O'Neal, P. V., McClellan, L. C., & Jarosinski, J. M. (2016). A new model in teaching undergraduate research: A collaborative approach and learning cooperatives. Nurse Education in Practice, 18, 80-84.
Products can also enable educators to provide timely feedback and guidance during guided inquiry, such as providing learners with explanations, clarifications, hints or nudges, as well as correcting misconceptions that the learner may demonstrate.
Barnett, A., Henderson, S., Scheib, B., & Schulz, J. (2007). The Detailed Assessment of Speed of Handwriting (DASH). Manual. Pearson Education.
Products can also enable educators to provide timely feedback and guidance during guided inquiry, such as providing learners with explanations, clarifications, hints, or nudges, as well as correcting misconceptions that the learner may demonstrate.
Developers can incorporate goal-setting and progress-monitoring tools into educational applications in various ways including a dashboard that includes personalized goals and visualizations of progress.
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.
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.
Implementation varies substantially and results in differential effects with adult learners based on their Background Knowledge, previous educational experiences, Self-Regulation, and Learner Mindset.
Lee, J. K., Licwinko, S., & Taylor-Buckner, N. (2013). Exploring mathematical reasoning of the order of operations: Rearranging the procedural component PEMDAS. Journal of Mathematics Education at Teachers College, 4(2).
Bachman, H. J., Votruba-drzal, E., & Nokali, N. E. El. (2015). Opportunities for learning math in elementary school: Implications for SES disparities in procedural and conceptual math skills. American Educational Research Journal, 52(5), 894-923.
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