Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth
págs. 221-235
Implementation matters: Using complier average causal effect estimation to determine the impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children’s quality of life
págs. 236-253
Do measures of cognitive load explain the spatial split-attention principle in multimedia learning environments?: A systematic review
págs. 254-270
The Conscientiousness × Interest Compensation (CONIC) model: Generalizability across domains, outcomes, and predictors
Juyeon Song, Hanna Gaspard, Benjamin Nagengast, Ulrich Trautwein
págs. 271-286
“Sex differences in mathematics anxiety and attitudes: Concurrent and longitudinal relations to mathematical competence”: Correction to Geary et al. (2019)
pág. 287
págs. 288-307
págs. 308-328
A population-level analysis of associations between school music participation and academic achievement": Correction to Guhn, Emerson, and Gouzouasis (2019)
pág. 328
At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children’s outcomes
Shayne B. Piasta, Kristin S. Farley, Susan A. Mauck, Pamela Soto Ramírez, Rachel E. Schachter, Ann A. O'Connell, Laura M. Justice, Caitlin F. Spear, Melissa Weber Mayrer
págs. 329-343
The ups and downs of reading across content areas: The association between instruction and fluctuations in reading motivation
págs. 344-363
págs. 364-383
Don’t eliminate the negative: influences of negative number magnitude knowledge on algebra performance and learning
págs. 384-396
págs. 397-415
© 2001-2024 Fundación Dialnet · Todos los derechos reservados