Acceso usuarios
Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI)
Carol McDonald Connor, Jennifer Dombek, Elizabeth C. Crowe, Mercedes Spencer, Elizabeth L. Tighe, Sean Coffinger, Elham Zargar, Taffeta Wood, Yaacov Petscher
págs. 301-320
“Explaining pictures: How verbal cues influence processing of pictorial learning material”: Correction to Glaser and Schwan (2015)
pág. 320
Gerhard L. Stoel, Jannet P. van Drie, Carla Van Boxtel
págs. 321-337
Process Mediates Structure: The Relation Between Preschool Teacher Education and Preschool Teachers’ Knowledge
Sigrid Blömeke, Simone Dunekacke, Lars Jenßen, Marianne Grassmann, Hartmut Wedekind
págs. 338-354
Martina A. Rau, Vincent Aleven, Nikol Rummel
págs. 355-373
págs. 374-386
Making connections: Replicating and extending the utility value intervention in the classroom
Chris S. Hulleman, Jeff J. Kosovich, Kenneth E. Barron, David B. Daniel
págs. 387-404
Paul Hanselman, Christopher S. Rozek, Jeffrey Grigg, Geoffrey D. Borman
págs. 405-424
Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores
Herbert W. Marsh, Reinhard Pekrun, Philip D. Parker, Kou Murayama, Jiesi Guo, Theresa Dicke, Stephanie Lichtenfeld
págs. 425-438
Academic competencies: Their interrelatedness and gender differences at their high end
Sebastian Bergold, Heike Wendt, Daniel Kasper, Ricarda Steinmayr
págs. 439-449
