A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
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.
Albertini, J. A., Kelly, R. R., & Matchett, M. K. (2012). Personal factors that influence deaf college students' academic success. Journal of Deaf Studies and Deaf Education, 17(1), 85-101.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
Munro, A. (2019). The value of interactive multimodal online higher education classrooms: Examining the impact of interactive multimedia-based instructional design (IMBID). [Doctoral dissertation, Brandman University]. Creative Commons.
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
DeMatthews, D. E., Edwards Jr, D. B., & Nelson, T. E. (2014). Identification problems: US special education eligibility for English language learners. International Journal of Educational Research, 68, 27-34.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
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.
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