Michele Tine

By Michele Tine

This chapter aims synthesize current literature and research from a variety of fields to highlight what we know about the (1) contextual, (2) academic, and (3) cognitive differences between children growing up in urban versus rural poverty. The goal is to understand the unique needs of children growing up in urban and rural poverty to, in turn, place us in a better position to effectively remediate through targeted interventions and policy change.

Part of the book: Poverty, Inequality and Policy

By Michele Tine, Sophie Lenihan and Clara Batchelder

Spatial memory is recruited during many classroom-based activities. As such, it is essential for both educators and students to understand how it operates in a classroom context. This chapter begins by providing a systematic overview of how spatial memory is used across a variety of academic domains including math, language arts, and science. It also reviews some of the typical characteristics of students who have relatively poor spatial memory abilities. Finally, it discusses how to best provide efficacious classroom support for these students. Taken together, it provides an accessible overview of the educational implications of spatial memory that educators and students can consider when trying to optimize learning in their classrooms.

Part of the book: Eat, Learn, Remember