Journal of educational psychology

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  Año 2020, Vol. 112, Número 3

  • Introduction to the Special Section: Qualitative Studies of Reasoning and Participation

    Eric H. Kuo, Tanner LeBaron Wallace

    • Resumen
    • Texto completo

    págs. 417-419

    

  • Examining how classroom communities developed practice-based epistemologies for science through analysis of longitudinal video data

    Christina Krist

    • Resumen

    págs. 420-443

    

  • Learning to use benefit-cost arguments: A microgenetic study of argument-counterargument integration in an undergraduate seminar course

    E. Michael Nussbaum, LeAnn G. Putney

    • Resumen

    págs. 444-465

    

  • "Profiles of motivational beliefs in math: Exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices": Correction

    Rebecca Lazarides, Anna-Lena Dicke, Charlott Rubach, Jacquelynne Eccles

    • Resumen

    pág. 465

    

  • In-FUSE-ing STEAM learning with spatial reasoning: Distributed spatial sensemaking in school-based making activities.

    Kay E. Ramey, Reed Stevens, David H. Uttal

    • Resumen

    págs. 466-493

    

  • Documenting increased participation of a student with autism in the standards for mathematical practice

    Rachel Lambert, Trisha Sugita, Cathery Yeh, Jessica H. Hunt, Shayne Brophy

    • Resumen

    págs. 494-513

    

  • Exploring the role of off-task activity on students’ collaborative dynamics

    Langer Osuna, Jennifer Malin, Emma Gargroetzi, Jen Munson, Rosa Chavez

    • Resumen

    págs. 514-532

    

  • Theories in use that explain adolescent help seeking and avoidance in mathematics

    Aaron Peeters, Viviane M.J. Robinson, Christine Rubie Davies

    • Resumen

    págs. 533-550

    

  • “We just want to break the stereotype”: Tensions in Black boys’ critical social analysis of their suburban school experiences.

    Chauncey D. Smith, Elan C. Hope

    • Resumen

    págs. 551-566

    

  • Don't let me be misunderstood: Psychological safety, Black girls’ speech, and Black feminist perspectives on directness

    Ashley Woodson

    • Resumen

    págs. 567-578

    

  • Publishing qualitative research in the Journal of Educational Psychology: Synthesizing research perspectives across methodological silos

    Tanner LeBaron Wallace, Eric H. Kuo

    • Resumen

    págs. 579-583

    

  • Constructing written arguments to develop fraction knowledge

    Sharlene A. Kiuhara, Amy Gillespie, Ting Dai, Bradley S. Witzel, Paul Morphy, Becky Unker

    • Resumen

    págs. 584-607

    

  • Differential codevelopment of vocabulary knowledge and reading comprehension for students with and without learning disabilities.

    Jamie M. Quinn, Richard K. Wagner, Yaacov Petscher, Greg Roberts, Andrew J Menzel, Christopher Schatschneider

    • Resumen

    págs. 608-627

    

  • Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies

    Christina Barbieri, Jessica Rodrigues, Nancy I Dyson, Nancy C. Jordan

    • Resumen

    págs. 628-648

    

  • Subtypes of mathematical difficulties and their stability

    Winnie Wai Lan Chan, Terry T. Y. Wong

    • Resumen

    págs. 649-666