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Table of contents of journal: *Educational psychologist

Results: 51-75/131
EDUCATIONAL-PSYCHOLOGY AND THE EDUCATION OF TEACHERS - A REACTION
Authors: DOYLE W CARTER K
Citation: W. Doyle et K. Carter, EDUCATIONAL-PSYCHOLOGY AND THE EDUCATION OF TEACHERS - A REACTION, Educational psychologist, 31(1), 1996, pp. 23-28
CLARIFYING AND IMPLEMENTING CONTEMPORARY PSYCHOLOGICAL PERSPECTIVES
Authors: MARSHALL HH
Citation: Hh. Marshall, CLARIFYING AND IMPLEMENTING CONTEMPORARY PSYCHOLOGICAL PERSPECTIVES, Educational psychologist, 31(1), 1996, pp. 29-34
VARIATIONS IN EXCELLENCE - CONTEXT MATTERS IN REFORMING OUR COURSES AND RETHINKING OUR ROLES
Authors: ROCKLIN T
Citation: T. Rocklin, VARIATIONS IN EXCELLENCE - CONTEXT MATTERS IN REFORMING OUR COURSES AND RETHINKING OUR ROLES, Educational psychologist, 31(1), 1996, pp. 35-40
TEACHING EDUCATIONAL-PSYCHOLOGY - TEXTS IN CONTEXT
Authors: HOY AW
Citation: Aw. Hoy, TEACHING EDUCATIONAL-PSYCHOLOGY - TEXTS IN CONTEXT, Educational psychologist, 31(1), 1996, pp. 41-49
TEACHING EDUCATIONAL-PSYCHOLOGY THROUGH INSTRUCTIONAL PLANNING
Authors: BLUMENFELD PC HICKS L KRAJCIK JS
Citation: Pc. Blumenfeld et al., TEACHING EDUCATIONAL-PSYCHOLOGY THROUGH INSTRUCTIONAL PLANNING, Educational psychologist, 31(1), 1996, pp. 51-61
LEARNING AS THE FOCUS OF THE EDUCATIONAL-PSYCHOLOGY COURSE
Authors: RENNINGER KA
Citation: Ka. Renninger, LEARNING AS THE FOCUS OF THE EDUCATIONAL-PSYCHOLOGY COURSE, Educational psychologist, 31(1), 1996, pp. 63-76
A CONTEXTUALIZED APPROACH TO TEACHING TEACHERS ABOUT CLASSROOM-BASED ASSESSMENT
Authors: TAYLOR CS NOLEN SB
Citation: Cs. Taylor et Sb. Nolen, A CONTEXTUALIZED APPROACH TO TEACHING TEACHERS ABOUT CLASSROOM-BASED ASSESSMENT, Educational psychologist, 31(1), 1996, pp. 77-88
CURRENT ISSUES IN RESEARCH ON SELF-REGULATED LEARNING - A DISCUSSION WITH COMMENTARIES
Authors: PINTRICH PR
Citation: Pr. Pintrich, CURRENT ISSUES IN RESEARCH ON SELF-REGULATED LEARNING - A DISCUSSION WITH COMMENTARIES, Educational psychologist, 30(4), 1995, pp. 171-172
INHERENT DETAILS IN SELF-REGULATED LEARNING
Authors: WINNE PH
Citation: Ph. Winne, INHERENT DETAILS IN SELF-REGULATED LEARNING, Educational psychologist, 30(4), 1995, pp. 173-187
SUPERIMPOSING A SITUATION-SPECIFIC AND DOMAIN-SPECIFIC PERSPECTIVE ONAN ACCOUNT OF SELF-REGULATED LEARNING
Authors: ALEXANDER PA
Citation: Pa. Alexander, SUPERIMPOSING A SITUATION-SPECIFIC AND DOMAIN-SPECIFIC PERSPECTIVE ONAN ACCOUNT OF SELF-REGULATED LEARNING, Educational psychologist, 30(4), 1995, pp. 189-193
SELF-REGULATED LEARNING - BRIDGING THE CAP BETWEEN METACOGNITIVE AND METAMOTIVATION THEORIES
Authors: BOEKAERTS M
Citation: M. Boekaerts, SELF-REGULATED LEARNING - BRIDGING THE CAP BETWEEN METACOGNITIVE AND METAMOTIVATION THEORIES, Educational psychologist, 30(4), 1995, pp. 195-200
COMMENTS ON WINNE - ANALYTIC AND SYSTEMIC RESEARCH ARE BOTH NEEDED
Authors: CORNO L
Citation: L. Corno, COMMENTS ON WINNE - ANALYTIC AND SYSTEMIC RESEARCH ARE BOTH NEEDED, Educational psychologist, 30(4), 1995, pp. 201-206
MORE ABOUT THE DEVELOPMENT OF SELF-REGULATION - COMPLEX, LONG-TERM, AND THOROUGHLY SOCIAL
