Research Citations
All ELEVATE conference sessions are based on research. It is one of our requirements to be a speaker for ELEVATE.
Nashville 2025 Sessions
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Abla, C. (2022). The first 5 days: The key to success. Retrieved from https://www.edutopia.org/article/first-5-days-key-success/
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Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education (IJTE), 4(3), 542-552. https://doi.org/10.46328/ijte.169 Bakhsh, S. A. (2016).
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Almager, I. L., Cumby, S., & Almekdash, M. H. (2021). Developing human capital through instructional leadership: Learning to coach during principal preparation.
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Aminu, D., & Marfo, C. (2010). Managing workplace conflict in the school environment: challenges, rewards and the way forward. Journal of Language, Technology & Entrepreneurship in Africa, 2(2), 31-48.
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An, S. (2020), "The impact of STEAM integration on preservice teachers' disposition and knowledge", Journal of Research in Innovative Teaching & Learning, Vol. 13 No. 1, pp. 27-42.
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Anisimova, T., Sabirova, F. & Shatunova, O. (2020). Formation of Design and Research Competencies in Future Teachers in the Framework of STEAM Education. International Journal of Emerging Technologies in Learning (iJET), 15(2), 204-217. Kassel, Germany: International Journal of Emerging Technology in Learning. Retrieved November 2, 2024 from https://www.learntechlib.org/p/217163/.
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Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford Press.
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Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford Press.
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Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford Press.
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Bambara, L. M., & Kern, L. (2021). Supports for students with problem behaviors: Designing positive behavior plans. Guilford Press.
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Bay-Williams, J. M., & SanGiovanni, J. J. (2018). Figuring out fluency in mathematics teaching and learning, grades K-8: Moving beyond basic facts and memorization. Corwin Press.
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Blevins, W. (2024). Differentiating phonics instruction for maximum impact: How to scaffold whole-group instruction so all students can access grade-level content. Corwin Press.
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Blevins, Wiley. Differentiating Phonics Instruction for Maximum Impact. Corwin Press, 17 Jan. 2024.
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Boaler, J., Chen, L., Williams, C., & Cordero, M. V. (2016). Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. Journal of Applied & Computational Mathematics, 05(05).
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Boogran, T.H. (2020). 180 days of self-care for busy educators. Solution Tree Press.
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Boogren, T.H. & Kanold, T.K. (2022). Educator wellness: A guide for sustaining physical, mental, emotional, and social well-being. Solution Tree Press.
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Boushey, G., & Moser, J. (2006). The daily five. Stenhouse. Cline, E. Et. Al. (October 2022). Responsive classroom curriculum and its impact on student behavior. Retrieved from https://files.eric.ed.gov/fulltext/EJ1365552.pdf
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Boyer, N., & Ehri, L. C. (2011). Contribution of Phonemic Segmentation Instruction With Letters and Articulation Pictures to Word Reading and Spelling in Beginners. Scientific Studies of Reading, 15(5), 440–470. https://doi.org/10.1080/10888438.2010.520778
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Boyer, N., & Ehri, L. C. (2011). Contribution of Phonemic Segmentation Instruction With Letters and Articulation Pictures to Word Reading and Spelling in Beginners. Scientific Studies of Reading, 15(5), 440–470. https://doi.org/10.1080/10888438.2010.520778
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Boyer, N., & Ehri, L. C. (2011). Contribution of Phonemic Segmentation Instruction With Letters and Articulation Pictures to Word Reading and Spelling in Beginners. Scientific Studies of Reading, 15(5), 440–470. https://doi.org/10.1080/10888438.2010.520778
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Bradley, G. L., & Campbell, A. C. (2016). Managing difficult workplace conversations: Goals, strategies, and outcomes. International Journal of Business Communication, 53(4), 443-464.
