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Results: 76-100/131
Authors:
KOZULIN A
PRESSEISEN BZ
Citation: A. Kozulin et Bz. Presseisen, MEDIATED LEARNING-EXPERIENCE AND PSYCHOLOGICAL TOOLS - VYGOTSKY AND FEUERSTEIN PERSPECTIVES IN A STUDY OF STUDENT LEARNING, Educational psychologist, 30(2), 1995, pp. 67-75
Authors:
GINDIS B
Citation: B. Gindis, THE SOCIAL CULTURAL IMPLICATION OF DISABILITY - VYGOTSKY PARADIGM FORSPECIAL-EDUCATION, Educational psychologist, 30(2), 1995, pp. 77-81
Authors:
PENUEL WR
WERTSCH JV
Citation: Wr. Penuel et Jv. Wertsch, VYGOTSKY AND IDENTITY FORMATION - A SOCIOCULTURAL APPROACH, Educational psychologist, 30(2), 1995, pp. 83-92
Authors:
DAS JP
Citation: Jp. Das, SOME THOUGHTS ON 2 ASPECTS OF VYGOTSKY WORK, Educational psychologist, 30(2), 1995, pp. 93-97
Authors:
BELMONT JM
Citation: Jm. Belmont, DISCUSSION - A VIEW FROM THE EMPIRICISTS WINDOW, Educational psychologist, 30(2), 1995, pp. 99-102
Authors:
HAENEN J
Citation: J. Haenen, REPORT OF THE VYGOTSKY CONFERENCE, MOSCOW, SEPTEMBER 1994, Educational psychologist, 30(2), 1995, pp. 103-104
Authors:
ENTWISTLE N
Citation: N. Entwistle, INFLUENCES OF INSTRUCTIONAL SETTINGS ON LEARNING AND COGNITIVE-DEVELOPMENT - INTRODUCTION, Educational psychologist, 30(1), 1995, pp. 1-3
Authors:
DERIBAUPIERRE A
RIEBEN L
Citation: A. Deribaupierre et L. Rieben, INDIVIDUAL AND SITUATIONAL VARIABILITY IN COGNITIVE-DEVELOPMENT, Educational psychologist, 30(1), 1995, pp. 5-14
Authors:
WEINERT FE
HELMKE A
Citation: Fe. Weinert et A. Helmke, INTERCLASSROOM DIFFERENCES IN INSTRUCTIONAL QUALITY AND INTERINDIVIDUAL DIFFERENCES IN COGNITIVE-DEVELOPMENT, Educational psychologist, 30(1), 1995, pp. 15-20
Authors:
LEHTINEN E
VAURAS M
SALONEN P
OLKINUORA E
KINNUNEN R
Citation: E. Lehtinen et al., LONG-TERM DEVELOPMENT OF LEARNING-ACTIVITY - MOTIVATIONAL, COGNITIVE,AND SOCIAL-INTERACTION, Educational psychologist, 30(1), 1995, pp. 21-35
Authors:
DECORTE E
Citation: E. Decorte, FOSTERING COGNITIVE GROWTH - A PERSPECTIVE FROM RESEARCH ON MATHEMATICS LEARNING AND INSTRUCTION, Educational psychologist, 30(1), 1995, pp. 37-46
Authors:
ENTWISTLE N
Citation: N. Entwistle, FRAMEWORKS FOR UNDERSTANDING AS EXPERIENCED IN ESSAY WRITING AND IN PREPARING FOR EXAMINATIONS, Educational psychologist, 30(1), 1995, pp. 47-54
Authors:
SYMONS S
WOLOSHYN V
PRESSLEY M
Citation: S. Symons et al., SPECIAL ISSUE - THE SCIENTIFIC EVALUATION OF THE WHOLE-LANGUAGE APPROACH TO LITERACY DEVELOPMENT - INTRODUCTION, Educational psychologist, 29(4), 1994, pp. 173-173
Authors:
STAGK SA
MCKENNA MC
PAGNUCCO JR
Citation: Sa. Stagk et al., THE EFFECTS OF WHOLE-LANGUAGE INSTRUCTION - AN UPDATE AND A REAPPRAISAL, Educational psychologist, 29(4), 1994, pp. 175-185
Authors:
GRAHAM S
HARRIS K
Citation: S. Graham et K. Harris, THE EFFECTS OF WHOLE LANGUAGE ON CHILDRENS WRITING - A REVIEW OF LITERATURE, Educational psychologist, 29(4), 1994, pp. 187-192
Authors:
ALMASI JF
PALMER BM
GAMBRELL LB
PRESSLEY M
Citation: Jf. Almasi et al., TOWARD DISCIPLINED INQUIRY - A METHODOLOGICAL ANALYSIS OF WHOLE-LANGUAGE RESEARCH, Educational psychologist, 29(4), 1994, pp. 193-202
Authors:
BIEMILLER A
Citation: A. Biemiller, SOME OBSERVATIONS ON BEGINNING READING-INSTRUCTION, Educational psychologist, 29(4), 1994, pp. 203-209
Authors:
PRESSLEY M
Citation: M. Pressley, STATE-OF-THE-SCIENCE PRIMARY-GRADES READING-INSTRUCTION OR WHOLE LANGUAGE, Educational psychologist, 29(4), 1994, pp. 211-215
Authors:
ADAMS MJ
Citation: Mj. Adams, THE PROGRESS OF THE WHOLE-LANGUAGE DEBATE, Educational psychologist, 29(4), 1994, pp. 217-222
Authors:
GOODMAN JF
Citation: Jf. Goodman, COMBINING TRADITIONAL MODELS OF EDUCATION WITH NORMAL AND DISABLED PRESCHOOLERS, Educational psychologist, 29(3), 1994, pp. 113-120
Authors:
MESSICK S
Citation: S. Messick, THE MATTER OF STYLE - MANIFESTATIONS OF PERSONALITY IN COGNITION, LEARNING, AND TEACHING, Educational psychologist, 29(3), 1994, pp. 121-136
Authors:
PINTRICH PR
Citation: Pr. Pintrich, CONTINUITIES AND DISCONTINUITIES - FUTURE-DIRECTIONS FOR RESEARCH IN EDUCATIONAL-PSYCHOLOGY, Educational psychologist, 29(3), 1994, pp. 137-148
Authors:
TITTLE CK
Citation: Ck. Tittle, TOWARD AN EDUCATIONAL-PSYCHOLOGY OF ASSESSMENT FOR TEACHING AND LEARNING - THEORIES, CONTEXTS, AND VALIDATION ARGUMENTS, Educational psychologist, 29(3), 1994, pp. 149-162
Authors:
WEINER B
Citation: B. Weiner, ABILITY VERSUS EFFORT REVISITED - THE MORAL DETERMINANTS OF ACHIEVEMENT EVALUATION AND ACHIEVEMENT AS A MORAL SYSTEM, Educational psychologist, 29(3), 1994, pp. 163-172
Authors:
WINEBURG SS
Citation: Ss. Wineburg, OUT OF OUR PAST AND INTO OUR FUTURE - THE PSYCHOLOGICAL-STUDY OF LEARNING AND TEACHING HISTORY - INTRODUCTION, Educational psychologist, 29(2), 1994, pp. 57-60