Huguet, P., & Regner, I. (2007). Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances. Journal of Educational Psychology, 99(3), 545.
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De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38(2), 105-134.
Clapp, E. P., & Hanchett Hanson, M. (2019). Participatory creativity: Supporting dynamic roles and perspectives in the classroom. Dynamic perspectives on creativity: New directions for theory, research, and practice in education, 27-46.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
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When educators integrate the linguistic and cultural funds of knowledge that learners bring into the classroom, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
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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