Psychological theory and pedagogical effectiveness: The learning promotion potential framework.
Peter Tomlinson
págs. 507-526
What teacher factors influence their attributions for children's difficulties in learning?
Katy Brady, Lisa Woolfson
págs. 527-544
Changing epistemological beliefs: The unexpected impact of a short-term intervention.
Dorothe Kienhues, Rainer Bromme, Elmar Stahl
págs. 545-565
Behaviour--emotional characteristics of primary-school children rated as having language problems.
A. J. Lundervold, M. Heimann, T. Manger
págs. 567-580
Towards effective partnerships in a collaborative problem-solving task.
Megan J. Schmitz, Heather Winskel
págs. 581-596
Delivering phonological and phonics training within whole-class teaching.
Laura R. Shapiro, Jonathan Solity
págs. 597-620
Representations of relatedness with parents and friends and autonomous academic motivation during the late adolescence--early adulthood period: Reciprocal or unidirectional effects?
Frédéric Guay, Herbert W. Marsh, Caroline Senécal, Martin Dowson
págs. 621-637
Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation.
Lau Shun, Arief Darmanegara Liem, Youyan Nie
págs. 639-662
The role of educational track in adolescents' school burnout: A longitudinal study.
Katariina Salmela-Aro, Noona Kiuru, Jari-Erik Nurmi
págs. 663-689
© 2001-2024 Fundación Dialnet · Todos los derechos reservados
Coordinado por: