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.
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.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Hurtig, R. R., Alper, R. M., Bryant, K. N. T., Davidson, K. R., & Bilskemper, C. (2019). Improving Patient Safety and Patient-Provider Communication. Perspectives of the ASHA Special Interest Groups, 4(5), 1017-1027.
Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
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.
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.
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.
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Lyons, J. B. (2001). Do school facilities really impact a child's education? Scottsdale, AZ: Council of Educational Facility Planners, International.
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