Using persuasive refutation texts to prompt attitudinal and conceptual change
Ian Thacker, Gale M. Sinatra, Krista R. Muis, Robert W. Danielson, Reinhard Pekrun, Philip H. Winne, Marianne Chevrier
págs. 1085-1099
Scaffolding attention and partial word learning through interactive coviewing of educational media: An eye-tracking study with low-income preschoolers
Susan B. Neuman, Preeti Samudra, Kevin M. Wong, Tanya Kaefer
págs. 1100-1110
págs. 1111-1127
Opportunities to participate in science learning and student engagement: A mixed methods approach to examining person and context factors
págs. 1128-1153
Estimating classroom-level influences on literacy and numeracy: A twin study
Katrina L. Grasby, Callie W. Little, Brian Byrne, William L. Coventry, Richard K. Olson, Sally Larsen, Stefan Samuelsson
págs. 1154-1166
págs. 1167-1182
págs. 1183-1196
págs. 1197-1220
Achievement goals and conceptual learning: An examination of teacher talk
págs. 1221-1242
The dynamics of real-time classroom emotions: Appraisals mediate the relation between students’ perceptions of teaching and their emotions
Thomas Goetz, Melanie M. Keller, Oliver Lüdtke, Ulrike E. Nett, Anastasiya A. Lipnevich
págs. 1243-1260
Effects of student composition in school on young adults’ educational pathways
Luise von Keyserlingk, Michael Becker, Malte Jansen, Kai Maaz
págs. 1261-1272
A change of scenery: Does the setting of an instructional video affect learning?
Martin Merkt, Sabrina Lux, Vincent Hoogerheide, Tamara van Gog, Stephan Schwan
págs. 1273-1283
Benjamin Fauth, Wolfgang Wagner, Christiane Bertram, Richard Göllner, Janina Roloff, Oliver Lüdtke, Morgan S. Polikoff, Uta Klusmann, Ulrich Trautwein
págs. 1284-10302
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