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- Kinesthetic Learning, Physical Activity, & Play
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Citation Style: American Educational Research Journal
Kinesthetic Learning, Physical Activity, & Play
Abrahamson, D. (2004). Embodied Spatial Articulation: A Gesture Perspective on Student Negotiation between Kinesthetic Schemas and Epistemic Forms in Learning Mathematics. Proceedings of the Twenty-Sixth Annual Meeting North American Chapter of the International Group for the Psychology of Mathematics Education, 2, 791–797. http://www.pmena.org/pmenaproceedings/PMENA%2026%202004%20Proceedings%20Vol%202.pdf
Baraoidan, R. (n.d.). The Importance of Implementing Kinesthetics During Math Instruction to Improve Student Engagement & Learning [Poster Presentation].
Bonny, J., Lindberg, J., & Pacampara, M. (2017). Hip Hop Dance Experience Linked to Sociocognitive Ability. PLoS ONE, 12(2), 1–26. https://doi.org/10.1371/journal.pone.0169947
Brown, S., & Vaughan, C. (2009). Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul. Penguin Publishing Group.
Brusseau, T., & Hannon, J. (2015). Impacting Children’s Health and Academic Performance through Comprehensive School Physical Activity Programming. International Electronic Journal of Elementary Education, 7(3), 441–450.
Camahalan, F. M., & Ipock, A. (2015). Physical Activity Breaks and Student Learning: A Teacher-Research Project. Education, 135(3), 291–298.
Carr, D. (2010). On the Moral Value of Physical Activity: Body and Soul in Plato’s Account of Virtue. Sport, Ethics and Philosophy, 4(1), 3–15. https://doi.org/10.1080/17511320903264222
Dalleck, L., & Kravitz, L. (2002). The history of fitness: From primitive to present times, how fitness has evolved and come of age. IDEA Health & Fitness Source, 20(1). https://go.gale.com/ps/i.do?id=GALE%7CA82135100&sid=googleScholar&v=2.1&it=r&linkaccess=fulltext&issn=10968156&p=AONE&sw=w&casa_token=PN8o1aNd158AAAAA:UGY30rdvdOpwsrqIewENG1sUQlXjqUPPm00lYtDuD3KompI4rWUyCNsPp1Vnz6th2yS2czqBZ0ArByg
Dempsey, A. (2017). MOVEMENT AND ATTENTION: AN EXAMINATION OF THE RELATIONSHIP BETWEEN MOVEMENTS AND ADHD MANIFESTATIONS IN MIDDLE SCHOOL STUDENTS WITH ADHD [Doctorate of Education]. Carson-Newman University.
Fede, M. (2012). Physical Activity Strategies for Improved Cognition: The Mind/Body Connection. Strategies, 25(8), 16–20.
Ferder, B. (2015). The Integration of Kinesthetic Learning through the Math & Movement Program: Pilot Study [Master in Science Education]. State University of New York College at Cortland.
Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H., & Wenderoth, M. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410–8415.
Garvey, C. (1990). Play: The Developing Child (Enlarged). Harvard University Press.
Gee, N., Harris, S., & Johnson, K. (2007). The Role of Therapy Dogs in Speed and Accuracy to Complete Motor Skills Tasks for Preschool Children. Anthrozoos, 20(4), 375–386. https://doi.org/10.2752/089279307X245509
Gilakjani, A. P. (2012). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching. Journal of Studies in Education, 2(1), 104–113. https://doi.org/10.5296/jse.v2i1.1007
Ginsburg, K., Committee on Communications, & Committee on Psychosocial Aspects of Child and Family Health. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. American Academy of Pediatrics, 119(1), 182–191. https://doi.org/10.1542/peds.2006-2697
Glenberg, A., Gutierrez, T., Levin, J., Japuntich, S., & Kaschak, M. (2004). Activity and Imagined Activity Can Enhance Young Children’s Reading Comprehension. Journal of Educational Psychology, 96(3), 424–436. https://doi.org/10.1037/0022-06184.108.40.2064
Have, M., Nielsen, J. H., Ernst, M. T., Gejl, A. K., Fredens, K., Grøntved, A., & Kristensen, P. L. (2018). Classroom-based physical activity improves children’s math achievement – A randomized controlled trial. PLOS ONE, 13(12), e0208787. https://doi.org/10.1371/journal.pone.0208787
Hill, L., Williams, J. H. G., Aucott, L., Milne, J., Thomson, J., Greig, J., Munro, V., & Mon-Williams, M. (2010). Exercising attention within the classroom. Developmental Medicine & Child Neurology, 52, 929–934.
