Castle, S., Deniz, C. B., & Tortora, M. (2005). Flexible grouping and student learning in a high-needs school. Education and Urban Society, 37(2), 139-150.
Castle, S., Deniz, C. B., & Tortora, M. (2005). Flexible grouping and student learning in a high-needs school. Education and Urban Society, 37(2), 139-150.
Castle, S., Deniz, C. B., & Tortora, M. (2005). Flexible grouping and student learning in a high-needs school. Education and Urban Society, 37(2), 139-150.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole learner, in order to empower them to flourish.
Avargil, S., Lavi, R., & Dori, Y. J. (2018). Students' metacognition and metacognitive strategies in science education. Cognition, metacognition, and culture in STEM education: Learning, Teaching and Assessment, 33-64.
Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9(3), 235-245.
Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with visual impairments. Teaching Exceptional Children, 33(6), 68-74.
Albertini, J. A., Kelly, R. R., & Matchett, M. K. (2012). Personal factors that influence deaf college students' academic success. Journal of Deaf Studies and Deaf Education, 17(1), 85-101.
Pinnow, R. J., & Chval, K. B. (2015). “How much you wanna bet?”: Examining the role of positioning in the development of L2 learner interactional competencies in the content classroom. Linguistics and Education, 30, 1–11.
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.
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