Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
When educators integrate the linguistic and cultural funds of knowledge that learners bring, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
Agarwal, P. K., D'Antonio, L., Roediger III, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students' test anxiety. Journal of Applied Research in Memory and Cognition, 3(3), 131-139.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
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.
Taylor, H., & Vestergaard, M. D. (2022). Developmental Dyslexia : Developmental disorder or specialization in explorative cognitive search? Frontiers Human Neuroscience, 13(June), 1–19.
Cawthon, S. W. (2001). Teaching strategies in inclusive classrooms with deaf students. Journal of Deaf Studies and Deaf Education, 6(3), 212-225.
Kilday, J. E., & Ryan, A. M. (2019). Personal and collective perceptions of social support: Implications for classroom engagement in early adolescence. Contemporary Educational Psychology, 58, 163-174.
López, F. A. (2017). Altering the trajectory of the self-fulfilling prophecy: Asset-based pedagogy and classroom dynamics. Journal of Teacher Education, 68(2), 193–212.
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