Hoffmann, J., & Russ, S. (2016). Fostering Pretend Play Skills and Creativity in Elementary School Girls: A Group Play Intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 114–125.
Kropp, J., & Shupp, M. (2017). Review of the Research: Are Therapy Dogs in Classrooms Beneficial? Forum on Public Policy Online, 2017(2).
Kulinna, P. H., Cothran, D. J., Brusseau, T., & Tudor-Locke, C. (2008). Increasing Physical Activity Behaviors through a Comprehensive School Change Effort. AARE 2008 International Education Research Conference, Brisbane, Australia.
Len Kravitz & Lance C. Dalleck. (2002). The History of Fitness. Idea Health & Fitness Source. http://www.ideafit.com/fitness-library/the-history-of-fitness
Maddock, R., Casazza, G., Fernandez, D., & Maddock, M. (2016). Acute Modulation of Cortical Glutamate and GABA Content by Physical Activity. The Journal of Neuroscience, 36(8), 2449–2457. https://doi.org/10.1523/JNEUROSCI.3455-15.2016
Mahar, M. T., Murphy, S. K., Rowe, D. A., Golden, J., Shields, A. T., & Raedeke, T. D. (2006). Effects of a Classroom-Based Program on Physical Activity and On-Task Behavior. Medicine & Science in Sports & Exercise, 38(12), 2086–2094. https://doi.org/10.1249/01.mss.0000235359.16685.a3
McCue, T. (2019). How Combined Learning Style Not Just Visual Or Kinesthetic Can Help You Succeed. Forbes. https://www.forbes.com/sites/tjmccue/2019/01/30/how-combined-learning-style-not-just-visual-or-kinesthetic-can-help-you-succeed/?sh=65b265cd7d9c
McKibben, S. (2018). Why Schools Are Going to the Dogs. ASCD, 60(2). http://www.ascd.org/publications/newsletters/education-update/feb18/vol60/num02/Why-Schools-Are-Going-to-the-Dogs.aspx
Metzler, R. (2016). The Academic Effects of Kinesthetic Movement With Multiplication Fact Acquisition Instruction for Students in Third Grade [Masters of Education]. Goucher College.
Moore, M., & Russ, S. (2008). Follow-up of a Pretend Play Intervention: Effects on Play, Creativity, and Emotional Processes in Children. Creativity Research Journal, 20(4), 427–436.
Muller, R. (2016). Exercising Your Way to PTSD Recovery. Psychology Today. https://www.psychologytoday.com/us/blog/talking-about-trauma/201608/exercising-your-way-ptsd-recovery
Nasiakou, L., Lehto, S., Goranova, S., Osborne, K., & Fenyvesi, K. (2019). Exploring Rotational Symmetries and Triangles through Dance and Body Movement: Maths in Motion. Proceedings of Bridges 2019: Mathematics, Art, Music, Architecture, Education, Culture, 621–628.
Novak, M. (2017). Case Studies Listening to Students Using Kinesthetic Movement While Learning to Graph Linear Functions [PhD Dissertation]. Kent State University.
Phillips, D., Hannon, J. C., & Castelli, D. M. (2015). Effects of Vigorous Intensity Physical Activity on Mathematics Test Performance. Journal of Teaching in Physical Education, 34(3), 346–362. https://doi.org/10.1123/jtpe.2014-0030
Ratey, J. J., & Hagerman, E. (2013). Spark: The Revolutionary New Science of Exercise and the Brain (Reprint edition). Little, Brown and Company.