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Buckner, L. (n.d.). Calming Spaces in Schools and Classrooms Calming Spaces in Schools and Classrooms. Retrieved July 5, 2023, from https://jurupausd.org/our-district/ps/pico/Documents/Calming-Spaces-in-Schools-and-Classrooms.pdf
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Building Conceptual Understanding and Fluency Through Games. For the North Carolina Standard Study in Mathematics. Public Schools of North Carolina (2021). http://www.ncpublicschools.org/curriculum/mathematics/ https://tools4ncteachers.com/resources/district-leaders/documents/Kgrade-GAMES.pdf
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Building Phoneme Awareness: Know What Matters. International Dyslexia Association, 21 Dec. 2022, dyslexiaida.org/building-phoneme-awareness-know-what-matters/
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Burkins, J. M., and Yates, K. (2021). Shifting the balance: 6 ways to bring the science of reading into the balanced literacy classroom. Stenhouse Publishers.
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Burns, M. (2022). Classwide Reading Intervention. PaTTAN Webinar. Retrieved from https://www.youtube.com/watch?v=SKw09EuKhds&t=2s
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Burns, M. K. (2024). Assessing an Instructional Level During Reading Fluency Interventions: A Meta-Analysis of the Effects on Reading. Assessment for Effective Intervention, 49(4), 214-224. https://doi.org/10.1177/15345084241247064
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Cabell, Sonia Q. & Zucker, Tricia A. Using Strive-for-Five Conversations to Strengthen Language Comprehension in Preschool through Grade One. 13 Dec 2023. https://ila.onlinelibrary.wiley.com/doi/full/10.1002/trtr.2266
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CASEL. (2022). What Is the CASEL Framework? CASEL. https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
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Cassidy Ferrell. (2019). What is the Most Used Learning Style in the Elementary School Classroom; The Impacts of Teaching Different Learning Styles in the Classroom. California State University.
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Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271
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Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (2020). Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours. Research Papers in Education, 36(6), 754–779. https://doi.org/10.1080/02671522.2020.1767184
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Charara, Jeanane; Miller, Emily Adah; & Krajcik, Josheph; (2021) Knowledge in Use: Desiging for Play in Kindergarten Science Contexts: Journal of Leadership, Equity, & Research. Volume 7; Number 1. 2021. https://eric.ed.gov/?id=EJ1288405
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Collier-Meek, M. A., Johnson, A. H., Sanetti, L. H., Minami, T., & Eckert, T. (2019). Identifying Critical Components of Classroom Management Implementation. School Psychology Review, 48(4), 348–361. https://doi.org/10.17105/SPR-2018-0026.V48-4
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Conner, T (2016) Relationships: The Key to Student Engagement Behavioral engagement is defined as a complex construct divided into three categories of school participation: (a) positive conduct, (b) involvement in learning and academic tasks, and (c) participation in school-related "Engagement describes energy in action; the connection between person and activity”. “When children experience teachers as warm and affectionate [and] providing clear expectations, children feel happier and more enthusiastic in class” activities.
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Cornille, T. A., Pestle, R. E., & Vanwy, R. W. (1999). TEACHERS’ CONFLICT MANAGEMENT STYLES WITH PEERS AND STUDENTS’ PARENTS. The International Journal of Conflict Management, 10(1), 69–79. https://doi.org/10.1108/eb022819
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Cruz, J., & Dassow, E. (2023). The benefits of fine motor skills in early education. Continued.com - Early Childhood Education, Article 23879.
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Cui, R., & Teo, P. (2023). Thinking through talk: Using dialogue to develop students’ critical thinking. Teaching and Teacher Education, 125, Teaching and teacher education, 2023, Vol.125.
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Daniels, H. The curious classroom: 10 structures for teaching with self-directed inquiry. (2017). Heinemann.
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Daniels, H. The curious classroom: 10 structures for teaching with self-directed inquiry. (2017). Heinemann. Friedman, S., & Mwenelupembe, A. (2019). 10 effective DAP teaching strategies. Young Children. National Association for the Education of Young Children. Retrieved from https://www.naeyc.org/resources/topics/dap/10-effective-dap-teaching-strategies
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Darling-Hammond, S., & Fronius, T. (2022). Restorative practices in schools. Handbook of classroom management, 54-73
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Delahooke, M (2019) Top-Down and Bottom-Up Behaviors: Understanding the Critical Difference Bottom-up behaviors do not respond to rewards, consequences or punishments. Bottom-up behaviors are brain-based stress responses that require understanding, compassion and actively helping an individual feel safe, based on that individual’s unique neurology. https://monadelahooke.com/top-down-and-bottom-up-behaviors-understanding-the-critical-difference/
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Deslauriers, Louis & McCarty, Logan & Miller, Kelly & Callaghan, Kristina & Kestin, Greg. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences. 116. 201821936. 10.1073/pnas.1821936116.
