It is important for educators to develop their own cultural awareness in order to recognize and facilitate the connections students may see between their background and literature.
Educators can support inhibitory endurance through games that practice these skills, and discussing and modeling these skills.
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.
delMas, R. C. (2002). Statistical literacy, reasoning, and thinking: A commentary. Journal of Statistics Education, 10(2).
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.
Austin, S., & Joseph, S. (1996). Assessment of bully/victim problems in 8-11 year-olds. British Journal of Educational Psychology, 66, 447-456.
This program is aimed at elementary students, particularly those who already know how to read, however, younger students can use this application with assistance from parents and educators.
Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235-251.
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.
Swanson, J. M., Schuck, S., Porter, M. M., Carlson, C., Hartman, C. A., Sergeant, J. A., … Wigal, T. (2012). Categorical and Dimensional Definitions and Evaluations of Symptoms of ADHD: History of the SNAP and the SWAN Rating Scales. The International Journal of Educational and Psychological Assessment, 10(1), 51–70.
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