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Showing results for ISSN matching 1040-726X

Formative Assessment: Assessment Is for Self-regulated Learning

JOURNAL ARTICLE published June 2012 in Educational Psychology Review

Authors: Ian Clark

https://doi.org/10.1007/s10648-011-9191-6 Actions

Exercise and Children’s Intelligence, Cognition, and Academic Achievement

JOURNAL ARTICLE published June 2008 in Educational Psychology Review

Authors: Phillip D. Tomporowski | Catherine L. Davis | Patricia H. Miller | Jack A. Naglieri

https://doi.org/10.1007/s10648-007-9057-0 Actions

Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills

JOURNAL ARTICLE published September 2018 in Educational Psychology Review

Research funded by Norges Forskningsråd (237981/H20)

Authors: Eva Wennås Brante | Helge I. Strømsø

https://doi.org/10.1007/s10648-017-9421-7 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

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

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

Working Memory Underpins Cognitive Development, Learning, and Education

JOURNAL ARTICLE published June 2014 in Educational Psychology Review

Authors: Nelson Cowan

https://doi.org/10.1007/s10648-013-9246-y Actions

Cognitive Bases of Human Creativity

JOURNAL ARTICLE published March 2009 in Educational Psychology Review

Authors: John Sweller

https://doi.org/10.1007/s10648-008-9091-6 Actions

A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning

JOURNAL ARTICLE published September 2010 in Educational Psychology Review

Authors: Qing Li | Xin Ma

https://doi.org/10.1007/s10648-010-9125-8 Actions

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?

JOURNAL ARTICLE published March 2011 in Educational Psychology Review

Authors: Robert M. Klassen | Virginia M. C. Tze | Shea M. Betts | Kelly A. Gordon

https://doi.org/10.1007/s10648-010-9141-8 Actions

Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction

JOURNAL ARTICLE published September 2012 in Educational Psychology Review

Authors: Shana K. Carpenter | Nicholas J. Cepeda | Doug Rohrer | Sean H. K. Kang | Harold Pashler

https://doi.org/10.1007/s10648-012-9205-z Actions

JOURNAL ARTICLE published 2003 in Educational Psychology Review

Authors: Rosemary E. Sutton | Karl F. Wheatley

https://doi.org/10.1023/a:1026131715856 Actions

Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction

JOURNAL ARTICLE published 9 October 2007 in Educational Psychology Review

Authors: Slava Kalyuga

https://doi.org/10.1007/s10648-007-9054-3 Actions

A Meta-Analysis of Negative Feedback on Intrinsic Motivation

JOURNAL ARTICLE published March 2019 in Educational Psychology Review

Authors: Carlton J. Fong | Erika A. Patall | Ariana C. Vasquez | Sandra Stautberg

https://doi.org/10.1007/s10648-018-9446-6 Actions
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