Education Endowment Foundation. (2018). Collaborative learning: Moderate impact for very low cost, based on extensive evidence. Teaching & learning toolkit. Retrieved from https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=152&t=Teaching%20and%20Learning%20Toolkit&e=152&s=
Jitendra, A., DiPipi, C. M., & Perron-Jones, N. (2002). An exploratory study of schema-based word-problem—Solving instruction for middle school students with learning disabilities: An emphasis on conceptual and procedural understanding. The Journal of Special Education, 36(1), 23-38.
Shadowing a student involves an educator, administrator, or designated adult observing a learner across different parts of their day to deepen their understanding of that learner's experience beyond their classroom.
Shadowing a student involves an educator, administrator, or designated adult observing a learner across different parts of their day to deepen their understanding of that learner's experience beyond their classroom.
Shadowing a student involves an educator, administrator, or designated adult observing a learner across different parts of their day to deepen their understanding of that learner's experience beyond their classroom.
Shadowing a student involves an educator, administrator, or designated adult observing a learner across different parts of their day to deepen their understanding of that learner's experience beyond their classroom.
Shadowing a student involves an educator, administrator, or designated adult observing a learner across different parts of their day to deepen their understanding of that learner's experience beyond their classroom.
Shadowing a student involves an educator, administrator, or designated adult observing a learner across different parts of their day to deepen their understanding of that learner's experience beyond their classroom.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3-8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.
Flores, M. M. (2010). Using the concrete-representational-abstract sequence to teach subtraction with regrouping to students at risk for failure. Remedial and Special Education, 31(3), 195-207.
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