Casler-Failing, S. (2002). Multimodal and hands-on strategies to promote mathematical knowledge and skill development in students with a special focus on English language learners. Unpublished manuscript, University at Albany, SUNY, Albany, NY.
Yoncheva, Y.N., Wise, J., & McCandliss, B. (2015) Hemispheric specialization for visual words is shaped by attention to sublexical units during initial learning. Brain & Language, 145-146, 23-33.
Watch a preschool classroom that supports student learning through dramatic and pretend play.
Singer, K. (2015). Sensory processing disorders in elementary school: Identification and management strategies for teachers in the inclusive classroom (Unpublished master's thesis). University of Ontario, Canada.
Singer, K. (2015). Sensory processing disorders in elementary school: Identification and management strategies for teachers in the inclusive classroom (Unpublished master's thesis). University of Ontario, Canada.
Halpern, D., Piña, M., & Ortega-Gunckel, C. (2020). School performance: New multimedia resources versus traditional notes. Comunicar: Media Education Research Journal, 28(64), 37–46.
Meyer-Looze, C. L. (2015). Creating a cycle of continuous improvement through instructional rounds. International Journal of Educational Leadership Preparation, 10(1).
Hooley, D. S., & Thorpe, J. (2017). The effects of formative reading assessments closely linked to classroom texts on high school reading comprehension. Educational Technology Research and Development, 65(5), 1215–1238
Ross, S. W., & Sabey, C. V. (2015). Check-in check-out+ social skills: Enhancing the effects of check-in check-out for students with social skill deficits. Remedial and Special Education, 36(4), 246-257.
As a result, educators and students may benefit from culturally-responsive and inclusive training addressing Self-regulation.
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