Educational technology can design products that foster an open climate for discussions in a number of ways, including open educational practices (OEP) and open educational resources (OER).
Flinchbaugh, C. L., Moore, E. W. G., Chang, Y. K., & May, D. R. (2012). Student well-being interventions: The effects of stress management techniques and gratitude journaling in the management education classroom. Journal of Management Education, 36(2), 191-219.
Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), 564-573.
Teaching students how to label, identify, and manage emotions helps them learn Inhibition & Self-Regulation skills.
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning. Retrieved from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), 564-573.
Unfortunately, since bilingual/multilingual learners' language development in the early grades is typically less well understood, these learners are paradoxically both less likely to be identified as in need of special education services where they may need them and over-identified as needing special education services when they do not.
Teaching students how to label, identify, and manage Emotion helps them learn Self-regulation skills.
Keough, S. M. (2012). Clickers in the classroom: A review and a replication. Journal of Management Education, 36(6), 822-847.
Earthman, G. I. (2002). School facility conditions and student academic achievement. UCLA's Institute for Democracy, Education, and Access. Retrieved from https://escholarship.org/uc/item/5sw56439
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