Acceso usuarios
Do children with reading difficulties experience writing difficulties?: A meta-analysis
Steve Graham, A. Angelique Aitken, Michael Hebert, April Camping, Tanya Santangelo, Karen R. Harris, Kristi Eustice, Joseph D. Sweet, Clarence Ng
págs. 1481-1506
The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms
Hanna Gaspard, Cora Parrisius, Heide Piesch, Markus Kleinhansl, Eike Wille, Benjamin Nagengast, Ulrich Trautwein, Chris S. Hulleman
págs. 1507-1528
The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries
Fabian Wolff, Fabio Sticca, Christoph Niepel, Thomas Götz, Jan van Damme, Jens Möller
págs. 1529-1549
Too anxious to be confident?: A panel longitudinal study into the interplay of mathematics anxiety and metacognitive monitoring in arithmetic achievement
Elien Bellon, Wim Fias, Bert De Smedt
págs. 1550-1564
Under which conditions are physical versus virtual representations effective?: Contrasting conceptual and embodied mechanisms of learning
Martina A. Rau, Tiffany Herder
págs. 1565-1586
Multimedia effects during retrieval practice: Images that reveal the answer reduce vocabulary learning
Gesa S. E. van den Broek, Tamara van Gog, Evelien Jansen, Mirja Pleijsant, Liesbeth Kester
págs. 1587-1608
A comparative analysis of instructional coaching approaches: Face-to-face versus remote coaching in preschool classrooms
April Crawford, Cheryl Varghese, Hsien-Yuan Hsu, Tricia Zucker, Susan H. Landry, Michael Assel, Pauline Monseque-Bailey, Vibhutibala Bhavsar
págs. 1609-1627
Lars Jenßen, Michael Eid, Markus Szczesny, Katja Eilerts, Sigrid Blömeke
págs. 1628-1644
Sigrid Blömeke, Trude Nilsen, Ronny Scherer
págs. 1645-1667
Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion
Marcus Horwood, Herbert W. Marsh, Philip D. Parker, Philip Riley, Jiesi Guo, Theresa Dicke
págs. 1668-1688
Teachers “finding peace in a frantic world: An experimental study of self-taught and instructor-led mindfulness program formats on acceptability, effectiveness, and mechanisms.
Jesús Montero Marín, Laura Taylor, Catherine Crane, Mark T. Greenberg, Tamsin J Ford, J. Mark G. Williams, Javier García Campayo, Anne Marie M. Conley, Liz Lord, Tim Dalgleish, Sarah-Jayne Blakemore, MYRIAD team, Willem Kuykenc
págs. 1689-1708
