Acceso usuarios
Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations
David I. Miller, Alice H. Eagly, Marcia C Linn
págs. 631-644
Sex differences in mathematics and science achievement: A meta-analysis of National Assessment of Educational Progress assessments
David H. Reiley, David L. Neumann, Glenda Andrews
págs. 645-662
More value through greater differentiation: Gender differences in value beliefs about math.
Hanna Gaspard, Anna-Lena Dicke, Barbara Flunger, Brigitte Schreier, Isabelle Häfner, Ulrich Trautwein, Benjamin Nagengast
págs. 663-677
The art of living together: Reducing stereotyping and prejudicial attitudes through the Arab-Jewish Class Exchange Program (CEP)
Roni Berger, Hisham Abu Raiya, Marc Gelkopf
págs. 678-688
The worked example effect, the generation effect, and element interactivity.
Ouhao Chen, Slava Kalyuga, John Sweller
págs. 689-704
Julian Roelle, Nina Lehmkuhl, Martin-Uwe Beyer, Kirsten Berthold
págs. 705-723
The instructor’s face in video instruction: Evidence from two large-scale field studies
René F. Kizilcec, Jeremy N. Bailenson, Charles J. Gomez
págs. 724-739
The social dimension of learning through argumentation: Effects of human presence and discourse style
Christa S. C. Asterhan, Miriam Babichenko
págs. 740-755
Samantha W. Bindman, Eva M. Pomerantz, Glenn I. Roisman
págs. 756-770
"The instructor’s face in video instruction: Evidence from two large-scale field studies”: Correction to Kizilcec, Bailenson, and Gomez (2015).
pág. 770
Early childhood memory and attention as predictors of academic growth trajectories
Deborah Stipek, Rachel A. Valentino
págs. 771-788
Nonlinear Gompertz curve models of achievement gaps in mathematics and reading
Claire E. Cameron, Kevin J. Grimm, Joel S. Steele, Laura Castro Schilo, David W Grissmer
págs. 789-804
Teacher (mis)perceptions of preschoolers’ academic skills: predictors and associations with longitudinal outcomes
Courtney N. Baker, Marianne H. Tichovolsky, Janis B. Kupersmidt, Mary Ellen Voegler Lee, Mary Ellen Voegler Lee
págs. 805-820
Juyeon Song, Mimi Bong, Kyehyoung Lee, Sung-il Kim
págs. 821-841
Astrid M. G. Poorthuis, Jaana Juvonen, Sander Thomaes, Jaap J. A. Denissen, Bram Orobio de Castro, Marcel A. G. van Aken
págs. 842-854
Self-regulated strategy instruction in college developmental writing
Charles MacArthur, Zoi Philippakos, Melissa Ianetta
págs. 855-867
Rapid automatized naming and reading performance: a meta-analysis
Susana Araújo, Alexandra Reis, Karl Magnus Petersson, Luis Faísca
págs. 868-883
Barbara R. Foorman, Sharon Koon, Yaacov Petscher, Alison Mitchell, Adrea Truckenmiller
págs. 884-899
Interleaved practice improves mathematics learning
Doug Rohrer, Robert F. Dedrick, Sandra Stershic
págs. 900-908
págs. 909-918
"Conceptual knowledge of fraction arithmetic": Correction to Siegler and Lortie-Forgues (2015)
pág. 918
