Acceso usuarios
The long-term differential achievement effects of school socioeconomic composition in primary education: A propensity score matching approach
Barbara Belfi, Carla Haelermans, Bieke De Fraine
págs. 501-525
The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school
Svenja Rieser, Alexander Naumann, Jasmin Decristan, Benjamin Fauth, Eckhard Klieme, Gerhard Büttner
págs. 526-545
Paul O'Callaghan, Aimee McIvor, Claire McVeigh, Teresa Rushe
págs. 546-558
D. Jake Follmer, Rayne A. Sperling
págs. 559-575
Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson
Bethany Rittle-Johnson, Emily R. Fyfe, Abbey M. Loehr
págs. 576-591
Translating child development research into practice: Can teachers foster children's theory of mind in primary school?
Federica Bianco, Serena Lecce
págs. 592-605
Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement
Gavin T. L. Brown, Elizabeth R. Peterson, Esther S. Yao
págs. 606-629
The effects of letter spacing and coloured overlays on reading speed and accuracy in adult dyslexia
Amanda M. Sjoblom, Elizabeth Eaton, Steven D. Stagg
págs. 630-639
Lenka Kollerová, Filip Smolík
págs. 640-656
Metacognitive control: Shifting from habitual to agenda processes on item selection during study in elementary school children
Weijian Li, Haojie Ji, Fengying Li, Ping Li, Yuchi Zhang, Xinyu Li
págs. 657-670
