Mubayrik, H. F. B. (2018). The present and future state of blended learning at workplace-learning settings in adult education: A systematic review. Journal of Social Studies Education Research, 9(4), 247-273.
Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97-110.
Rogers, R., & Fuller, C. (2007). As if you heard it from your momma": Redesigning histories of participation with literacy education in an adult education class. Reframing Sociocultural Research on Literacy: Identity, Agency, and Power, 75-114.
Educators should regularly practice using discussion norms that support active listening and respecting differences during class discussions and academic debates.
Brozo, W., & Crain, S. (2018). Writing in math: A disciplinary literacy approach. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91(1), 7-13.
Educators should regularly practice using discussion norms that support active listening and respecting differences during class discussions and academic debates.
Watch how this teacher uses LED lights in her classroom to match student tasks as well as influence the general mood in the classroom throughout the day.
By being intentional about the amount of visuals and the classroom instruction they support, teachers can help learners focus on their math skills.
By being intentional about the amount of visuals and the classroom instruction they support, teachers can help learners focus on their math skills.
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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