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RESOURCE LIST Association of American Colleges & Universities (AAC&U): https://www.aacu.org/ resources/high-impact-practices Framework for 21st Century Learning: http://www.p21.org/ International Society for Technology in Education (ISTE): https://www.iste.org/ K–12 Computer Science Framework: https://k12cs.org/ REFERENCES Bonet, G. and Walters, B. R. 2016. High impact practices: Student engagement and retention. College Student Journal, 50(2), 224–235. Bourn, D. 2016. Global learning and the school curriculum. Management in Education, 30(3), 121–125. BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., and Latopolski, K. 2017. High-impact practices and stu- dent–faculty interactions for gender-variant students. Journal of Diversity in Higher Education, 10(4), 350–365. Coffey, G. 2012. Literacy and technology: Integrating technology with small group, peer-led discussions of literature. International Electronic Journal of Elementary Education, 4(2), 395–405. Hollo, A. and Hirn, R. G. 2015. Teacher and student behaviors in the contexts of grade level and instruc- tional grouping. Preventing School Failure, 59(1), 30–39. International Society for Technology in Education. 2016. ISTE Standards for Students [online]. Available at: https://www.iste.org/standards/standards-for-students. Accessed on September 18, 2017. Kelly, K. 2016. The inevitable. New York, NY: Viking Press. Kilgo, C. A., Ezell Sheets, J. K., and Pascarella, E. T. 2015. The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education: The International Journal of Higher Education and Educational Planning, 69(4), 509–525. Kruse, L. G., Spencer, T. D., Olszewski, A., and Goldstein, H. 2015. Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers with early literacy deficits. American Journal of Speech-Language Pathology (Online), 24(2), 189–205. K–12 Computer Science Framework. 2016. K–12 Computer Science Framework [online]. Available at: https://k12cs.org/. Accessed on September 19, 2017. Kuh, G. D. 2008. High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges & Universities. Laal, M. and Ghodsi, S. M. 2012. Benefits of collaborative learning. Procedia—Social and Behavioral Sciences, 31, 486–490. Ledford, J. R. and Wolery, M. 2015. Observational learning of academic and social behaviors during small-group direct instruction. Exceptional Children, 81(3), 272–291. Miller, A. L., Rocconi, L. M., and Dumford, A. D. 2017. Focus on the finish line: Does high-impact practice participation influence career plans and early job attainment?Higher Education, 75(3), 489–506. High-Impact Educational Practices 13