Reid, H. (2007). Sport and Moral Education in Plato’s Republic. Journal of the Philosophy of Sport, 34(2), 160–175.
Strean, W. (2011). Creating Student Engagement? HMM: Teaching and Learning with Humor, Music, and Movement. Creative Education, 2(3), 189–192. https://doi.org/10.4236/ce.2011.23026
Tomporowski, P. (2003). Effects of acute bouts of exercise on cognition. Acta Psychologica, 112(3), 297–324. https://doi.org/10.1016/s0001-6918(02)00134-8
Wolfe, L. (2009). Human Timeline: A Spatial‐Kinesthetic Exercise in Biblical History. Teaching Theology and Religion, 12(4), 366–370. https://doi.org/10.1111/j.1467-9647.2009.00555.x
Zimmerman, V. (2002). Moving Poems: Kinesthetic Learning in the Literature Classroom. Pedagogy, 2(3), 409–412. https://doi.org/10.1215/15314200-2-3-409
ACEs & Toxic Stress
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Austin, A., Herrick, H., Proescholdbell, S., & Simmons, J. (2016). Disability and Exposure to High Levels of Adverse Childhood Experiences: Effect on Health and Risk Behavior. N C Med J., 77(1), 30–36. https://doi.org/10.18043/ncm.77.1.30
Barry-Jester, A. M. (2019). California Looks To Lead Nation In Unraveling Childhood Trauma. California Healthline. https://californiahealthline.org/news/california-looks-to-lead-nation-aces-screening-childhood-trauma/
Bethell, C., Newacheck, P., Hawes, E., & Halfon, N. (2014). Adverse Childhood Experiences: Assessing The Impact On Health And School Engagement And The Mitigating Role Of Resilience. Health Affairs, 33(12), 2106–2115. https://doi.org/10.1377/hlthaff.2014.0914
Blodgett, C., & Lanigan, J. (2018). The association between adverse childhood experience (ACE) and school success in elementary school children. School Psychology Quarterly, 33(1), 137–146. https://doi.org/10.1037/spq0000256
Busso, D., Davis, C., & O’Neil, M. (2020). Strategies for Effectively Communicating about Toxic Stress (p. 29). Frame Works. https://www.frameworksinstitute.org/wp-content/uploads/2020/07/FRAJ8022-Genentech-Strategic-Brief-Communicating-About-Toxic-Stress-200709.pdf
Campbell, J., Walker, R., & Egede, L. (2016). Associations Between Adverse Childhood Experiences, High-Risk Behaviors, and Morbidity in Adulthood. American Journal of Preventive Medicine, 50(3), 344–352. https://doi.org/10.1016/j.amepre.2015.07.022
Center for Youth Wellness. (n.d.). Childhood adversity increases risk for long-term health and behavioral issues. https://centerforyouthwellness.org/health-impacts/
Center for Youth Wellness. (2014). A Hidden Crisis: Findings on Adverse Childhood Experiences in California (p. 32) [Data]. Center for Youth Wellness. https://centerforyouthwellness.org/wp-content/themes/cyw/build/img/building-a-movement/hidden-crisis.pdf
Centers for Disease Control and Prevention. (n.d.). Adverse Childhood Experiences. Violence Prevention. https://www.cdc.gov/violenceprevention/aces/index.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fviolenceprevention%2Facestudy%2Findex.html
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Centers for Disease Control and Prevention. (2002b). Youth Risk Behavior Surveillance—United States, 2019 (69.1; Morbidity and Mortality Weekly Report). CDC.
