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10.4: Conclusion

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    279266
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    What We Have Learned

    Strong literacy, math, and science instruction during the school-age years lays the groundwork for lifelong learning and academic achievement. By integrating hands-on experiences, real-world applications, and developmentally appropriate strategies, educators can foster curiosity, problem-solving, and critical thinking across all three subject areas. When these disciplines are taught in ways that are engaging, inclusive, and connected to students’ everyday lives, children are more likely to develop the confidence and skills they need to succeed in school and beyond. As we support school-age learners in mastering foundational concepts, we also empower them to become thoughtful, capable, and curious participants in an ever-changing world.

    Resources

    1. American Association for the Advancement of Science (AAAS). (1993). Benchmarks for Science Literacy: Project 2061. Oxford University Press.
    2. Beichner, R., & Saul, J. M. (2003). Teaching Science Through Inquiry: Promoting Active Learning.
    3. Boaler, J. (2016). Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages, and Innovative Teaching. Jossey-Bass.
    4. Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. National Academies Press.
    5. Common Core State Standards Initiative (CCSSI). (2010). Common Core State Standards for Mathematics.
    6. Cunningham, P. M., & Allington, R. L. (2017). Classroom Literacy Assessment: Making Sense of What Students Know and Do. Pearson.
    7. The Department of Education (U.S.). (2009). Mathematics Instruction for Students with Learning Disabilities: A Review of the Literature.
    8. Gould, L. P., & Goodman, K. S. (2014). Whole Language and Literacy Instruction: An Integrated Approach.
    9. Fountas, I. C., & Pinnell, G. S. (2017). Leveled Literacy Intervention: The Fountas & Pinnell System. Heinemann.
    10. International Literacy Association (ILA). (2018). Standards for the Preparation of Literacy Professionals.
    11. National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics.
    12. National Reading Panel (NRP). (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.
    13. National Research Council. (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. National Academy Press.
    14. National Science Teachers Association (NSTA). (2018). The NGSS (Next Generation Science Standards) and Science Instruction.
    15. Moore, D. W., Bean, R. M., Birdyshaw, D., & Rycik, J. A. (1999). Adolescent Literacy: A Position Statement. International Reading Association.
    16. Pearson, P. D., & Gallagher, D. J. (1983). The Instruction of Reading Comprehension. Journal of Educational Psychology, 75(3), 521-531.
    17. Schoenfeld, A. H. (2007). Assessing Mathematical Proficiency. Cambridge University Press.
    18. Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and Middle School Mathematics: Teaching Developmentally. Pearson.

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    This page titled 10.4: Conclusion is shared under a CC BY-SA 4.0 license and was authored, remixed, and/or curated by Kerry Diaz & Tenessa Sanchez.