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Devine, M., Houssemand, C., & Meyers (2013). Instructional Coaching for Teachers: A Strategy to Implement New Practices in the Classrooms, Procedia - Social and Behavioral Sciences. Volume 93. PP. 1126-1130,
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Dixon, K. (2022). School to Home Connections Through Literacy: SEL Book Bags School to Home Connections Through Literacy: SEL Book Bags. https://digitalcommons.wou.edu/cgi/viewcontent.cgi?article=1178&context=theses
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Doan, S., Steiner, D., Pandey, R. (2024). Teacher well-being and intention to leave in 2024: Findings from the 2024 state of the American teacher survey. Rand. Retrieved from https://www.rand.org/content/dam/rand/pubs/research_reports/RRA1100/RRA1108-12/RAND_RRA1108-12.pdf
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Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri (Eds.), Word Recognition in Beginning Literacy (pp. 3-40). Mahwah, NJ: Erlbaum, p12-13.
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Ehri, Linnea C. “Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning.” Scientific Studies of Reading, vol. 18, no. 1, 26 Sept. 2014, pp. 5–21, https://doi.org/10.1080/10888438.2013.819356.
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Fila, N., & Hess, J. (2016). In their shoes: Student Perspectives on the connection between empathy and engineering. 2016 ASEE Annual Conference; Exposition Proceedings. https://doi.org/10.18260/p.25640 Hunter‐Doniger, T. (2021). Early Childhood STEAM Education: The Joy of Creativity, Autonomy, and Play. Art Education, 74(4), 22–27. https://doi.org/10.1080/00043125.2021.1905419
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Forzani, Elena & Bien, Andrea. "A Focus on Phonics or Comprehension? What Reading Research Should Look Like in Practice." Education Week. 10 August 2023. https://www.edweek.org/teaching-learning/opinion-a-focus-on-phonics-or-comprehension-what-reading-research-should-look-like-in-practice/2023/08
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Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Heinemann.
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Frey, N., & Gonzalez, A. (2023, September 1). 4 C's for Better Student Engagement. ASCD. https://ascd.org/el/articles/4-cs-for-better-student-engagement
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Frey, N., Fisher, D. (2021). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. United States: ASCD.
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Fuchs, D., Fuchs, L. S., & Vaughn, S. (2014). What is intensive instruction and why is it important? Teaching Exceptional Children, 46(4), 13–18. https://doi.org/10.1177/0040059914522966
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Fuson, K.C., D.H. Clements, & J. Sarama. 2015. “Making Early Math Education Work for All Children: Prekindergarten Teachers Lay the Foundation for Later Success in Mathematics when They Attend to the Concepts that Young Children Can and Should Learn.” Phi Delta Kappan 97 (3): 63. https://digitalcommons.otterbein.edu/cgi/viewcontent.cgi?article=1083&context=stu_master
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Gallagher, R. (2009). How to tell anyone anything: breakthrough techniques for handling difficult conversations at work. Amacom.
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Gallingane, C., & Han, H. S. (2015). Words Can Help Manage Emotions: Using Research-Based Strategies for Vocabulary Instruction to Teach Emotion Words to Young Children. Childhood Education, 91(5), 351–362. https://doi.org/10.1080/00094056.2015.1090849
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Gibbs, Anna S.; Reed, Deborah K. (2023) Shared Reading and Science Vocabulary for Kindergarten Students; Early Childhood Education Journal. Volume 51. Number 1. 2023. https://eric.ed.gov/?q=science+kindergarten&idEJ1361895
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Gold, J., & Gibson, A. (2001). Reading aloud to build comprehension. Reading Rockets. https://www.readingrockets.org/article/reading-aloud-build-comprehension (Originally published by Northwest Education)
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Goodall, J., & Montgomery, C. (2023). Parental involvement to parental engagement: A continuum. Mapping the Field, 158-169.
