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.
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.
Marschark, M., Bull, R., Sapere, P., Nordmann, E., Skene, W., Lukomski, J., & Lumsden, S. (2012). Do you see what I see? School perspectives of deaf children, hearing children and their parents. European Journal of Special Needs Education, 27(4), 483-497.
Cain, K. (2007). Syntactic awareness and reading ability: Is there any evidence for a special relationship? Applied Psycholinguistics, 28(4), 679-694.
Mathews, E. S., & O'Donnell, M. (2020). Phonological decoding and reading comprehension in deaf and hard-of-hearing children. European Journal of Special Needs Education, 35(2), 220-235.
Using visual aids, such as pictures, diagrams, and charts, allows for additional processing time and supports learners by breaking down a skill into more manageable parts.
It is important to note that educators may also misinterpret students' emotional states due to biases such as being more likely to perceive Black students as angry or hostile.
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