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.
Approximately 77% of deaf students are learning in general education classrooms, so steps should be taken to ensure that their learning environment accommodates any Hearing-related needs to ensure language skills do not impact math skills.
Approximately 77% of deaf students are learning in general education classrooms, so steps should be taken to ensure that their learning environment accommodates any Hearing-related needs to ensure language skills do not impact math skills.
Teachers can facilitate guided classroom practice by asking questions that require learners to rehearse, process, and recall the new material.
Greco, V., Beresford, B., & Sutherland, H. (2009). Deaf Children and Young People's Experiences of Using Specialist Mental Health Services. Children & Society, 23(6), 455–469.
Egert, F., Cordes, A. K., & Hartig, F. (2022). Can e-books foster child language? Meta-analysis on the effectiveness of e-book interventions in early childhood education and care. Educational Research Review, 37, 100472.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A__ review of the literature on social and emotional learning for students ages 3-8: What's Known Teacher and classroom strategies that contribute to social and emotional learning__ (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.
Teachers can facilitate guided classroom practice by asking questions that require learners to rehearse, process, and recall the new material.
Keller, J. (2007). Stereotype threat in classroom settings: The interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance. British journal of educational psychology, 77(2), 323-338.
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