Developing cultural awareness as an educator is an ongoing process that includes building empathy for the full diversity of students, intentionally recognizing how one's own identity intersects with students' identities, and creating an awareness of how the learning environment can impact students' Sense of Belonging.
Developing cultural awareness as an educator is an ongoing process that includes building empathy for the full diversity of students, intentionally recognizing how one's own identity intersects with students' identities, and creating an awareness of how the learning environment can impact students' Sense of Belonging.
Developing cultural awareness as an educator is an ongoing process that includes building empathy for the full diversity of students, intentionally recognizing how one's own identity intersects with students' identities, and creating an awareness of how the learning environment can impact students' Sense of Belonging.
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
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.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2-3), 119-145.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
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.
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 learners 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.
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.
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