Fine, C. G. M., & Furtak, E. M. (2020). A framework for science classroom assessment task design for emergent bilingual learners. Science Education, 104(3), 393-420.
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.
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.
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.
By giving students the tools to manage their emotions and stress, they build their Self-regulation and Metacognition skills to better understand their needs.
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.
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.
Gadanidis, G., & Scucuglia, R. (2020). Making mathematics special through song: What math experiences are worth singing about? In H. R. Gudmundsdottir, C. Beynon, K. Ludke, & A. J. Cohen (Eds.), The Routledge Companion to Interdisciplinary Studies in Singing, Volume 2: Education (pp. 462-473). Routledge.
Gardner, M. F. (1982). Test of Visual Perceptual Skills. Seattle, WA: Special Child Publications.
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