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Table of contents of journal: *Educational psychologist

Results: 101-125/131
COGNITION IN HISTORY - A BRITISH PERSPECTIVE
Authors: BOOTH M
Citation: M. Booth, COGNITION IN HISTORY - A BRITISH PERSPECTIVE, Educational psychologist, 29(2), 1994, pp. 61-69
LEARNING TO THINK HISTORICALLY
Authors: SPOEHR KT SPOEHR LW
Citation: Kt. Spoehr et Lw. Spoehr, LEARNING TO THINK HISTORICALLY, Educational psychologist, 29(2), 1994, pp. 71-77
A SENSE OF HISTORY
Authors: LEINHARDT G STAINTON C VIRJI SM
Citation: G. Leinhardt et al., A SENSE OF HISTORY, Educational psychologist, 29(2), 1994, pp. 79-88
THE PROBLEMS OF LEARNING TO THINK LIKE A HISTORIAN - WRITING HISTORY IN THE CULTURE OF THE CLASSROOM
Authors: GREENE S
Citation: S. Greene, THE PROBLEMS OF LEARNING TO THINK LIKE A HISTORIAN - WRITING HISTORY IN THE CULTURE OF THE CLASSROOM, Educational psychologist, 29(2), 1994, pp. 89-96
LEARNING-BASED ASSESSMENTS OF HISTORY UNDERSTANDING
Authors: BAKER EL
Citation: El. Baker, LEARNING-BASED ASSESSMENTS OF HISTORY UNDERSTANDING, Educational psychologist, 29(2), 1994, pp. 97-106
WHEN PSYCHOLOGISTS DISCUSS HISTORICAL THINKING - A HISTORIANS PERSPECTIVE
Authors: SEIXAS P
Citation: P. Seixas, WHEN PSYCHOLOGISTS DISCUSS HISTORICAL THINKING - A HISTORIANS PERSPECTIVE, Educational psychologist, 29(2), 1994, pp. 107-109
SPECIAL ISSUE - EPISTEMOLOGICAL PERSPECTIVES ON EDUCATIONAL-PSYCHOLOGY
Authors: PHILLIPS DC
Citation: Dc. Phillips, SPECIAL ISSUE - EPISTEMOLOGICAL PERSPECTIVES ON EDUCATIONAL-PSYCHOLOGY, Educational psychologist, 29(1), 1994, pp. 1-2
IMPLICATIONS OF POSTMODERNISM FOR SCIENCE, OR, SCIENCE AS PROGRESSIVEDISCOURSE
Authors: BEREITER C
Citation: C. Bereiter, IMPLICATIONS OF POSTMODERNISM FOR SCIENCE, OR, SCIENCE AS PROGRESSIVEDISCOURSE, Educational psychologist, 29(1), 1994, pp. 3-12
TELLING IT STRAIGHT - ISSUES IN ASSESSING NARRATIVE RESEARCH
Authors: PHILLIPS DC
Citation: Dc. Phillips, TELLING IT STRAIGHT - ISSUES IN ASSESSING NARRATIVE RESEARCH, Educational psychologist, 29(1), 1994, pp. 13-21
RECONSTRUCTING EDUCATIONAL-PSYCHOLOGY - SITUATED COGNITION AND DEWEYIAN PRAGMATISM
Authors: BREDO E
Citation: E. Bredo, RECONSTRUCTING EDUCATIONAL-PSYCHOLOGY - SITUATED COGNITION AND DEWEYIAN PRAGMATISM, Educational psychologist, 29(1), 1994, pp. 23-35
PHILOSOPHICAL-PERSPECTIVES ON CONSTRUCTIVIST VIEWS OF LEARNING
Authors: PRAWAT RS FLODEN RE
Citation: Rs. Prawat et Re. Floden, PHILOSOPHICAL-PERSPECTIVES ON CONSTRUCTIVIST VIEWS OF LEARNING, Educational psychologist, 29(1), 1994, pp. 37-48
PROMOTING CONFUSION IN EDUCATIONAL-PSYCHOLOGY - HOW IS IT DONE
Authors: FENSTERMACHER GD RICHARDSON V
Citation: Gd. Fenstermacher et V. Richardson, PROMOTING CONFUSION IN EDUCATIONAL-PSYCHOLOGY - HOW IS IT DONE, Educational psychologist, 29(1), 1994, pp. 49-55
TOWARD AN INTEGRATED THEORY OF TEACHING AND LEARNING
Authors: SHUELL TJ
Citation: Tj. Shuell, TOWARD AN INTEGRATED THEORY OF TEACHING AND LEARNING, Educational psychologist, 28(4), 1993, pp. 291-311
