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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.
Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103-134.
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.
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.
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.
Jensen, E. (2013). How poverty affects classroom engagement. Educational Leadership, 70(8), 24-30.
Grossnickle, E. M. (2016). Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts. In Educational Psychology Review (Vol. 28, Issue 1, pp. 23–60). Springer New York LLC.
Teachers can create a quiet classroom by reducing background noise, which promotes increased Attention towards learning.
Hillaire, G., Iniesto, F., & Rienties, B. (2019). Humanising text-to-speech through emotional expression in online courses. Journal of Interactive Media in Education, 1(12), 1–9.
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