Gardner, M. F. (1982). Test of Visual Perceptual Skills. Seattle, WA: Special Child Publications.
Hanson, J. (2017). Testing the Difference between School Level and Academic Mindset in the Classroom: Implications for Developing Student Psycho-Social Skills in Secondary School Classrooms. Journal of Educational Issues, 3(1), 44-63.
Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.
De La Paz, S., Graham, S., & Pressley, G. Michael. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687-698.
Edelson, R. J., & Johnson, G. (2003). Music makes math meaningful. Childhood Education, 80(2), 65-70.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
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