Articles used to update and expand the research base for Guidelines 3.0 are noted with an asterisk (*).

Bernacki, M. L., Greene, M. J., & Lobczowski, N. G. (2021). A systematic review of research on personalized learning: Personalized by whom, to what, how, and for what purpose (s)? Educational Psychology Review, 33(4), 1675-1715.*

Blascovich, J., & Mendes, W. B. (2000). Challenge and threat appraisals: The role of affective cues. In J. P. Forgas (Ed.), Feeling and thinking: The role of affect in social cognition (pp. 59-82). New York, NY: Cambridge University Press.

Blascovich, J., Mendes, W. B., Hunter, S. B., & Salomon, K. (1999). Social" facilitation" as challenge and threat.Journal of Personality and Social Psychology, 77(1), 68-77.

Boggiano, A. K., Main, D. S., & Katz, P. A. (1988). Children's preference for challenge: The role of perceived competence and control. Journal of Personality and Social Psychology, 54(1), 134-141.

Brabham, E. G., & Villaume, S. K. (2002). Leveled text: The good news and the bad news. Reading Teacher, 55(5), 438-441.

Coyne, M. D., Kame'enui, E. J., & Simmons, D. C. (2004). Improving beginning reading instruction and intervention for students with LD: Reconciling" all" with" each". Journal of Learning Disabilities, 37(3), 231.

Craig, S. D., Graesser, A. C., Sullins, J., & Gholson, B. (2004). Affect and learning: An exploratory look into the role of affect in learning with AutoTutor. Journal of Educational Media, 29(3), 241-250.

Culver, K. C., Perez, R. J., Kitchen, J. A., & Cole, D. G. (2022). Fostering equitable engagement: A mixed-methods exploration of the engagement of racially diverse students in a comprehensive college transition program. Journal of Diversity in Higher Education.*

Delpit, L. D. (2013). Multiplication is for white people: Raising expectations for other people's children. New York: New Press.*

Donovan, C. A., Smolkin, L. B., & Lomax, R. G. (2000). Beyond the independent-level text: Considering the reader? Text match in first graders' self-selections during recreational reading. Reading Psychology, 21(4), 309-333.

Drach-Zahavy, A., & Erez, M. (2002). Challenge versus threat effects on the goal–performance relationship.Organizational Behavior and Human Decision Processes, 88(2), 667-682.

Folkman, S., Lazarus, R. S., Dunkel-Schetter, C., DeLongis, A., & Gruen, R. J. (1986). Dynamics of a stressful encounter: Cognitive appraisal, coping, and encounter outcomes. Journal of Personality and Social Psychology, 50(5), 992-1003.

Fong, C. J., Owens, S. L., Segovia, J., Hoff, M. A., & Alejandro, A. J. (2021). Indigenous cultural development and academic achievement of tribal community college students: Mediating roles of sense of belonging and support for student success. Journal of Diversity in Higher Education.*

Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.*

Hedegaard, M. (1996). The Zone of Proximal Development as basis for instruction. In H. Daniels (Ed.), An introduction to Vygotsky (pp. 171–195). London: Routledge.

Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review, 72(1), 1-32.*

Hines, E. M., Ford, D. Y., Fletcher Jr, E. C., & Moore III, J. L. (2022). All eyez on me: Disproportionality, disciplined, and disregarded while Black. Theory Into Practice, 61(3), 288-299.*

Ingraham, C. L., Hokoda, A., Moehlenbruck, D., Karafin, M., Manzo, C., & Ramirez, D. (2016). Consultation and collaboration to develop and implement restorative practices in a culturally and linguistically diverse elementary school. Journal of Educational and Psychological Consultation, 26(4), 354-384.*

Irvine, J.J. (1990). Black Students and School Failure: Policies, Practices, and Prescriptions. Praeger.*

Mak, A. S., Blewitt, K., & Heaven, P. C. L. (2004). Gender and personality influences in adolescent threat and challenge appraisals and depressive symptoms. Personality and Individual Differences, 36(6), 1483-1496.

Marino, M., Coyne, M., & Dunn, M. (2010). The effect of technology-based altered readability levels on struggling readers science comprehension. Journal of Computers in Mathematics and Science Teaching, 29(1), 31-49.

