British journal of educational psychology

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  Año 2012, Número 3

  • Seleccionado

    Towards a better understanding of the legibility bias in performance assessments: The case of gender-based inferences.

    Rainer Greifeneder, Sarah Zelt, Tim Seele, Konstantin Bottenberg, Alexander Alt

    págs. 361-374

    
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    Small-group, computer-mediated argumentation in middle-school classrooms: The effects of gender and different types of online teacher guidance.

    Christa S. C. Asterhan, Baruch B. Schwarz, Julia Gil

    págs. 375-397

    
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    Instructional development for teachers in higher education: Effects on students' perceptions of the teaching-learning environment.

    Ann Stes, Sven De Maeyer, David Gijbels, Peter Van Petegem

    págs. 398-419

    
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    How students' achievement goals shape their beliefs about effective teaching: A 'build-a-professor' study.

    Corwin Senko, Kimberly Belmonte, Anastasyia Yakhkind

    págs. 420-435

    
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    Developing procedural flexibility: Are novices prepared to learn from comparing procedures?

    Bethany Rittle-Johnson, Jon R. Star, Kelley Durkin

    págs. 436-455

    
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    General knowledge monitoring as a predictor of in-class exam performance.

    Marissa K. Hartwig, Christopher A. Was, Randall M. Isaacson, John Dunlosky

    págs. 456-468

    
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    The nature of student teachers' regulation of learning in teacher education.

    Maaike D. Endedijk, Jan D. Vermunt, Nico Verloop, Mieke Brekelmans

    págs. 469-491

    
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    Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on student problem solving.

    Julie L. Booth, Kenneth R. Koedinger

    págs. 492-511

    
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    Effects of a school reform on longitudinal stability of students' preferences with regard to education.

    Karen D. Könings, Saskia Brand-Gruwel, Jan Elen

    págs. 512-532