Edens, K. M., & Potter, E. F. (2013). An exploratory look at the relationships among math skills, motivational factors and activity choice. Early Childhood Education Journal, 41, 235-243.
Wasserberg, M. J. (2014). Stereotype threat effects on African American children in an urban elementary school. The Journal of Experimental Education, 82(4), 502-517.
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
Rey, A. E., Guignard-Perret, A., Imler-Weber, F., Garcia-Larrea, L., & Mazza, S. (2020). Improving sleep, cognitive functioning and academic performance with sleep education at school in children. Learning and Instruction, 65, 101270.
Sensory Integration difficulties can interfere with peer relationships, participating in classroom activities, and getting adequate Sleep, all of which can contribute to difficulties learning and staying engaged.
Beaubien, J., Stahl, L., Herter, R., & Paunesku, D. (2016). Promoting learning mindsets in schools: Lessons from educators' engagement with the PERTS Mindset Kit.
When children begin formal education, they start to further develop fluency with skills related to Core Academic Literacies such as mathematical reasoning, scientific reasoning, language and literacy, the arts, social studies, and technology, into their understanding of how the world works.
Austin, S., & Joseph, S. (1996). Assessment of bully/victim problems in 8-11 year-olds. British Journal of Educational Psychology, 66, 447-456.
Adult learners may have varying levels of education and literacy in their first spoken or signed language which can impact their acquisition of English as a second language.
Hymel, S., Schonert-Reichl, K. A., & Miller, L. (2006). Reading, ‘riting, ‘rithmetic and relationships: Considering the social side of education. Exceptionality Education Canada, 16(3), 1-44.
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