Centers for Disease Control and Prevention. (2019). Preventing Adverse Childhood Experiences (ACEs): Leveraging the Best Available Evidence. National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. https://www.cdc.gov/violenceprevention/pdf/preventingACES.pdf
Chang, X., Jiang, X., Mkandarwire, T., & Shen, M. (2019). Associations between adverse childhood experiences and health outcomes in adults aged 18–59 years. PLoS ONE, 14(2), 1–11. https://doi.org/10.1371/journal.pone.0211850
Cole, S., O’Brien, J., Gadd, M. G., Ristuccia, J., Wallace, D. L., & Gregory, M. (2005). Helping Traumatized Children Learn: Supportive school environments for children traumatized by family violence (p. 118) [Policy Agenda]. Massachusetts Advocates for Children.
Digitale, E. (2009). Brain imaging shows kids’ PTSD symptoms linked to poor hippocampus function in Stanford/Packard study. Stanford Medicine News Center. https://med.stanford.edu/news/all-news/2009/12/brain-imaging-shows-kids-ptsd-symptoms-linked-to-poor-hippocampus-function-in-stanfordpackard-study.html
Dube, S., Felitti, V., Dong, M., & Chapman, D. (2003). Childhood Abuse, Neglect, and Household Dysfunction and the Risk of Illicit Drug Use: The Adverse Childhood Experiences Study. Pediatrics, 111(3), 564–572. https://doi.org/10.1542/peds.111.3.564
Duplechain, R., Reigner, R., & Packard, A. (2008). Striking Differences: The Impact of Moderate and High Trauma on Reading Achievement. Reading Psychology, 29(2), 117–136. https://doi.org/10.1080/02702710801963845
Ellen, J. (2012). Spokane, WA, students’ trauma prompts search for solutions. ACES Too High! https://acestoohigh.com/2012/02/28/spokane-wa-students-child-trauma-prompts-search-for-prevention/
Fabian, R. (2018). PTSD and the Difference Between Big ‘T’ and Little ‘t’ Traumas. The Talkspace Voice. https://www.talkspace.com/blog/ptsd-traumas-difference/
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Franke, H. (2014). Toxic Stress: Effects, Prevention and Treatment. Children, 1(3), 390–402. https://doi.org/10.3390/children1030390
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Harris, N. B. (2019). The Deepest Well: Healing the Long-Term Effects of Childhood Adversity. Mariner Books.
Herzog, J., & Schmahl, C. (2018). Adverse Childhood Experiences and the Consequences on Neurobiological, Psychosocial, and Somatic Conditions Across the Lifespan. Frontiers in Psychiatry, 9(420). https://doi.org/10.3389/fpsyt.2018.00420
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Allison, B. N., & Rehm, M. L. (2007). Effective Teaching Strategies for Middle School Learners in Multicultural, Multilingual Classrooms. Middle School Journal, 39(2), 12–18. https://doi.org/10.1080/00940771.2007.11461619
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Math Anxiety & Self-Esteem
Akin, A., & Kurbanoglu, I. (2011). The Relationships Between Math Anxiety, Math Attitudes, and Self-Efficacy: A Structural Equation Model. Studia Psychologica, 53(3), 263–273.
Allan Wigfield & Judith L. Meece. (1988). Math Anxiety in Elementary and Secondary School Students. Journal of Educational Psychology, 80(2), 210–216.
Baumeister, R., Campbell, J., Krueger, J., & Vohs, K. (2003). DOES HIGH SELF-ESTEEM CAUSE BETTER PERFORMANCE, INTERPERSONAL SUCCESS, HAPPINESS, OR HEALTHIER LIFESTYLES? Psychological Science in the Public Interest, 4(1), 1–44.
Beilock, S., Gunderson, E., Ramirez, G., & Levine, S. (2010). Female teachers’ math anxiety affects girls’ math achievement. PNAS, 107(5), 1860–1863.
Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75, 311–328. https://doi.org/10.1007/s10649-010-9260-7
Booth, M., & Gerard, J. (2011). Self-esteem and academic achievement: A comparative study of adolescent students in England and the United States. Compare, 41(5), 629–648. https://doi.org/10.1080/03057925.2011.566688
Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students’ Expectancy-Value Beliefs. Frontiers in Psychology, 8(1193), 1–12. https://doi.org/10.3389/fpsyg.2017.01193
Gerardo Ramires, Elizabeth A. Gunderson, Susan C. Levine, & Sian L. Beilock. (2012). Math Anxiety, Working Memory and Math Achievement in Early Elementary School. Journal of Cognition and Development. https://doi.org/10.1080/15248372.2012.664593
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Reading & Literacy
A picture book reading intervention in day care and home for children from low-income families. (1994). Developmental Psychology, 30(5), 679–689.
