id	domain	url
impactinged-218	library.pitt.edu	https://library.pitt.edu/e-journals
impactinged-218	creativecommons.org	http://creativecommons.org/licenses/by-nc-nd/3.0/us
impactinged-218	cpedinitiative.org	http://cpedinitiative.org
impactinged-218	orcid.org	https://orcid.org/0000-0003-2575-4047
impactinged-218	doi.org	https://doi.org/10.13189/ujer.2016.040808
impactinged-218	doi.org	https://doi.org/10.1080/09243453.2017.1298629
impactinged-218	www.kqed.org	https://www.kqed.org/mindshift/7449/three-trends-that-will-shape-thefuture-of-curriculum
impactinged-218	www.epi.org	https://www.epi.org/publication/five-key-trends-in-u-s-studentperformance-progress-by-blacks-and-hispanics-the-takeoff-of-asiansthe-stall-of-non-english-speakers-the-persistence-of-socioeconomicgaps-and-the-damaging-effect
impactinged-218	doi.org	https://doi.org/10.5958/2249-7315.2017.00336.7
impactinged-218	doi.org	https://doi.org/10.1080/08878730802249866
impactinged-218	www.edweek.org	http://www.edweek.org/ew/articles/2014/02/19/21department.h33.html
impactinged-218	doi.org	https://doi.org/10.1177/0031721720956878
impactinged-218	doi.org	https://doi.org/doi:10.1080/095183998236863
impactinged-218	doi.org	https://doi.org/10.1177/003172171880825
impactinged-218	eric.ed.gov	https://eric.ed.gov/?id=ej939059
impactinged-218	doi.org	https://doi.org/10.1086/460039
impactinged-218	doi.org	https://doi.org/10.1186/s40594016-0049-9
impactinged-218	doi.org	https://doi.org/10.1177/0031721719885909
impactinged-218	www.weareteachers.com	https://www.weareteachers.com/should-elementaryschools-deparmentalize-we-look-at-the-pros-and-cons
impactinged-218	digitalcommons.liberty.edu	https://digitalcommons.liberty.edu/doctoral/829
impactinged-218	www.readingrockets.org	http://www.readingrockets.org/article/building-background-knowledge
impactinged-218	doi.org	https://doi.org/10.13189/ujer.2016.040808
impactinged-218	doi.org	https://doi.org/10.1080/09243453.2017.1298629
impactinged-218	www.kqed.org	https://www.kqed.org/mindshift/7449/three-trends-that-will-shape-the-future-of-curriculum
impactinged-218	www.kqed.org	https://www.kqed.org/mindshift/7449/three-trends-that-will-shape-the-future-of-curriculum
impactinged-218	www.epi.org	https://www.epi.org/publication/five-key-trends-in-u-s-student-performance-progress-by-blacks-and-hispanics-the-takeoff-of-asians-the-stall-of-non-english-speakers-the-persistence-of-socioeconomic-gaps-and-the-damaging-effect
impactinged-218	www.epi.org	https://www.epi.org/publication/five-key-trends-in-u-s-student-performance-progress-by-blacks-and-hispanics-the-takeoff-of-asians-the-stall-of-non-english-speakers-the-persistence-of-socioeconomic-gaps-and-the-damaging-effect
impactinged-218	www.epi.org	https://www.epi.org/publication/five-key-trends-in-u-s-student-performance-progress-by-blacks-and-hispanics-the-takeoff-of-asians-the-stall-of-non-english-speakers-the-persistence-of-socioeconomic-gaps-and-the-damaging-effect
impactinged-218	www.epi.org	https://www.epi.org/publication/five-key-trends-in-u-s-student-performance-progress-by-blacks-and-hispanics-the-takeoff-of-asians-the-stall-of-non-english-speakers-the-persistence-of-socioeconomic-gaps-and-the-damaging-effect
impactinged-218	doi.org	https://doi.org/10.5958/2249-7315.2017.00336.7
impactinged-218	doi.org	https://doi.org/10.1080/08878730802249866
impactinged-218	www.edweek.org	http://www.edweek.org/ew/articles/2014/02/19/21department.h33.html
impactinged-218	doi.org	https://doi.org/10.1177/0031721720956878
impactinged-218	doi.org	https://doi.org/doi:10.1080/095183998236863
impactinged-218	doi.org	https://doi.org/10.1177/003172171880825
impactinged-218	eric.ed.gov	https://eric.ed.gov/?id=ej939059
impactinged-218	doi.org	https://doi.org/10.1086/460039
impactinged-218	doi.org	https://doi.org/10.1186/s40594-016-0049-9
impactinged-218	doi.org	https://doi.org/10.1186/s40594-016-0049-9
impactinged-218	doi.org	https://doi.org/10.1177/0031721719885909
impactinged-218	www.weareteachers.com	https://www.weareteachers.com/should-elementary-schools-deparmentalize-we-look-at-the-pros-and-cons
impactinged-218	www.weareteachers.com	https://www.weareteachers.com/should-elementary-schools-deparmentalize-we-look-at-the-pros-and-cons
impactinged-218	digitalcommons.liberty.edu	https://digitalcommons.liberty.edu/doctoral/829
impactinged-218	www.readingrockets.org	http://www.readingrockets.org/article/building-background-knowledge
impactinged-218	doi.org	https://doi.org/10.1080/00131725.2017.1314569
impactinged-218	cie.asu.edu	http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1846
impactinged-218	doi.org	https://doi.org/10.3102/0013189x16677965
impactinged-218	doi.org	https://doi.org/10.5296/jse.v4i1.4802
impactinged-218	doi.org	https://doi.org/10.1016/j.jmathb.2016.12.006
impactinged-218	digitalcommons.liberty.edu	https://digitalcommons.liberty.edu/doctoral/441
impactinged-218	doi.org	https://doi.org/10.1111/bjep.12374
impactinged-218	doi.org	https://doi.org/10.1080/00131725.2017.1314569
impactinged-218	cie.asu.edu	http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1846
impactinged-218	doi.org	https://doi.org/10.3102/0013189x16677965
impactinged-218	doi.org	https://doi.org/10.5296/jse.v4i1.4802
impactinged-218	doi.org	https://doi.org/10.1016/j.jmathb.2016.12.006
impactinged-218	digitalcommons.liberty.edu	https://digitalcommons.liberty.edu/doctoral/441
impactinged-218	doi.org	https://doi.org/10.1111/bjep.12374