Clarke, D. (2002). Making measurement come alive with a children's storybook. Australian Primary Mathematics Classroom, 7(3), 9-13.
In order to effectively support students in self-advocacy, educators must first develop their cultural awareness.
In order to effectively support students in self-advocacy, educators must first develop their cultural awareness.
In order to effectively support students in self-advocacy, educators must first develop their cultural awareness.
In order to effectively support students in self-advocacy, educators must first develop their cultural awareness.
Sanden, S. (2014). Out of the shadow of SSR: Real teachers' classroom independent reading practices. Language Arts, 91(3), 161.
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.
Jain, S., & Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemporary Educational Psychology, 34(3), 240-249.
Immordino-Yang, M.H. (2007). A tale of two cases: Lessons for education from the study of two boys living with half their brains. Mind, Brain, and Education, 1, 66-83.
Koponen, T., Salmi, P., Eklund, K., & Aro, T. (2013). Counting and RAN: Predictors of arithmetic calculation and reading fluency. Journal of Educational Psychology, 105(1), 162.
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