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Goodhall, N., & C. Atkinson, (2019). How do children distinguish between ‘play’ and ‘work’? Conclusions from the literature. Early Child Development and Care,189, 1695-1708.
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Graham, S., and Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education.
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Graham, S., Macarthur, C. A., & Fitzgerald, J. (2019). Best practices in writing instruction (3rd edition). The Guilford Press.
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Graham, Steve & Hebert, Michael. (2011). Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading. Harvard Educational Review. 81. 710-744. 10.17763/haer.81.4.t2k0m13756113566.
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Grenny, J. et. al. (2021). Crucial conversations: Tools for talking when stakes are high, third edition. McGraw Hill. Oettingen, G. (2014). Rethinking positive thinking: Inside the new science of motivation.
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Harris, K., Graham, S., Mason, L., & Friedlander, B. (2008). Powerful Writing Strategies for All Students. Baltimore, MD: Brookes.
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Hasbrouck, J. (2020). An update to the National Reading Panel Report: What we know about fluency in 2020. The Reading League Journal, 1(3), 29-31.
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Hemmeter, M. L., Ostrosky, M. M., & Corso, R. M. (2012). Preventing and Addressing Challenging Behavior: Common Questions and Practical Strategies. Young Exceptional Children, 15(2), 32-46. https://doi.org/10.1177/1096250611427350
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Hochman, J. C., & Wexler, N. (2024). The writing revolution 2.0: A guide to advancing thinking through writing in all subjects and grades (2nd ed.). Jossey-Bass.
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Hochman, J., Wexler, N., Maloney, K., & Lemov, D. (2024). The writing revolution 2.0: A guide to advancing thinking through writing in all subjects and grades. Hoboken, NJ: Jossey-Bass.
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Hochman, J., Wexler, N., Maloney, K., & Lemov, D. (2024). The writing revolution 2.0: A guide to advancing thinking through writing in all subjects and grades. Hoboken, NJ: Jossey-Bass.
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Hoffmann, J. D., Brackett, M. A., Bailey, C. S., & Willner, C. J. (2020). Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning. Emotion, 20(1), 105–109.
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Hohn, W. E., & Ehri, L. C. (1983). Do alphabet letters help prereaders acquire phonemic segmentation skill? Journal of Educational Psychology, 75(5), 752–762. https://doi.org/10.1037/0022-0663.75.5.752
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Honey, M., Pearson, G., & Schweingruber, A. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. National Academies Press.
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Hoover, W. A., & Tunmer, W. E. (2020). The Simple View of Reading: Research and implications. Remedial and Special Education, 41(3), 169–180. https://doi.org/10.1177/0741932519900106
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Howell , KA( 2023 ) Addressing Challenging Behaviors in the Classroom: A Manual to Enhance Teachers’ Understanding of Challenging Behavior, Causes, and Evidence-Based Behavioral Management The role of a school working with children on overcoming big emotions and teaching them how to effectively overcome them or prevent outbursts becomes an integral part of creating positive, inclusive learning environments. https://scholarworks.indianapolis.iu.edu/server/api/core/bitstreams/79a70e4b-9275-43a9-a3ba-03796af4b91e/content
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Hughes, L. (2013). The Social Benefits of the Morning Meeting 1 Title Page The Social Benefits of the Morning Meeting: Creating a Space for Social and Character Education in the Classroom The Social Benefits of the Morning Meeting 2 Acknowledgements. https://files.eric.ed.gov/fulltext/ED541211.pdf
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Hunovice, M., O'Connell, J., & SanGiovanni, L. (2016). Math in practice: Teaching first grade. Heinemann.
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Hunter, Michael. (2020) Help! my student is stuch at sound-by-sound reading, PaTTAN Literacy Symposium, Readsters Webinar.
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Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, U.S. Department of Education (2018). Teaching elementary school students to be effective writers. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWC_Elem_Writing_PG_Dec182018.pdf#pag e=18
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It’s more than just fun and games: Play-based Mathematics Activities for Head Start Families. Ramani, Geetha B. Scalise, Nicole R.(2020). Early Childhood Research Quarterly. Volume 50. Part 3. 1st Quarter. Pages 78-89. https://www.sciencedirect.com/science/article/abs/pii/S0885200618301157?via%3Dihub
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James, K. H. (2017). The Importance of Handwriting Experience on the Development of the Literate Brain. Current Directions in Psychological Science, 26(6), 502-508.