Donald Hernandez. (2011). Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation (p. 24). The Annie E. Casey Foundation. http://www.aecf.org/m/resourcedoc/AECF-DoubleJeopardy-2012-Full.pdf
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Kilpatrick, D. (2016). Equipped for Reading Success. Casey & Kirsch Publishers.
Walker, T. D. (2015, October 1). The Joyful, Illiterate Kindergartners of Finland. The Atlantic. https://www.theatlantic.com/education/archive/2015/10/the-joyful-illiterate-kindergartners-of-finland/408325/
Wolf, M. (2008). Proust and the Squid: The Story and Science of the Reading Brain. Harper Perennial.
The State of Education
Amurao, C. (2013). Fact Sheet: Is the Dropout Problem Real? Tavis Smiley Reports: PBS, Public Broadcasting Service. http://www.pbs.org/wnet/tavissmiley/tsr/education-under-arrest/fact-sheet-drop-out-rates-of-african-american-boys/
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Bev Perdue. (2015, August 14). Why We’re Bad at Math: It’s a Confidence Thing. Education Post: The Belief Gap. http://educationpost.org/why-were-bad-at-math-its-a-confidence-thing/
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Brown, A., & Brown, L. (2007). What Are Science and Math Scores Really Telling U. S.? The Bent of Tau Beta Pi, 13–17.
Coughlan, S. (2015, September 15). School computers “do not raise results.” BBC News. http://www.bbc.com/news/business-34174796
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Eric Dearing, Kathleen McCartney, & Beck Taylor. (2009). Does Higher Quality Child Care Promote Low-Income Children’s Math and Reading Achievement in Middle Childhood? Child Development, 80(5), 1329–1349. https://doi.org/10.1111/j.1467-8624.2009.01336.x
Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11(1), 137–144.
García, E., & Weiss, E. (2019). The teacher shortage is real, large and growing, and worse than we thought (The Perfect Storm in the Teacher Labor Market, p. 19). Economic Policy Institute. https://files.epi.org/pdf/163651.pdf
Human Rights Advocate. (2017, May 5). 2017 World Best Education Systems—1st Quarter Report. Educate Every Child on the Planet: The World Top 20 Project. https://worldtop20.org/2017-world-best-education-systems-1st-quarter-report
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Trends in International Mathematics and Science Study. (2012). National Center for Educational Statistics. http://nces.ed.gov/timss/
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Weller, C. (2017, December 6). 8 reasons Finland’s education system puts the US model to shame. Business Insider. http://www.businessinsider.com/finland-education-beats-us-2017-5
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Race & Gender Studies
Aronson, J., & Inzlicht, M. (2004). The Ups and Downs of Attributional Ambiguity: Stereotype Vulnerability and the Academic Self-Knowledge of African American College Students. Psychological Science, 15(12), 829–836.
Bachman, J., O’Malley, P., Freedman-Doan, P., Trzesniewski, K., & Donnellan, M. B. (2011). Adolescent Self-Esteem: Differences by Race/Ethnicity, Gender, and Age. Self Identity, 10(4), 445–473. https://doi.org/10.1080/15298861003794538
Favre, L. R. (2007). Analysis of the transformation of a low socioeconomic status African-American, New Orleans elementary facility into a demonstration Learning-Style School of Excellence. Journal of Urban Education: Focus on Enrichment, 4(1), 79–90.
Ferguson, A. A. (2001). Bad Boys: Public Schools in the Making of Black Masculinity. University of Michigan Press.
Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R., & Hall, N. (2013). Do Girls Really Experience More Anxiety in Mathematics? Psychological Science, 24(10), 2079–2087. https://doi.org/10.1177/0956797613486989
Jencks, C., & Phillips, M. (1998). The Black-White Test Score Gap. Brokings Institution Press.
Jensen, E. (2019). Poor Students, Rich Teaching: Seven High-Impact Mindsets for Students From Poverty (Using Mindsets in the Classroom to Overcome Student Poverty and Adversity) (Revised). Solution Tree Press.
Sinha, S., & Modi, J. N. (2014). Psychosocial aspects of changes during adolescence among school going adolescent Indian girls. International Journal of Reproduction, Contraception, Obstetrics and Gynecology, 3(2), 409–413. https://doi.org/10.5455/2320-1770.ijrcog20140625
Spencer, S., Steele, C., & Quinn, D. (1999). Stereotype Threat and Women’s Math Performance. Journal of Experimental Social Psychology, 35, 4–28.
Learning Disabilities & Special Education
Bauer, E. (1987). Learning Style and the Learning Disabled: Experimentation with Ninth-Graders. The Clearing House, 60(5), 206–208.
Dunn, R., & Price, D. (1980). The Learning Style Characteristics of Gifted Students. Gifted Child Quarterly, 24(1), 33–36. https://doi.org/10.1177/001698628002400107
Geary, D. (2004). Mathematics and Learning Disabilities. Journal of Learning Disabilities, 37(1), 4–15.
Hallowell, E. (1995). Driven To Distraction: Recognizing and Coping with Attention Deficit Disorder from Childhood Through Adulthood. Touchstone Books.
Hoza, B. (2007). Peer Functioning in Children With ADHD. Journal of Pediatric Psychology, 32(6), 655–663. https://doi.org/10.1093/jpepsy/jsm024
Licari, M., & Larkin, D. (2008). Increased associated movements: Influence of attention deficits and movement difficulties. Human Movement Science, 27(2), 310–324. https://doi.org/10.1016/j.humov.2008.02.013
Metcalfe, D., McKenzie, K., McCarty, K., & Pollet, T. (2019). Emotion recognition from body movement and gesture in children with Autism Spectrum Disorder is improved by situational cues. Research in Developmental Disabilities, 86, 1–10. https://doi.org/10.1016/j.ridd.2018.12.008
Stormont, M. (2001). Social outcomes of children with AD/HD: Contributing factors and implications for practice. Psychology in the Schools, 38(6), 521–531. https://doi.org/10.1002/pits.1040
Swanson, H. L. (2001). Searching for the Best Model for Instructing Students With Learning Disabilities. FOCUS ON EXCEPTIONAL CHILDREN, 34(2), 16.
Building Instructional Relationships
Barroso, R., & Dias, D. (2020). DOES PARENTAL INVOLVEMENT REALLY MAKE A DIFFERENCE? A STUDY WITH PARENTS OF PRIMARY SCHOOL STUDENTS IN URBAN CONTEXT. 334–338. https://doi.org/10.36315/2020end071
Benson, P. (2010). Parent, Teacher, Mentor, Friend: How Every Adult Can Change Kids’ Lives. Search Institute Press.
Birch, S., & Ladd, G. (1997). The Teacher-Child Relationship and Children’s Early School Adjustment. Journal of School Psychology, 35(1), 61–79.
Curby, T., Rimm-Kaufman, S., & Ponitz, C. (2009). Teacher–Child Interactions and Children’s Achievement Trajectories Across Kindergarten and First Grade. Journal of Educational Psychology, 101(4), 912–925. https://doi.org/10.1037/a0016647
Ewing, A., & Taylor, A. (2009). The role of child gender and ethnicity in teacher–child relationship quality and children’s behavioral adjustment in preschool. Early Childhood Research Quarterly, 24(1), 92–105.
Finn, J. (1998). Parental Engagement That Makes a Difference. Education Leadership, 55(8), 20–24.
Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: Using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369–386. https://doi.org/10.1080/0305764X.2010.526588
Grose, M. (2016). Teach kids to think before they jump to conclusions. Parenting. https://www.parentingideas.com.au/blog/teach-kids-to-think-before-they-jump-to-conclusions/
Gunderson, E., Ramirez, G., Levine, S., & Beilock, S. (2012). The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes. Sex Roles, 66, 153–166. https://doi.org/10.1007/s11199-011-9996-2
Langworthy, S. (2015). Bridging the Relationship Gap: Connecting with Children Facing Adversity. Redleaf Press.
O’Connor, E., Dearing, E., & Collins, B. (2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), 120–162. https://doi.org/10.3102/0002831210365008
Spilt, J., Koomen, H., & Thijs, J. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships. Educational Psychology Review, 23, 457–477. https://doi.org/10.1007/s10648-011-9170-y
Social-Emotional Learning & Resilience Building
Boyle, G. (2011). Tattoos on the Heart: The Power of Boundless Compassion. Free Press.
César Dias, P., & Cadime, I. (2017). Protective factors and resilience in adolescents: The mediating role of self-regulation. Psicología Educativa, 23(1), 37–43. https://doi.org/10.1016/j.pse.2016.09.003
Ciarrochi, J., Heaven, P., & Davies, F. (2007). The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being: A longitudinal study. Journal of Research in Personality, 41, 1161–1178. https://doi.org/10.1016/j.jrp.2007.02.001
Cohn, M., & Fredrickson, B. (2006). Beyond the Moment, Beyond the Self: Shared Ground between Selective Investment Theory and the Broaden-and-Build Theory of Positive Emotions. Psychological Inquiry, 17(1), 39–44.
Cohn, M., Fredrickson, B., Brown, S., Mikels, J., & Conway, A. (2009). Happiness unpacked: Positive emotions increase life satisfaction by building resilience. Emotion, 9(3), 361–368. https://doi.org/10.1037/a0015952
Einolf, K. (2017). Ready to Educate and Connect with the WHOLE Child? TranZed Institute, 9(5). https://tranzedinstitute.org/wp-content/uploads/2019/11/November2017.pdf
Forbes, H. (2012). Help for Billy: A Beyond Consequences Approach to Helping Challenging Children in the Classroom. Beyond Consequences Institute, LLC.
Kimura, Y. (2010). Expressing Emotions in Teaching: Inducement, Suppression, and Disclosure as Caring Profession. Educational Studies in Japan: International Yearbook, 5, 63–78.
Kottman, T. (2013). Positive Emotions. In C. Schaefer & A. Drewes (Eds.), The Therapeutic Powers of Play: 20 Core Agents of Change, 2nd Edition (Second, pp. 103–120). Wiley.
Luthar, S. (2015). Resilience in Development: A Synthesis of Research across Five Decades. In D. Cicchetti & D. Cohen (Eds.), Developmental Psychopathology: Risk, disorder, and adaptation (Second, Vol. 3, pp. 739–795). John Wiley & Sons, Inc.
Masten, A. S., Cutuli, J. J., Herbers, J. E., & Reed, M.-G. J. (2009). Resilience in development. In C. S. Snyder & S. J. Lopez (Eds.), Oxford handbook of positive psychology (2nd ed., pp. 117–131). Oxford University Press.
Mottet, T., & Beebe, S. (2000). Emotional Contagion in the Classroom: An Examination of How Teacher and Student Emotions Are Related. Annual Meeting of the National Communication Association, 36. https://files.eric.ed.gov/fulltext/ED447522.pdf
Pizzolongo, P., & Hunter, A. (2011). I Am Safe and Secure: Promoting Resilience in Young Children. Young Children, 67–69.
Promising Futures. (n.d.). Protective Factors & Resiliency. Supporting Parenting. http://promising.futureswithoutviolence.org/what-do-kids-need/supporting-parenting/protective-factors-resiliency/
Rimm-Kaufman, S., Baroody, A., Curby, T., Ko, M., Thomas, J., Merritt, E., Abry, T., & DeCoster, J. (2014). Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial. American Educational Research Journal, 51(3), 567–603. https://doi.org/10.3102/0002831214523821
Rodrigo-Ruiz, D. (2016). Effect of Teachers’ Emotions on Their Students: Some Evidence. Journal of Education & Social Policy, 3(4), 73–79.
