These methods help educators reflect on their own implicit bias, and build trusting relationships with their students, especially when students are from historically and systematically excluded groups and/or whose backgrounds are different from that of their teacher.
These methods help educators reflect on their own implicit bias, and build trusting relationships with their students, especially when students are from historically and systematically excluded groups and/or whose backgrounds are different from that of their teacher.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
Color-conscious educators understand that racism exists and negatively affects racially marginalized students through educational disparities and other inequities.
Cazden, C. B., & Beck, S. W. (2003). Classroom discourse. In A Graesser, M.A. Gernsbacher, & S.R. Goldman (Eds.) Handbook of discourse processes (pp. 165-197). London: Routledge.
Cazden, C. B., & Beck, S. W. (2003). Classroom discourse. In A Graesser, M.A. Gernsbacher, & S.R. Goldman (Eds.) Handbook of discourse processes (pp. 165-197). London: Routledge.
Atit, K., Power, J. R., Veurink, N., Uttal, D. H., Sorby, S., Panther, G., ... & Carr, M. (2020). Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement. International Journal of STEM Education, 7, 1-13.
Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8-13.
Alliance for Excellent Education. (2018). Science of adolescent learning: Risk taking, rewards, and relationships. Retrieved from https://all4ed.org/science-of-adolescent-learning-risk-taking-rewards-and-relationships/
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