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Showing results for ISSN matching 1040-726X

Promoting Integration of Multiple Texts: a Review of Instructional Approaches and Practices

JOURNAL ARTICLE published September 2018 in Educational Psychology Review

Research funded by The I-CORE Program of the Israel Council of Higher Education and the Israel Science Foundation (1716/12)

Authors: Sarit Barzilai | Asnat R. Zohar | Shiri Mor-Hagani

https://doi.org/10.1007/s10648-018-9436-8 Actions

To Clarity and Beyond: Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts

JOURNAL ARTICLE published June 2023 in Educational Psychology Review

Authors: Alexandra List | Yuting Sun

https://doi.org/10.1007/s10648-023-09756-y Actions

Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts

JOURNAL ARTICLE published March 2016 in Educational Psychology Review

Authors: Emily M. Grossnickle

https://doi.org/10.1007/s10648-014-9294-y Actions

Parental Educational Expectations and Academic Achievement in Children and Adolescents—a Meta-analysis

JOURNAL ARTICLE published June 2020 in Educational Psychology Review

Authors: Martin Pinquart | Markus Ebeling

https://doi.org/10.1007/s10648-019-09506-z Actions

Studying Visual Displays: How to Instructionally Support Learning

JOURNAL ARTICLE published September 2017 in Educational Psychology Review

Authors: Alexander Renkl | Katharina Scheiter

https://doi.org/10.1007/s10648-015-9340-4 Actions

Effective Strategies for Research Integrity Training—a Meta-analysis

JOURNAL ARTICLE published June 2022 in Educational Psychology Review

Research funded by Horizon 2020 Framework Programme (824586)

Authors: Johannes Katsarov | Roberto Andorno | André Krom | Mariëtte van den Hoven

https://doi.org/10.1007/s10648-021-09630-9 Actions

Text-signaling devices and their effects on reading and memory processes

JOURNAL ARTICLE published September 1989 in Educational Psychology Review

Authors: Robert F. Lorch

https://doi.org/10.1007/bf01320135 Actions

Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

JOURNAL ARTICLE published September 2016 in Educational Psychology Review

Authors: Jeanne Wanzek | Sharon Vaughn | Nancy Scammacca | Brandy Gatlin | Melodee A. Walker | Philip Capin

https://doi.org/10.1007/s10648-015-9321-7 Actions

Concreteness Fading in Mathematics and Science Instruction: a Systematic Review

JOURNAL ARTICLE published March 2014 in Educational Psychology Review

Authors: Emily R. Fyfe | Nicole M. McNeil | Ji Y. Son | Robert L. Goldstone

https://doi.org/10.1007/s10648-014-9249-3 Actions

Placing Motivation and Future Time Perspective Theory in a Temporal Perspective

JOURNAL ARTICLE published June 2004 in Educational Psychology Review

Authors: Joke Simons | Maarten Vansteenkiste | Willy Lens | Marlies Lacante

https://doi.org/10.1023/b:edpr.0000026609.94841.2f Actions

Eight Ways to Promote Generative Learning

JOURNAL ARTICLE published December 2016 in Educational Psychology Review

Research funded by Office of Naval Research (N000140810018)

Authors: Logan Fiorella | Richard E. Mayer

https://doi.org/10.1007/s10648-015-9348-9 Actions

Reflections on Investigating Emotion in Educational Activity Settings

JOURNAL ARTICLE published 30 November 2006 in Educational Psychology Review

Authors: Paul A. Schutz | Ji Y. Hong | Dionne I. Cross | Jennifer N. Osbon

https://doi.org/10.1007/s10648-006-9030-3 Actions

Understanding Vygotsky for the Classroom: Is It Too Late?

JOURNAL ARTICLE published March 2012 in Educational Psychology Review

Authors: Margaret E. Gredler

https://doi.org/10.1007/s10648-011-9183-6 Actions

Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework

JOURNAL ARTICLE published June 2023 in Educational Psychology Review

Research funded by NWO (VI.Vidi.195.135)

Authors: Anique B. H. de Bruin | Felicitas Biwer | Luotong Hui | Erdem Onan | Louise David | Wisnu Wiradhany

https://doi.org/10.1007/s10648-023-09766-w Actions

Cognitive Profiles of Children with Isolated and Comorbid Learning Difficulties in Reading and Math: a Meta-analysis

JOURNAL ARTICLE published March 2023 in Educational Psychology Review

Authors: Nurit Viesel-Nordmeyer | Julia Reuber | Jörg-Tobias Kuhn | Kristina Moll | Heinz Holling | Christian Dobel

https://doi.org/10.1007/s10648-023-09735-3 Actions

Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review

JOURNAL ARTICLE published March 2023 in Educational Psychology Review

Authors: Maëlle Neveu | Marie Geurten | Nancy Durieux | Laurence Rousselle

https://doi.org/10.1007/s10648-023-09722-8 Actions

The Role of Executive Functions in Reading Comprehension

JOURNAL ARTICLE published September 2018 in Educational Psychology Review

Research funded by Institute of Education Sciences (R324A160064)

Authors: Reese Butterfuss | Panayiota Kendeou

https://doi.org/10.1007/s10648-017-9422-6 Actions

Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge

JOURNAL ARTICLE published December 2016 in Educational Psychology Review

Research funded by National Science Foundation (1431544)

Authors: Robin F. Hopkins | Keith B. Lyle | Jeff L. Hieb | Patricia A. S. Ralston

https://doi.org/10.1007/s10648-015-9349-8 Actions

When Choice Motivates and When It Does Not

JOURNAL ARTICLE published 9 October 2007 in Educational Psychology Review

Authors: Idit Katz | Avi Assor

https://doi.org/10.1007/s10648-006-9027-y Actions

Do I Fit In: Race/Ethnicity and Feelings of Belonging in School

JOURNAL ARTICLE published December 2022 in Educational Psychology Review

Authors: Sandra Graham | Kara Kogachi | Jessica Morales-Chicas

https://doi.org/10.1007/s10648-022-09709-x Actions
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