Teaching for Historical Understanding in Inclusive Classrooms

By R. Ferretti, Carl MacArthur, C. Okolo. 2001

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Handbook of Research on Learning and Instruction (2011, background): “Historically, teachers and coaches have emphasized movement-related feedback (“keep your arms straight”) when learning accuracy related tasks, rather than directing the learners’ attention to the movement outcome (“when putting, look at the hole, not the ball”).”
Trends in Research on Writing as a Learning Activity (2016, unknown): “In this context, students were taught to read historical materials, interpret them critically, and use them as evidence in arguments (De La Paz, 2005; De La Paz and Felton, 2010; Ferretti et al., 2001; Wiley et al., 2014; Van Drie et al., 2014).”
The Connection between Social-Emotional Learning and Learning Disabilities: Implications for Intervention (2004, background): “…Quarterly 56 all linked to students’ understanding of the subtle contours of interpersonal relationships, the ability to extract information and meaning from interactions “on the fly,” and the mental habits students need to participate as informed citizens (Ferretti, MacArthur, & Okolo, 2001).”