Sanden, S. (2014). Out of the shadow of SSR: Real teachers' classroom independent reading practices. Language Arts, 91(3), 161.
Fine, C. G. M., & Furtak, E. M. (2020). A framework for science classroom assessment task design for emergent bilingual learners. Science Education, 104(3), 393–420.
Fine, C. G. M., & Furtak, E. M. (2020). A framework for science classroom assessment task design for emergent bilingual learners. Science Education, 104(3), 393–420.
Using natural light from outside to illuminate a classroom decreases the reliance on fluorescent or harsh lighting, which creates a calm, safe learning environment for all students.
López, F. A. (2017). Altering the trajectory of the self-fulfilling prophecy: Asset-based pedagogy and classroom dynamics. Journal of Teacher Education, 68(2), 193–212.
Videos also allow students to experience stories and scenes outside the classroom, capturing their Attention, bringing in different cultures and experiences, and engaging them in authentic learning opportunities.
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.
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.
López, F. A. (2017). Altering the trajectory of the self-fulfilling prophecy: Asset-based pedagogy and classroom dynamics. Journal of Teacher Education, 68(2), 193–212.
Savina, E. (2021). Self-regulation in preschool and early elementary classrooms: Why it is important and how to promote it. Early Childhood Education Journal, 49(3), 493-501.
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