Providing bilingual and multilingual students with educational support to learn the school-based language helps them achieve the same language and literacy skills as monolingual students.
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.
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.
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 enhance their products by integrating customizable rubric features that allow educators to align criteria with specific learning objectives and standards, promoting personalized learning experiences.
Greenburg, J. E., Carlson, A. G., Kim, H., Curby, T. W., & Winsler, A. (2020). Early visual-spatial integration skills predict elementary school achievement among low-income, ethnically diverse children. Early Education and Development, 31(2), 304-322.
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.
In order to effectively support students in self-advocacy, educators must first develop their cultural awareness.
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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