Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
de Freitas, S. (2018). Are games effective learning tools? A review of educational games. Educational Technology & Society, 21(2), 74–84.
Marley, S. C., & Carbonneau, K. J. (2014). Theoretical perspectives and empirical evidence relevant to classroom instruction with manipulatives. Educational Psychology Review, 26(1), 1-7.
Kraus, N. (2016). Music, hearing, and education: From the lab to the classroom. ENT and Audiology News, 25(4), 94, 96.
Florida Department of Education. (2010). Classroom cognitive and meta-cognitive strategies for teachers: Research-based strategies for problem-solving in mathematics K-12. Tallahassee, FL: Bureau of Exceptional Education and Student Services, Florida Department of Education.
Centers for Disease Control and Prevention. (2010). The association between school based physical activity, including physical education, and academic performance. Atlanta, GA: US Department of Health and Human Services.
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.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