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K. E. Voelkl, “School warmth, student participation, and achievement”, Journal of Experimental Education, vol. 63, (1997), pp. 127-138 Connection to perceived school warmth and achievement outcomes. Are our activities warm and playful or cold and alien? https://www.jstor.org/stable/20152443
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Karatas, A. (2020). The views and adoption levels of primary school teachers on gamification, problems and possible solutions. Participatory Educational Research, 7(3), 265–279. https://doi.org/10.17275/per.20.46.7.3
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Kay, A. A., & Skarlicki, D. P. (2020). Cultivating a conflict-positive workplace: How mindfulness facilitates constructive conflict management. Organizational Behavior and Human Decision Processes, 159, 8–20. https://doi.org/10.1016/j.obhdp.2020.02.005
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Kemeny, L., & Archer, A. L. (2023). 7 mighty moves: Research-backed, classroom-tested strategies to ensure K-to-3 reading success. New York, NY: Scholastic.
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Kim, S., Crooks, C.V., Bax, K. et al. Impact of Trauma-Informed Training and Mindfulness-Based Social–Emotional Learning Program on Teacher Attitudes and Burnout: A Mixed-Methods Study. School Mental Health 13, 55–68 (2021). https://doi.org/10.1007/s12310-020-09406-6
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Kircher-Morris, E., & Morin, A. (2025). Neurodiversity-affirming schools: Transforming practices so all students feel accepted and supported. Free Spirit Publishing.
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Krath, J., Schürmann, L., & von Korflesch, H. F. O. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963
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Lancy, D. (2007). Accounting for variability in mother-child play. American Anthropologist, 109, 273-284.
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Larson, R. J., Richards, M. H., & Perry-Jenkins, M. (1994). Divergent worlds: The daily and emotional experience of mothers and fathers in the domestic and public spheres. Journal of Personality and Social Psychology, 67, 1034-1046.
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Learning Through Play at School: A Framework for Policy and Practice. Parker, Rachel; Stjerne Thomsen, Bo: & Berry, Amy. 16 February 2022. Volume 7. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.751801/full
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Lipsey, M. W., Farran, D. C. & Durkin, K. (2018). Effects of the Tennessee prekindergarten program on children’s achievement and behavior through third grade. Early Childhood Research Quarterly, 45, 155-176.
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Makridis, Guan, Ludington, Hopkins, Parassidis, & Soula. (2021, December) The Role of Music and Other Arts in Early Childhood Education http://dx.doi.org/10.2139/ssrn.3989366
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Marcon, R.A. (2002). Moving up the grades: Relationship between preschool model and later school success. Early Childhood Research & Practice 4(1).
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Martin, L. D. (2021). Reconceptualizing classroom management in the ensemble: Considering culture, communication, and community. Music Educators Journal, 107(4), 21-27.
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Math Games to Excite Young Minds. Development and Research in Early Mathematics Education. Reed, Kristen E. & Young, Jessica Mercer; April 25. 2018. https://dreme.stanford.edu/news/math-games-to-excite-young-minds/
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Mcquitty, V. (2014). Process-Oriented Writing Instruction in Elementary Classrooms. Writing & Pedagogy, 6(3).
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Moats, L. C., & Tolman, C. A. (2019). LETRS: Language essentials for teachers of reading and spelling. Sopris West Educational Services.
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Murata, A., & Stewart, C. (2017b). Facilitating Mathematical Practices through Visual Representations. Teaching Children Mathematics.
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NAEYC (National Association for the Education of Young Children). 2020. “Developmentally Appropriate Practice.” Position Statement. Washington, DC: NAEYC.
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Neppl, Abby, (2019). The Correlation Between Classroom Engagement Strategies and Student Behavior.Dissertations, Theses, and Projects.
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Newton, E., Padak, N. D., & Rasinski, T. V. (2008). Evidence-based instruction in reading: A professional development guide to vocabulary. Pearson Education.
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Nomaguch, K. & Milkie, M.A. (2020). Parenthood and Well-Being: A Decade in Review. Journal of Marriage and Family 82: 198–223.