RECENT TRENDS IN RESEARCH ON GENDER AND EDUCATION - INTRODUCTION
Authors: MEECE JL ECCLES JS
Citation: Jl. Meece et Js. Eccles, RECENT TRENDS IN RESEARCH ON GENDER AND EDUCATION - INTRODUCTION, Educational psychologist, 28(4), 1993, pp. 313-319
THE CURRENT STATUS OF GENDER EQUITY RESEARCH IN AMERICAN SCHOOLS
Authors: BAILEY SM
Citation: Sm. Bailey, THE CURRENT STATUS OF GENDER EQUITY RESEARCH IN AMERICAN SCHOOLS, Educational psychologist, 28(4), 1993, pp. 321-339
GENDER, ACHIEVEMENT, AND AFRICAN-AMERICAN STUDENTS PERCEPTIONS OF THEIR SCHOOL EXPERIENCE
Authors: POLLARD DS
Citation: Ds. Pollard, GENDER, ACHIEVEMENT, AND AFRICAN-AMERICAN STUDENTS PERCEPTIONS OF THEIR SCHOOL EXPERIENCE, Educational psychologist, 28(4), 1993, pp. 341-356
GENDER AND SOCIAL-CLASS - INTERSECTING ISSUES IN WOMENS ACHIEVEMENT
Authors: FLANAGAN C
Citation: C. Flanagan, GENDER AND SOCIAL-CLASS - INTERSECTING ISSUES IN WOMENS ACHIEVEMENT, Educational psychologist, 28(4), 1993, pp. 357-378
GENDER DIFFERENCES IN SCIENCE-EDUCATION - BUILDING A MODEL
Authors: KAHLE JB PARKER LH RENNIE LJ RILEY D
Citation: Jb. Kahle et al., GENDER DIFFERENCES IN SCIENCE-EDUCATION - BUILDING A MODEL, Educational psychologist, 28(4), 1993, pp. 379-404
THEORIES OF LEARNING AND DEVELOPMENT FOR ACADEMICS AND EDUCATORS
Authors: STRAUSS S
Citation: S. Strauss, THEORIES OF LEARNING AND DEVELOPMENT FOR ACADEMICS AND EDUCATORS, Educational psychologist, 28(3), 1993, pp. 191-203
CONCEPTUAL AND INFORMATIONAL FEATURES IN MORAL DECISION-MAKING
Authors: WAINRYB C TURIEL E
Citation: C. Wainryb et E. Turiel, CONCEPTUAL AND INFORMATIONAL FEATURES IN MORAL DECISION-MAKING, Educational psychologist, 28(3), 1993, pp. 205-218
THEORIES OF LEARNING AND THEORIES OF DEVELOPMENT
Authors: CASE R
Citation: R. Case, THEORIES OF LEARNING AND THEORIES OF DEVELOPMENT, Educational psychologist, 28(3), 1993, pp. 219-233
ON UNDERSTANDING THE NATURE OF SCIENTIFIC KNOWLEDGE
Authors: CAREY S SMITH C
Citation: S. Carey et C. Smith, ON UNDERSTANDING THE NATURE OF SCIENTIFIC KNOWLEDGE, Educational psychologist, 28(3), 1993, pp. 235-251
LITERATURE AS A PSYCHOLOGICAL TOOL
Authors: KOZULIN A
Citation: A. Kozulin, LITERATURE AS A PSYCHOLOGICAL TOOL, Educational psychologist, 28(3), 1993, pp. 253-264
LEARNING SCIENTIFIC CONCEPTS THROUGH MATERIAL AND SOCIAL ACTIVITIES -CONVERSATIONAL ANALYSIS MEETS CONCEPTUAL CHANGE
Authors: PEA RD
Citation: Rd. Pea, LEARNING SCIENTIFIC CONCEPTS THROUGH MATERIAL AND SOCIAL ACTIVITIES -CONVERSATIONAL ANALYSIS MEETS CONCEPTUAL CHANGE, Educational psychologist, 28(3), 1993, pp. 265-277
TEACHERS PEDAGOGICAL CONTENT KNOWLEDGE ABOUT CHILDRENS MINDS AND LEARNING - IMPLICATIONS FOR TEACHER-EDUCATION
Authors: STRAUSS S
Citation: S. Strauss, TEACHERS PEDAGOGICAL CONTENT KNOWLEDGE ABOUT CHILDRENS MINDS AND LEARNING - IMPLICATIONS FOR TEACHER-EDUCATION, Educational psychologist, 28(3), 1993, pp. 279-290
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