págs. 1-19
págs. 20-31
"Teacher effects" in early literacy development: Evidence from a study of twins.
Brian Byrne, William L. Coventry, Richard K. Olson, Sally J. Wadsworth, Stefan Samuelsson, Stephen A. Petrill, Erik G. Willcutt, Robin Corley
págs. 32-42
págs. 43-53
págs. 54-61
págs. 62-73
Can tutors be supported in giving effective explanations?.
Jörg Wittwer, Matthias Nückles, Nina Landmann, Alexander Renkl
págs. 74-89
Robert F., Jr. Lorch, Elizabeth P. Lorch, William J. Canderhead, Emily E. Dunlap, Emily C. Hodell, Benjamin Dunham Freer
págs. 90-101
págs. 102-114
págs. 115-134
págs. 135-152
Improving classroom quality: Teacher influences and experimental impacts of the 4rs program.
Joshua L. Brown, Stephanie M. Jones, Maria D. LaRusso, J. Lawrence Aber
págs. 153-167
págs. 168-179
págs. 180-196
págs. 197-211
The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.
Céline Darnon, Benoît Dompnier, Ophélie Gilliéron, Fabrizio Butera
págs. 212-222
Posttraumatic stress disorder and standardized test-taking ability.
Leslie Rutkowski, Jennifer J. Vasterling, Susan P. Proctor, Carolyn J. Anderson
págs. 223-233
págs. 234-255
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