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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.
deRamirez, R.D., & Shapiro, R.S. (2007). Cross-language relationship between Spanish and English oral reading fluency among Spanish-speaking English language learners in bilingual education classrooms. Psychology in the Schools, 44(8), 795-806.
U.S. Department of Education, Office of Career, Technical, and Adult Education. (2014). TEAL Math Works! Guide. Washington, DC.
When teachers devote special attention to patterning, students are better able to identify, replicate, and extend patterns, which are foundational for Proportional Reasoning.
When teachers devote special attention to patterning, students are better able to identify, replicate, and extend patterns, which are foundational for Proportional Reasoning.
Mubayrik, H. F. B. (2018). The present and future state of blended learning at workplace-learning settings in adult education: A systematic review. Journal of Social Studies Education Research, 9(4), 247-273.
Rittle-Johnson, B., & Jordan, N. C. (2016). Synthesis of IES-funded research on mathematics: 2002-2013 (NCER 2016-2003). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
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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