Casler-Failing, S. (2002). Multimodal and hands-on strategies to promote mathematical knowledge and skill development in students with a special focus on English language learners. Unpublished manuscript, University at Albany, SUNY, Albany, NY.
Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word-problem-solving instruction on middle school students with learning problems. Journal of Special Education, 39(3), 181-192.
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Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
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.
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