Sciaraffa, M., Zeanah, P., & Zeanah, C. (2018). Understanding and Promoting Resilience in the Context of Adverse Childhood Experiences. Early Childhood Education Journal, 46(3), 343–353.
Spence, M. (2006, April 13). Graphic Design: Collaborative Processes = Understanding Self and Others [Lecture]. Art 325: Collaborative Processes.
Sutton, R. (2005). Teachers’ Emotions and Classroom Effectiveness: Implications from Recent Research. The Clearing House, 78(5), 229–234.
Sutton, R., & Wheatley, K. (2003). Teachers’ Emotions and Teaching: A Review of the Literature and Directions for Future Research. Educational Psychology Review, 15, 327–358.
Tugade, M., Fredrickson, B., & Barrett, L. (2004). Psychological Resilience and Positive Emotional Granularity: Examining the Benefits of Positive Emotions on Coping and Health. Journal of Personality, 72(6), 1161–1190. https://doi.org/10.1111/j.1467-6494.2004.00294.x
Wolkow, K., & Ferguson, H. B. (2001). Community Factors in the Development of Resiliency: Considerations and Future Directions. Community Mental Health Journal, 37(6), 489–498.
Learning & Living
Boaler, J. (2019). Limitless Mind: Learn, Lead, and Live Without Barriers. HarperOne.
Braio, A., Beasley, T. M., Dunn, R., Quinn, P., & Buchanan, K. (1997). Incremental Implementation of Learning Style Strategies among Urban Low Achievers. The Journal of Educational Research, 91(1), 15–25.
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Diamond, S. (2003). Processing speed and motor planning: The scientific background to the skills trained by Interactive Metronome® technology. Susan J. Diamond 2003. http://www.interactivemetronome.com/imw/IMPublic/Research/Diamond%20-Whitepaper.pdf
Dweck, C. (2007). Mindset: The New Psychology of Success (Updated). Ballantine Books.
Dweck, C. (2016, January 13). What Having a “Growth Mindset” Actually Means. Harvard Business Review. https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means
Fine, D. (2003). A sense of learning style. Principal Leadership, 4(2), 55–59.
Hannaford, C. (2007). Smart Moves: Why Learning Is Not All in Your Head (2nd edition). Great River Books.
Hannaford, C. (2011). The Dominance Factor: How Knowing Your Dominant Eye, Ear, Brain, Hand and Foot Can Improve Your Learning (1st ed.). Great River Books.
Hansford, B. C., & Hattie, J. A. (1982). The Relationship Between Self and Achievement/Performance Measures. Review of Educational Research, 52(1), 123–142.
Keefe, J. (1987). Learning Style Theory and Practice (p. 53). National Association of Secondary School Principals.
Kempermann, G. (2002). Why New Neurons? Possible Functions for Adult Hippocampal Neurogenesis. The Journal of Neuroscience, 22(3), 635–638.
Lister, D. (2004). Comparisons between the learning styles of under achieving and regular education sixth-grade Bermudian students and the effects of responsive instruction on the former’s social studies achievement-and attitude-test scores [Doctorate]. St. John’s University.
Lombardi, J. (2008). Beyond Learning Styles: Brain-Based Research and English Language Learners. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(5), 219–222.
Medina, J. (2014). Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Pear Press.
Montessori, M. (1982). The Secret of Childhood. Ballantine Books.
Nelson, B., Dunn, R., Griggs, S., & Primavera, L. (1993). Effects of learning style intervention on college students retention and achievement. Journal of College Student Development, 34(5), 364–369.
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Learn About The American Rescue Plan
The federal government is sending funds to schools to help students get back to grade-level due to the COVID-19 pandemic. To learn more about how you can help to get those funds to the right places, click the link below.