Authors: PRESSLEY M
Citation: M. Pressley, MORE ABOUT THE DEVELOPMENT OF SELF-REGULATION - COMPLEX, LONG-TERM, AND THOROUGHLY SOCIAL, Educational psychologist, 30(4), 1995, pp. 207-212
INHERENT DETAILS OF SELF-REGULATED LEARNING INCLUDE STUDENT PERCEPTIONS
Authors: SCHUNK DH
Citation: Dh. Schunk, INHERENT DETAILS OF SELF-REGULATED LEARNING INCLUDE STUDENT PERCEPTIONS, Educational psychologist, 30(4), 1995, pp. 213-216
SELF-REGULATION INVOLVES MORE THAN METACOGNITION - A SOCIAL COGNITIVEPERSPECTIVE
Authors: ZIMMERMAN BJ
Citation: Bj. Zimmerman, SELF-REGULATION INVOLVES MORE THAN METACOGNITION - A SOCIAL COGNITIVEPERSPECTIVE, Educational psychologist, 30(4), 1995, pp. 217-221
SELF-REGULATION IS UBIQUITOUS BUT ITS FORMS VARY WITH KNOWLEDGE
Authors: WINNE PH
Citation: Ph. Winne, SELF-REGULATION IS UBIQUITOUS BUT ITS FORMS VARY WITH KNOWLEDGE, Educational psychologist, 30(4), 1995, pp. 223-228
REFLECTIONS ON THE FIELD OF EDUCATIONAL-PSYCHOLOGY BY THE OUTGOING JOURNAL EDITOR
Authors: SALOMON G
Citation: G. Salomon, REFLECTIONS ON THE FIELD OF EDUCATIONAL-PSYCHOLOGY BY THE OUTGOING JOURNAL EDITOR, Educational psychologist, 30(3), 1995, pp. 105-108
PHONOLOGICAL PROCESSING, SPEECH-PERCEPTION, AND READING-DISABILITY - AN INTEGRATIVE REVIEW
Authors: MCBRIDECHANG C
Citation: C. Mcbridechang, PHONOLOGICAL PROCESSING, SPEECH-PERCEPTION, AND READING-DISABILITY - AN INTEGRATIVE REVIEW, Educational psychologist, 30(3), 1995, pp. 109-121
ADAPTIVE COPING WITH TEST SITUATIONS - A REVIEW OF THE LITERATURE
Authors: ZEIDNER M
Citation: M. Zeidner, ADAPTIVE COPING WITH TEST SITUATIONS - A REVIEW OF THE LITERATURE, Educational psychologist, 30(3), 1995, pp. 123-133
LEARNING FROM WISE MOTHER-NATURE OR BIG BROTHER INSTRUCTOR - THE WRONG CHOICE AS SEEN FROM AN EDUCATIONAL-PERSPECTIVE
Authors: WEINERT FE HELMKE A
Citation: Fe. Weinert et A. Helmke, LEARNING FROM WISE MOTHER-NATURE OR BIG BROTHER INSTRUCTOR - THE WRONG CHOICE AS SEEN FROM AN EDUCATIONAL-PERSPECTIVE, Educational psychologist, 30(3), 1995, pp. 135-142
EDUCATIONAL-PSYCHOLOGY FOR TEACHERS - REFORMING OUR COURSES, RETHINKING OUR ROLES
Authors: ANDERSON LM BLUMENFELD P PINTRICH PR CLARK CM MARX RW PETERSON P
Citation: Lm. Anderson et al., EDUCATIONAL-PSYCHOLOGY FOR TEACHERS - REFORMING OUR COURSES, RETHINKING OUR ROLES, Educational psychologist, 30(3), 1995, pp. 143-157
MENTORS, ROLE MODELS, AND HEROES IN THE LIVES OF GIFTED-CHILDREN
Authors: PLEISS MK FELDHUSEN JF
Citation: Mk. Pleiss et Jf. Feldhusen, MENTORS, ROLE MODELS, AND HEROES IN THE LIVES OF GIFTED-CHILDREN, Educational psychologist, 30(3), 1995, pp. 159-169
UNTITLED
Authors: DAS JP GINDIS B
Citation: Jp. Das et B. Gindis, UNTITLED, Educational psychologist, 30(2), 1995, pp. 55-55
REMEMBERING FATHER
Authors: VYGODSKAIA GL
Citation: Gl. Vygodskaia, REMEMBERING FATHER, Educational psychologist, 30(2), 1995, pp. 57-59
VYGOTSKY,L.S. AND THE DOCTRINE OF EMPIRICAL AND THEORETICAL LEARNING
Authors: KARPOV YV BRANSFORD JD
Citation: Yv. Karpov et Jd. Bransford, VYGOTSKY,L.S. AND THE DOCTRINE OF EMPIRICAL AND THEORETICAL LEARNING, Educational psychologist, 30(2), 1995, pp. 61-66
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