Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), Caring classrooms/intelligent schools: The social emotional education of young children (Chapter 1). New York: Teachers College Press.
Boston, M. D., & Smith, M. S. (2009). Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers' classrooms. Journal for Research in Mathematics Education, 40(2), 119-156.
Compton, D. L. (2002). The relationships among phonological processing, orthographic processing, and lexical development in children with reading disabilities. The Journal of Special Education, 35(4), 201-210.
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: Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, DC: Institute of Education Sciences, Department of Education.
López, F. A. (2017). Altering the trajectory of the self-fulfilling prophecy: Asset-based pedagogy and classroom dynamics. Journal of Teacher Education, 68(2), 193-212.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Teachers can create a quiet classroom by reducing background noise, which promotes increased Attention towards learning.
Teachers can create a quiet classroom by reducing background noise, which supports increased Attention towards learning.
Gerde, H. K., Bingham, G. E., & Wasik, B. A. (2012). Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal, 40(6), 351-359.
Online platforms encouraging video conferencing and digital chats can be used to connect educators and students to engage in meaningful conversation Additionally, creating a space where educators can record notes about empathy interviews in a discreet and non-interfering way can help educators use the information gleaned from interviews to inform classroom practice.
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