The long-term differential achievement effects of school socioeconomic composition in primary education: A propensity score matching approach
págs. 501-525
The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school
Svenja Rieser, Alexander Naumann, Jasmin Decristan, Benjamin Fauth, Eckhard Klieme, Gerhard Büttner
págs. 526-545
págs. 546-558
págs. 559-575
Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson
págs. 576-591
Translating child development research into practice: Can teachers foster children's theory of mind in primary school?
págs. 592-605
Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement
págs. 606-629
págs. 630-639
págs. 640-656
Metacognitive control: Shifting from habitual to agenda processes on item selection during study in elementary school children
Weijian Li, Haojie Ji, Fengying Li, Ping Li, Yuchi Zhang, Xinyu Li
págs. 657-670
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