Acceso usuarios
Supporting teachers’ use of data-based instruction to improve students’ early writing skills
Kristen L. McMaster, Erica S. Lembke, Jaehyun Shin, Apryl L. Poch, R. Smith, Pyung-Gang Jung, Abigail A. Allen, Kyle Wagner
págs. 1-21
From individual word recognition to word list and text reading fluency
Angeliki Altani, Athanassios Protopapas, Katerina Katopodi, George K. Georgiou
págs. 22-39
A randomized controlled trial of interleaved mathematics practice
Doug Rohrer, Robert F. Dedrick, Marissa K. Hartwig, Chi-Ngai Cheung
págs. 40-52
A longitudinal study of spatial skills and number sense development in elementary school children
Martha Carr, Erin Horan, Natalia Alexeev, Nicole Barned, Lu Wang, Beryl Otumfuor
págs. 53-69
Profiles of motivational beliefs in math: Exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices
Rebecca Lazarides, Anna-Lena Dicke, Charlott Rubach, Jacquelynne S. Eccles
págs. 70-92
Kindergarten domain-specific and domain-general cognitive precursors of hierarchical mathematical development: A longitudinal study
Ulf Träff, Linda Olsson, Kenny Skagerlund, Rickard Östergren
págs. 93-109
Development of arithmetic fluency: Development of arithmetic fluency?
Luke Rinne, Ai Ye, Nancy C. Jordan
págs. 110-130
Julian Roelle, Alexander Renkl
págs. 131-147
Julia Moritz, Hauke S. Meyerhoff, Stephan Schwan
págs. 148-165
More useful or not so bad?: Examining the effects of utility value and cost reduction interventions in college physics
Emily Q. Rosenzweig, Allan Wigfield, Chris S. Hulleman
págs. 166-182
A developmental extension to the multidimensional structure of interests
Dion M. Akkerman, Jonne P. Vulperhorst, Sanne Akkerman
págs. 183-203
Comparing apples and oranges: Curricular intensification reforms can change the meaning of students’ grades!
Nicolas Hübner, Wolfgang Wagner, Jan Hochweber, Marko Neumann, Benjamin Nagengast
págs. 204-220