Miller, M., Passarelli, M., Zucker, S., Ake, W., Martini-Carvell, K., & Dworkin, P. (2023). Help Me Grow: A Model of Targeted Universalism to Advance Equity and Promote the Well-Being of All Children. Social Innovations Journal, 20.*

Montague, M., & Applegate, B. (2000). Middle school students’ perceptions, persistence, and performance in mathematical problem solving. Learning Disability Quarterly, 23(3), 215-227.

Nasir, N. S., Scott, J., Trujillo, T., & Hernandez, L. (2016). The sociopolitical context of teaching. In D. Gitomer & C. Bell (Eds.), Handbook of research on teaching (pp. 349-390). American Educational Research Association.*

Oermann, M. H., & Standfest, K. M. (1997). Differences in stress and challenge in clinical practice among ADN and BSN students in varying clinical courses. The Journal of Nursing Education, 36(5), 228-233.

Ohta, A. S. (1995). Applying sociocultural theory to an analysis of learner discourse: Learner-learner collaborative interaction in the Zone of Proximal Development. Issues in Applied Linguistics, 6(2), 93-121.

Onosko, J. J., & Jorgenson, C. M. (1998). Unit and lesson planning in the inclusive classroom: Maximizing learning opportunities for all students. In C. M. Jorgenson (Ed.), Restructuring high schools for all students: Taking inclusion to the next level (pp. 71-105). Baltimore, Maryland: Paul H. Brookes Publishing Co.

Pagana, K. D. (1990). The relationship of hardiness and social support to student appraisal of stress in an initial clinical nursing situation. The Journal of Nursing Education, 29(6), 255-261.

Petray, M. J., Shapiro, R., & Vega, G. M. (2021). Foundations of Linguistics and Identity in L2 Teaching and Learning: Agency through Linguistic Enrichment, Differentiated Instruction, and Teacher Identity. International Journal of Curriculum and Instruction, 13(3), 2101-2127.*

Salomon, G., Globerson, T., & Guterman, E. (1989). The computer as a Zone of Proximal Development:Internalizing reading-related metacognitions from a reading partner. Journal of Educational Psychology, 81(4), 620-627.

Stahl, E., Pieschl, S., & Bromme, R. (2006). Task complexity, epistemological beliefs and metacognitive calibration:An exploratory study. Journal of Educational Computing Research, 35(4), 319-338.

Suarez, D. (2007). When students choose the challenge. Educational Leadership, 65(3), 60-65.

Sullivan, P., Bobis, J., Downton, A., Feng, M., Livy, S., Hughes, S., McCormick, M. & Russo, J. (2020). Characteristics of learning environments in which students are open to risk taking and mistake making. Australian Primary Mathematics Classroom, 25(2), 3-8.*

Tang, S. Y. F. (2003). Challenge and support: The dynamics of student teachers’ professional learning in the field experience. Teaching and Teacher Education, 19(5), 483-498.

Tomaka, J., Blascovich, J., Kelsey, R. M., & Leitten, C. L. (1993). Subjective, physiological, and behavioral effects of threat and challenge appraisal. Journal of Personality and Social Psychology, 65(2), 248-260.

Tomaka, J., Blascovich, J., Kibler, J., & Ernst, J. M. (1997). Cognitive and physiological antecedents of threat and challenge appraisal. Journal of Personality and Social Psychology, 73(1), 63-72.

Vick, S. B., Seery, M. D., Blascovich, J., & Weisbuch, M. (2008). The effect of gender stereotype activation on challenge and threat motivational states. Journal of Experimental Social Psychology, 44(3), 624-630.

Vygotsky, L. S. (1964). Thought and language. Annals of Dyslexia, 14(1), 97-98.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA:Harvard University Press.

Vygotsky, L. S. (1981). The instrumental method in psychology. The Concept of Activity in Soviet Psychology, 134-143.*

Watkins, N. A. (2022). Access and Opportunity: Increasing Advanced Placement Access for English Learners. Journal of Higher Education Theory and Practice, 22(14).*

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.