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Results: 26-50/131
Authors:
THOMAS S
OLDFATHER P
Citation: S. Thomas et P. Oldfather, INTRINSIC MOTIVATIONS, LITERACY, AND ASSESSMENT PRACTICES - THATS MY GRADE - THATS ME, Educational psychologist, 32(2), 1997, pp. 107-123
Authors:
MCCOMBS BL
Citation: Bl. Mccombs, COMMENTARY - REFLECTIONS ON MOTIVATIONS FOR READING - THROUGH THE LOOKING-GLASS OF THEORY, PRACTICE, AND READER EXPERIENCES, Educational psychologist, 32(2), 1997, pp. 125-134
Authors:
MAYER RE
Citation: Re. Mayer, MULTIMEDIA LEARNING - ARE WE ASKING THE RIGHT QUESTIONS, Educational psychologist, 32(1), 1997, pp. 1-19
Authors:
GRAHAM S
Citation: S. Graham, USING ATTRIBUTION THEORY TO UNDERSTAND SOCIAL AND ACADEMIC MOTIVATIONIN AFRICAN-AMERICAN YOUTH, Educational psychologist, 32(1), 1997, pp. 21-34
Authors:
PELLEGRINI AD
BJORKLUND DF
Citation: Ad. Pellegrini et Df. Bjorklund, THE ROLE OF RECESS IN CHILDRENS COGNITIVE PERFORMANCE, Educational psychologist, 32(1), 1997, pp. 35-40
Authors:
COX BD
Citation: Bd. Cox, THE REDISCOVERY OF THE ACTIVE LEARNER IN ADAPTIVE CONTEXTS - A DEVELOPMENTAL-HISTORICAL ANALYSIS OF TRANSFER OF TRAINING, Educational psychologist, 32(1), 1997, pp. 41-55
Authors:
MARSHALL HH
Citation: Hh. Marshall, RECENT AND EMERGING THEORETICAL FRAMEWORKS FOR RESEARCH ON CLASSROOM LEARNING - CONTRIBUTIONS AND LIMITATIONS - INTRODUCTION, Educational psychologist, 31(3-4), 1996, pp. 147-149
LEARNERS AS INFORMATION PROCESSORS - LEGACIES AND LIMITATIONS OF EDUCATIONAL-PSYCHOLOGY 2ND METAPHOR
Authors:
MAYER RE
Citation: Re. Mayer, LEARNERS AS INFORMATION PROCESSORS - LEGACIES AND LIMITATIONS OF EDUCATIONAL-PSYCHOLOGY 2ND METAPHOR, Educational psychologist, 31(3-4), 1996, pp. 151-161
Authors:
DERRY SJ
Citation: Sj. Derry, COGNITIVE SCHEMA THEORY IN THE CONSTRUCTIVIST DEBATE, Educational psychologist, 31(3-4), 1996, pp. 163-174
Authors:
COBB P
YACKEL E
Citation: P. Cobb et E. Yackel, CONSTRUCTIVIST, EMERGENT, AND SOCIOCULTURAL PERSPECTIVES IN THE CONTEXT OF DEVELOPMENTAL RESEARCH, Educational psychologist, 31(3-4), 1996, pp. 175-190
Authors:
JOHNSTEINER V
MAHN H
Citation: V. Johnsteiner et H. Mahn, SOCIOCULTURAL APPROACHES TO LEARNING AND DEVELOPMENT - A VYGOTSKIAN FRAMEWORK, Educational psychologist, 31(3-4), 1996, pp. 191-206
Authors:
NUTHALL G
Citation: G. Nuthall, COMMENTARY - OF LEARNING AND LANGUAGE AND UNDERSTANDING THE COMPLEXITY OF THE CLASSROOM, Educational psychologist, 31(3-4), 1996, pp. 207-214
Authors:
PRAWAT RS
Citation: Rs. Prawat, CONSTRUCTIVISMS, MODERN AND POSTMODERN, Educational psychologist, 31(3-4), 1996, pp. 215-225
Authors:
GREEN JL
KELLY GJ
CASTANHEIRA ML
ESCH J
FRANK C
HODEL M
PUTNEY L
RODARTE M
Citation: Jl. Green et al., CONCEPTUALIZING A BASIS FOR UNDERSTANDING - WHAT DIFFERENCES DO DIFFERENCES MAKE, Educational psychologist, 31(3-4), 1996, pp. 227-234
Authors:
MARSHALL HH
Citation: Hh. Marshall, IMPLICATIONS OF DIFFERENTIATING AND UNDERSTANDING CONSTRUCTIVIST APPROACHES, Educational psychologist, 31(3-4), 1996, pp. 235-240
Authors:
ALEXANDER PA
Citation: Pa. Alexander, THE PAST, PRESENT, AND FUTURE OF KNOWLEDGE RESEARCH - A REEXAMINATIONOF THE ROLE OF KNOWLEDGE IN LEARNING AND INSTRUCTION, Educational psychologist, 31(2), 1996, pp. 89-92
Authors:
REYNOLDS RE
SINATRA GM
JETTON TL
Citation: Re. Reynolds et al., VIEWS OF KNOWLEDGE ACQUISITION AND REPRESENTATION - A CONTINUUM FROM EXPERIENCE CENTERED TO MIND CENTERED, Educational psychologist, 31(2), 1996, pp. 93-104
Authors:
DEJONG T
FERGUSONHESSLER MGM
Citation: T. Dejong et Mgm. Fergusonhessler, TYPES AND QUALITIES OF KNOWLEDGE, Educational psychologist, 31(2), 1996, pp. 105-113
Authors:
RENKL A
MANDL H
GRUBER H
Citation: A. Renkl et al., INERT KNOWLEDGE - ANALYSES AND REMEDIES, Educational psychologist, 31(2), 1996, pp. 115-121
Authors:
REIMANN P
SCHULT TJ
Citation: P. Reimann et Tj. Schult, TURNING EXAMPLES INTO CASES - ACQUIRING KNOWLEDGE STRUCTURES FOR ANALOGICAL PROBLEM-SOLVING, Educational psychologist, 31(2), 1996, pp. 123-132
Authors:
BAXTER GP
ELDER AD
Citation: Gp. Baxter et Ad. Elder, KNOWLEDGE-BASED COGNITION AND PERFORMANCE ASSESSMENT IN THE SCIENCE CLASSROOM, Educational psychologist, 31(2), 1996, pp. 133-140
Authors:
MURPHY PK
WOODS BS
Citation: Pk. Murphy et Bs. Woods, SITUATING KNOWLEDGE IN LEARNING AND INSTRUCTION - UNANSWERED QUESTIONS AND FUTURE-DIRECTIONS, Educational psychologist, 31(2), 1996, pp. 141-145
Authors:
BLUMENFELD PC
ANDERSON L
Citation: Pc. Blumenfeld et L. Anderson, SPECIAL ISSUE - TEACHING EDUCATIONAL-PSYCHOLOGY - EDITORS COMMENTS, Educational psychologist, 31(1), 1996, pp. 1-4
Authors:
SHUELL TJ
Citation: Tj. Shuell, THE ROLE OF EDUCATIONAL-PSYCHOLOGY IN THE PREPARATION OF TEACHERS, Educational psychologist, 31(1), 1996, pp. 5-14
Authors:
STRAUSS S
Citation: S. Strauss, CONFESSIONS OF A BORN-AGAIN CONSTRUCTIVIST, Educational psychologist, 31(1), 1996, pp. 15-21