Social Awareness & Relationship Skills are essential for forming and maintaining positive relationships so that peers and educators can become learning partners.
Austin, S., & Joseph, S. (1996). Assessment of bully/victim problems in 8-11 year-olds. British Journal of Educational Psychology, 66, 447-456.
Educators can support inhibitory endurance through games that practice these skills, and discussing and modeling these skills.
Edelson, R. J., & Johnson, G. (2003). Music makes math meaningful. Childhood Education, 80(2), 65-70.
Andrade, H. L., Du, Y., & Mycek, K. (2010). Rubric‐referenced self‐assessment and middle school students' writing. Assessment in Education: Principles, Policy & Practice, 17(2), 199-214.
Bialystok, E., Peets, K. F., & Moreno, S. (2014). Producing bilinguals through immersion education: Development of metalinguistic awareness. Applied Psycholinguistics, 35(1), 177-191.
Koskinen, P. S., Blum, I. H., Bisson, S. A., Phillips, S. M., Creamer, T. S., & Baker, T. K. (2000). Book Access, Shared Reading, and Audio Models: The Effects of Supporting the Literacy Learning of Linguistically Diverse Students in School and at Home. Journal of Educational Psychology, 92(1), 23–26.
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.
Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40-50.
Patterson, M. B. (2018). The forgotten 90%: Adult nonparticipation in education. Adult Education Quarterly, 68(1), 41-62.
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