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 Unpublished manuscript, University at Albany, SUNY, Albany, NY.
Morrison, K. A., Robbins, H. H., & Rose, D. G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education, 41(4), 433-452.
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.
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 Unpublished manuscript, University at Albany, SUNY, Albany, NY.
Chunking involves breaking texts down into more manageable pieces to help learners focus their Attention while reading and to comprehend text more effectively.
Chunking involves breaking texts down into more manageable pieces to help learners focus their Attention while reading and to comprehend text more effectively.
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.
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 Unpublished manuscript, University at Albany, SUNY, Albany, NY.
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.
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