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PARK, V., & DATNOW, A. (2017). Ability Grouping and Differentiated Instruction in an Era of Data-Driven Decision Making. American Journal of Education, 123(2), 281–306. https://doi.org/10.1086/689930
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Pearson, P. D., McVee, M. B., & Shanahan, L. E. (2019).In the Beginning: The Historical and Conceptual Genesis of the Gradual Release of Responsibility1. In The gradual release of responsibility in literacy research and practice (Vol. 10, pp. 1-21). Emerald Publishing Limited.
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Peck, D. (2024). Teacher Burnout Statistics: Why Teachers Quit in 2024. Retrieved from https://www.devlinpeck.com/content/teacher-burnout-statistics https://woopmylife.org/en/science
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Pino-James, N (2015) Golden Rules for Engaging Students in Learning Activities https://www.edutopia.org/blog/golden-rules-for-engaging-students-nicolas-pino-james
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Podolsky, A., Kini, T., Darling-Hammond, L., & Bishop, J. (2019). Strategies for attracting and retaining educators: What does the evidence say?. Education Policy Analysis Archives, 27, 38. https://doi.org/10.14507/epaa.27.3722
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Prioritizing Play: The Importance of Play-Based Learning in Early Education. Caven, Meg. July 6. 2022. https://ies.ed.gov/ncee/ rel/Products/Region/northeast/Blog/100779
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Rasinski, T. V. (2018). Megabook of fluency: Strategies and texts to engage all readers. S.l.: Scholastic Professional.
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Rebora, Anthony. (October 14, 2013). Following up on first days. Retrieved from https://www.edweek.org/leadership/harry-and-rosemary-wong-following-up-on-first-days/2013/10
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Reed, K.E., & J. Mercer Young. 2017. “Play Games, Learn Math! Playing with Patterns.” Teaching Young Children 11 (2): 18–22. https://www.naeyc.org/resources/pubs/yc/fall2022/peer-based-math-learning
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Responsive Classroom. (2014, January 3). Reinforcing, Reminding, and Redirecting | Responsive Classroom. Responsive Classroom. https://www.responsiveclassroom.org/reinforcing-reminding-and-redirecting/
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Richards, S., Sturm, J. M., & Cali, K. (2012, May). Writing instruction in elementary classrooms: Making the connection to common core state standards. In Seminars in Speech and Language (Vol. 33, No. 02, pp. 130-145). Thieme Medical Publishers.
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Saddler, B. (2012). Teacher’s guide to effective sentence writing. New York: Guilford Publications.
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Sanderson, B. (2013). Talk it out!: The educator's guide to successful difficult conversations. Routledge.
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Scheidecker, G. (2023). Parents, caregivers, and peers: Patterns of complementarity in the social world of children in rural Madagascar. Current Anthropology, 64 #3.
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Science and LIteracy: Connecting Science, Language and Literacy Through Books. Hoisington, Cindy & Colon Diaz, Yasmin. Teaching Young Children. Spring 2024. Volume 17. Number 3. https://www.naeyc.org/resources/pubs/tyc/spring2024/science-and-literacy
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Seban, D. (2008). A Look within Individual Cases into Elementary Teachers' Beliefs and Practices of Writing Instruction. Ilkogretim Online, 7(2).
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Sedita, J. (2023). The Writing Rope: A Framework for Explicit Writing Instruction in the Science of Reading Classroom. Stenhouse Publishers.
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See BH, Morris R, Gorard S, Kokotsaki D, Abdi S. Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions. Education Sciences. 2020; 10(10):262. https://doi.org/10.3390/educsci10100262
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Shin, J. K. (2017). Get up and Sing! Get up and Move! Using Songs and Movement with Young Learners of English. In English Teaching Forum (Vol. 55, No. 2, pp. 14-25). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
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Smartt, S. M., Glaser, D. R., & Hasbrouck, J. (2024). Next steps in literacy instruction: Connecting assessments to effective interventions (Second). Baltimore, MD: Paul H. Brookes Publishing Co.
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Stacey Dutil, Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline, Children & Schools, Volume 42, Issue 3, July 2020, Pages 171–178, https://doi.org/10.1093/cs/cdaa016
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