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Students With Disabilities in Social and Emotional Learning Interventions: A Systematic Review

Remedial and Special Education, 2021-12, Vol.42 (6), p.384-397

2021

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Stigma Consciousness Among Adolescents With Learning Disabilities: Considering Individual Experiences of Being Stereotyped

Learning disability quarterly, 2018-11, Vol.41 (4), p.200-212

2018

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Using an Autonomy-Oriented Learning Environment for Struggling Readers: Variations in Teacher Sensemaking and Instructional Approach

The Elementary school journal, 2019-09, Vol.120 (1), p.176-196

2019

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Universal Design for Learning and Elementary School Science: Exploring the Efficacy, Use, and Perceptions of a Web-Based Science Notebook

Journal of educational psychology, 2013-11, Vol.105 (4), p.1210-1225

2013

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Beyond performance data: Improving student help seeking by collecting and displaying influential data in an online middle-school science curriculum

British journal of educational technology, 2016-01, Vol.47 (1), p.121-134

2016

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Motivational Beliefs and Self-Perceptions of Undergraduates with Learning Disabilities: Using the Expectancy-Value Model to Investigate College-Going Trajectories

Learning disabilities (Pittsburgh, Pa.), 2020-01, Vol.25 (2), p.41

2020

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Do writing motivational beliefs predict middle school students' writing performance?

Journal of research in reading, 2018-11, Vol.41 (4), p.642-656

2018

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Emotional Responses During Reading: Physiological Responses Predict Real-Time Reading Comprehension

Journal of educational psychology, 2014-02, Vol.106 (1), p.132-143

2014

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Shared Knowledge between Reading and Writing among Middle School Adolescent Readers

The Elementary school journal, 2020-03, Vol.120 (3), p.507-527

2020

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Behavioral Engagement among Adolescents with Reading Difficulties: The Role of Active Involvement in a Universally Designed Digital Literacy Platform

Reading & writing quarterly, 2020-05, Vol.36 (3), p.278-295

2020

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Measurement of Science Museum Visitors’ Emotional Experiences at Exhibits Designed to Encourage Productive Struggle

Curator (New York, N.Y.), 2022-01, Vol.65 (1), p.161-185

2022

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Providing Access to Engagement in Learning: The Potential of Universal Design for Learning in Museum Design

Curator (New York, N.Y.), 2013-07, Vol.56 (3), p.307-321

2013

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TOWARDS INCLUSION OF ALL LEARNERS THROUGH SCIENCE TEACHER EDUCATION. M. Koomen, S.Kahn, C. L.Atchison, T.A.Wild (Eds.), 2018Brill Sense Boston, MA. 384 pages. ISBN: 978‐90‐04‐36842‐2

Science education (Salem, Mass.), 2019-09, Vol.103 (5), p.1306-1308

Daley, Samantha G.

2019

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Let the Questions Be Your Guide: MBE as Interdisciplinary Science

Mind, brain and education, 2011-12, Vol.5 (4), p.153-162

2011

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School Connectedness and Academic Self-Efficacy During Pandemic Learning: A Mixed-Methods Study of Middle School Students’ Science Experiences

The Journal of early adolescence, 2024-01

2024

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Researching the Practice, Practicing the Research, and Promoting Responsible Policy: Usable Knowledge in Mind, Brain, and Education

Mind, brain and education, 2009-06, Vol.3 (2), p.65-67

2009

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A research reader in universal design for learning

Harvard Education Press, 2012

2012

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Using an Autonomy-Oriented Learning Environment for Struggling Readers

The Elementary school journal, 2019-09, Vol.120 (1), p.176-196

2019

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Motivation for reading among struggling middle school readers: A mixed methods study

Learning and individual differences, 2016-07, Vol.49, p.260-269

2016

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Universal Design for Learning and Elementary School Science: Exploring the Efficacy, Use, and Perceptions of a Web-Based Science Notebook: Advanced Learning Technologies

Journal of educational psychology, 2013, Vol.105 (4), p.1210-1225

2013

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Emotional responses during reading tasks: What shapes them and how they relate to reading comprehension

Daley, Samantha G

2010

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Struggling Readers Smiling on the Inside and Getting Correct Answers

