Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students' academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81.
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.
Hehir, T. (2007). Confronting ableism. Educational Leadership, 64(5), 9–14.
Hehir, T. (2007). Confronting ableism. Educational Leadership, 64(5), 9–14.
National Clearinghouse for Educational Facilities. (2002). Do school facilities affect academic outcomes?. Washington, DC: Schneider, M.
Thomas, A. F., & Vannatta Reinhart, R. (2014). Pre-reading power: One classroom's experience. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(6), 264-269.
As gallery walks allow for educators to display a wide array of content that may not be showcased in a typical lesson, these activities can spark Curiosity and increase learner engagement and focus Attention.
Arts Integration: A resource that explores approaches to education through art.
Education Endowment Foundation. (2018). Collaborative learning: Moderate impact for very low cost, based on extensive evidence. Teaching & learning toolkit. Retrieved from https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=152&t=Teaching%20and%20Learning%20Toolkit&e=152&s=
Rittle-Johnson, B., & Jordan, N. C. (2016). Synthesis of IES-funded research on mathematics: 2002–2013 (NCER 2016-2003). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
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
