Camahalan, F. M. G., & Ipock, A. R. (2015). Physical activity breaks and student learning: A teacher-research project. Education, 135(3), 291-298.
Jensen, E. (2013). How poverty affects classroom engagement. Educational Leadership, 70(8), 24-30.
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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Jensen, E. (2013). How poverty affects classroom engagement. Educational Leadership, 70(8), 24-30.
Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentin, G. (2018). Peer tutoring in mathematics in primary education: A systematic review. Educational Review, 1-26.
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Camahalan, F. M. G., & Ipock, A. R. (2015). Physical activity breaks and student learning: A teacher-research project. Education, 135(3), 291-298.
Flexible grouping is a classroom practice that temporarily places students together in given groups to work together, with the purpose of achieving a given learning goal or activity.
Flexible grouping is a classroom practice that temporarily places students together in given groups to work together, with the purpose of achieving a given learning goal or activity.
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