Social and Emotional Learning and Complex Skills Assessment, 2022, p.187-216

2022

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Productive Struggle: Engagement in Informal Science Learning Environments

AERA Online Paper Repository, 2018

2018

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TOWARDS INCLUSION OF ALL LEARNERS THROUGH SCIENCE TEACHER EDUCATION . M. Koomen, S. Kahn, C. L. Atchison, T.A. Wild (Eds.), 2018 Brill Sense Boston, MA . 384 pages. ISBN: 978‐90‐04‐36842‐2

Science Education, 2019, Vol.103 (5), p.1306-1308

Daley, Samantha G

2019

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TOWARDS INCLUSION OF ALL LEARNERS THROUGH SCIENCE TEACHER EDUCATION. M. Koomen, S.Kahn, C. L.Atchison, T.A.Wild (Eds.), 2018 Brill Sense Boston, MA. 384 pages. ISBN: 978‐90‐04‐36842‐2

Science Education, 2019, Vol.103 (5), p.1306-1308

Daley, Samantha G.

2019

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Students With Disabilities in Social and Emotional Learning Interventions: A Systematic Review

Stigma Consciousness Among Adolescents With Learning Disabilities: Considering Individual Experiences of Being Stereotyped

Using an Autonomy-Oriented Learning Environment for Struggling Readers: Variations in Teacher Sensemaking and Instructional Approach

Universal Design for Learning and Elementary School Science: Exploring the Efficacy, Use, and Perceptions of a Web-Based Science Notebook

Beyond performance data: Improving student help seeking by collecting and displaying influential data in an online middle-school science curriculum

Motivational Beliefs and Self-Perceptions of Undergraduates with Learning Disabilities: Using the Expectancy-Value Model to Investigate College-Going Trajectories

Do writing motivational beliefs predict middle school students' writing performance?

Emotional Responses During Reading: Physiological Responses Predict Real-Time Reading Comprehension

Shared Knowledge between Reading and Writing among Middle School Adolescent Readers

Behavioral Engagement among Adolescents with Reading Difficulties: The Role of Active Involvement in a Universally Designed Digital Literacy Platform

Measurement of Science Museum Visitors’ Emotional Experiences at Exhibits Designed to Encourage Productive Struggle

Providing Access to Engagement in Learning: The Potential of Universal Design for Learning in Museum Design

TOWARDS INCLUSION OF ALL LEARNERS THROUGH SCIENCE TEACHER EDUCATION. M. Koomen, S.Kahn, C. L.Atchison, T.A.Wild (Eds.), 2018Brill Sense Boston, MA. 384 pages. ISBN: 978‐90‐04‐36842‐2

Let the Questions Be Your Guide: MBE as Interdisciplinary Science

School Connectedness and Academic Self-Efficacy During Pandemic Learning: A Mixed-Methods Study of Middle School Students’ Science Experiences

Researching the Practice, Practicing the Research, and Promoting Responsible Policy: Usable Knowledge in Mind, Brain, and Education

A research reader in universal design for learning

Using an Autonomy-Oriented Learning Environment for Struggling Readers

Motivation for reading among struggling middle school readers: A mixed methods study

Universal Design for Learning and Elementary School Science: Exploring the Efficacy, Use, and Perceptions of a Web-Based Science Notebook: Advanced Learning Technologies

Emotional responses during reading tasks: What shapes them and how they relate to reading comprehension

Struggling Readers Smiling on the Inside and Getting Correct Answers

Productive Struggle: Engagement in Informal Science Learning Environments

TOWARDS INCLUSION OF ALL LEARNERS THROUGH SCIENCE TEACHER EDUCATION . M. Koomen, S. Kahn, C. L. Atchison, T.A. Wild (Eds.), 2018 Brill Sense Boston, MA . 384 pages. ISBN: 978‐90‐04‐36842‐2

TOWARDS INCLUSION OF ALL LEARNERS THROUGH SCIENCE TEACHER EDUCATION. M. Koomen, S.Kahn, C. L.Atchison, T.A.Wild (Eds.), 2018 Brill Sense Boston, MA. 384 pages. ISBN: 978‐90‐04‐36842‐2

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