Acceso usuarios
Macarena Silva Trujillo, Kate Cain
págs. 321-331
Behavioral engagement and reading achievement in elementary-school-age children: A longitudinal cross-lagged analysis
Ying Guo, Shuyan Sun, Allison Breit Smith, Frederick J Morrison, Carol Connor
págs. 332-347
The effects of stress on reading: A comparison of first-language versus intermediate second-language reading comprehension
Manpreet K. Rai, Lester C. Loschky, Richard Jackson Harris
págs. 348-363
págs. 364-390
The relationship of discourse and topic knowledge to fifth graders’ writing performance
Natalie G. Olinghouse, Steve Graham, Amy Gillespie
págs. 391-406
Professional development for early childhood educators: Efforts to improve math and science learning opportunities in early childhood classrooms
Shayne B. Piasta, Jessica A. R. Logan, Christina Yeager Pelatti, Lisa Capps, Stephen A. Petrill
págs. 407-422
Arithmetic practice can be modified to promote understanding of mathematical equivalence
Nicole M. McNeil, Emily R. Fyfe, April E. Dunwiddie
págs. 423-436
CBM reading, mathematics, and written expression at the secondary level: Examining latent composite relations among indices and unique predictions with a state achievement test
Robin S. Codding, Yaacov Petscher, Adrea Truckenmiller
págs. 437-450
Models as feedback: Developing representational competence in chemistry
Shamin Padalkar, Mary Hegarty
págs. 451-467
"Models as feedback: Developing representational competence in chemistry": Correction to Padalkar and Hegarty (2014)
pág. 467
Gregory M. Walton, Christine Logel, Jennifer M. Peach, Steven J. Spencer, Mark P. Zanna
págs. 468-485
Gender differences and school influences with respect to three indicators of general intelligence: Evidence from Saudi Arabia
Sascha Hein, Tan Mei, Abdullah Aljughaiman, Elena L. Grigorenko
págs. 486-501
Teacher–child relationship quality and academic achievement in elementary school: Does gender matter?
Meghan P. McCormick, Erin E. O'Connor
págs. 502-516
Wendy L. G. Hoglund, Stephanie M. Jones, Joshua L. Brown, J. Lawrence Aber
págs. 517-532
Revathy Kumar, Stuart A. Karabenick, Jacob N. Burgoon
págs. 533-545
Examining variation in the impact of school-wide positive behavioral interventions and supports: Findings from a randomized controlled effectiveness trial
Catherine P. Bradshaw, Tracy Evian Waasdorp, Philip J. Leaf
págs. 546-557
Kim Chau Leung
págs. 558-579
To confirm or to conform? Performance goals as a regulator of conflict with more-competent others
Nicolas Sommet, Céline Darnon, Fabrizio Butera
págs. 580-598
The role of perceived popularity on collaborative learning: A dyadic perspective
Rob Gommans, Eliane Segers, William J. Burk, Ron H. J. Scholte
págs. 599-608
Less is more: Teachers’ influence during peer collaboration
Tzu-Jung Lin, May Jadallah, Richard C. Anderson, Amanda Baker, Kim Nguyen Jahiel, Il-Hee Kim, Li Jen Kuo, Brian W. Miller, Ting Dong, Xiaoying Wu
págs. 609-629
"Important text characteristics for early-grades text complexity": Correction to Fitzgerald et al. (2015)
pág. 630
