), 3-16.
Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Education & Development, 25(1), 56-70.
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.
Healy, L., Ramos, E. B., Fernandes, S. H. A. A., & Peixoto, J. L. B. (2016). Mathematics in the hands of deaf learners and blind learners: Visual–gestural–somatic means of doing and expressing mathematics. In Mathematics Education and Language Diversity (pp. 141-162). Springer, Cham.
Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Education & Development, 25(1), 56-70.
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