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References

 

References

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Adamu, I., & Soykan, E. (2019). Content analyses on the use of technology in dyslexia: the articles in the web of science data base. International Online Journal of Education and Teaching, 6(4), 789–797.​

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Biffle, C. (2023). Whole brain teaching for challenging kids (and the rest of your class, too!) (2nd edition).

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DiTerlizzi, A. (2020). The magical yet. Disney-Hyperion.

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Ferlazzo, L. (2021, May 3). Integrating critical thinking into the Classroom (Opinion). Education Week. https://www.edweek.org/teaching-learning/opinion-integrating-critical-thinking-into-the-classroom/2021/03​

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Grammarly. (2024, May 2). How to create effective AI prompts (with examples). Retrieved September 21, 2024, from https://www.grammarly.com/blog/generative-ai-prompts/

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Harapnuik, D. (2014, July 14). COVA. It’s About Learning: Creating Significant Learning Environments. Retrieved October 4, 2024, from https://www.harapnuik.org/?page_id=6991

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Efilti, P, & Gelmez, K. (2024). A deep dive into the impacts of empathy on design learning and reaching. International Journal of Technology and Design Education, 34(2), 809–852. https://doi-org.libproxy.lamar.edu/10.1007/s10798-023-09835-9

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Snipes, J., & Tran, L. (2017). Growth mindset, performance avoidance, and academic behaviors in clark county school district. REL 2017-226. Regional Educational Laboratory West.

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​Singer-Freeman, K., & Bastone, L. (2017). Changing their mindsets: ePortfolios encourage application of concepts to the self. International Journal of EPortfolio, 7(2), 151–160.

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Thibodeaux, T., Cummings, C., & Harapnuik, D. (2017). Factors that contribute to eportfolio persistence. International Journal of EPortfolio, 7(1), 1–12.

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van den Berg, G. (2024). Generative ai and educators: Partnering in using open digital Content for transforming education. Open Praxis, 16(2), pp. 130–141. DOI: https://doi.org/10.55982/openpraxis.16.2.640

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Wester, K. L., Vaishnav, S., Morris, C. W., Austin, J. L., Haugen, J. S., Delgado, H., & Umstead, L. K. (2020). Interaction of imposter phenomenon and research self-efficacy on scholarly productivity. Counselor Education and Supervision, 59(4), 316–325.

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©2025 Katelyn O'Quin 

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