Acceso usuarios
Joanna P. Williams, Simonne Pollini, Abigail M. Nubla Kung, Anne E. Snyder, Amaia García Aparicio, Jill G. Ordynans, J. Grant Atkins
págs. 1-17
Robert F., Jr. Lorch, Elizabeth P. Lorch, Benjamin Dunham Freer, Emily E. Dunlap, Emily C. Hodell, William J. Canderhead
págs. 18-35
The Doctor Fox research (1973) rerevisited: “Educational seduction” ruled out
Eyal Peer, Elisha Babad
págs. 36-45
Intensive reading remediation in grade 2 or 3: Are there effects a decade later?
Benita A. Blachman, Christopher Schatschneider, Jack v Fletcher, Maria S. Murray, Kristen A. Munger, Michael G. Vaughn
págs. 46-57
Guided retrieval practice of educational materials using automated scoring
Phillip J. Grimaldi Grimaldi, Jeffrey D. Karpicke
págs. 58-68
Comparing learning from observing and from human tutoring
Kasia Muldner, Rachel Lam, Michelene T.H. Chi
págs. 69-85
Collaborative embodied learning in mixed reality motion-capture environments: Two science studies
Mina C. Johnson Glenberg, David A. Birchfield, Lisa Tolentino, Tatyana Koziupa
págs. 86-104
The role of anxiety and working memory in gender differences in mathematics
Colleen M. Ganley, Marina Vasilyeva
págs. 105-120
What makes a good student?: How emotions, self-regulated learning, and motivation contribute to academic achievement
Carolina Mega, Lucia Ronconi, Rossana De Beni
págs. 121-131
Emotional responses during reading: Physiological responses predict real-time reading comprehension
Samantha G. Daley, John B. Willett, Kurt W. Fischer
págs. 132-143
Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain
Hanna Dumont, Ulrich Trautwein, Gabriel Nagy, Benjamin Nagengast
págs. 144-161
The effects of student and text characteristics on the oral reading fluency of middle-grade students
Amy E. Barth, Tammy D. Tolar, Jack M. Fletcher, David Francis
págs. 162-180
The nature of Spanish versus English language use at home
Lee Branum-Martin, Paras D. Mehta, Coleen D. Carlson, David J. Francis, Claude Goldenberg
págs. 181-199
Tracing children’s approaches to learning through Head Start, kindergarten, and first grade: Different pathways to different outcomes
Paul A. McDermott, Samuel H. Rikoon, John W. Fantuzzo
págs. 200-213
Richard Cowan, Daisy Powell
págs. 214-229
The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping
Kate E. Snyder, Jenessa L. Malin, Amy L. Dent, Lisa Linnenbrink-Garcia
págs. 230-241
Torn between study and leisure: How motivational conflicts relate to students’ academic and social adaptation
Axel Grund, Nina K. Brassler, Stefan Fries
págs. 242-257
When are mastery goals more adaptive?: It depends on experiences of autonomy support and autonomy
Moti Benita, Guy Roth, Edward L. Deci
págs. 258-267
School readiness of children from immigrant families: Contributions of region of origin, home, and childcare
Amanda S. Koury, Elizabeth Votruba-Drzal
págs. 268-288
Jan Hochweber, Ingmar Hosenfeld, Eckhard Klieme
págs. 289-300
Anne Dopkins Stright, Kim Lian Yeo
págs. 301-314
The role of identity development, values, and costs in college STEM retention
Tony Perez, Jennifer G. Cromley, Avi Kaplan
págs. 315-329
