Journal of educational psychology

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  Año 2016, Vol. 108, Número 1

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    The differential effect of basic mathematics skills homework via a web-based intelligent tutoring system across achievement subgroups and mathematics domains: a randomized field experiment

    Dimona Bartelet, Joris Ghysels, Wim Groot, Carla Haelermans, Henriëtte Maassen van den Brink

    • Resumen

    págs. 1-20

    
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    The effects of expert scaffolding in elementary science professional development on teachers’ beliefs and motivations, instructional practices, and student achievement

    Thilo Kleickmann, Steffen Tröbst, Angela Jonen, Julia Vehmeyer, Kornelia Möller

    • Resumen

    págs. 21-42

    
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    Effects of critical discussions on middle school students’ written historical arguments

    Daniel R. Winssinger, Susan de la Paz

    • Resumen

    págs. 43-59

    
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    Automated guidance for student inquiry

    Libby F Gerard, Kihyun Ryoo, Kevin W. McElhaney, Ou Lydia Liu, Anna N. Rafferty, Marcia C Linn

    • Resumen

    págs. 60-81

    
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    Feedback both helps and hinders learning: The causal role of prior knowledge

    Emily R. Fyfe, Bethany Rittle-Johnson

    • Resumen

    págs. 82-97

    
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    Category change in the absence of cognitive conflict

    Jared T Ramsburg, Stellan Ohlsson

    • Resumen

    págs. 98-113

    
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    Response to instruction in preschool: Results of two randomized studies with children at significant risk of reading difficulties

    Christopher J. Lonigan, Beth M. Phillips

    • Resumen

    págs. 114-129

    
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    Opening the black box: Intervention fidelity in a randomized trial of a preschool teacher professional development program

    Susana Mendive Criado, Christine Wieland, Hirokazu Yoshikawa, Catherine E. Snow

    • Resumen

    págs. 130-145