Educational Psychology Review

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A Meta-analysis of the Segmenting Effect
Educational Psychology Review - Tập 31 Số 2 - Trang 389-419 - 2019
Günter Daniel Rey, Maik Beege, Steve Nebel, Maria Wirzberger, Tobias H. Schmitt, Sascha Schneider
Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events
Educational Psychology Review - Tập 33 Số 1 - Trang 131-148 - 2021
Charlotte Wolff, Halszka Jarodzka, Henny P. A. Boshuizen
AbstractDealing with the complexities of the classroom and the diversity of events in classroom situations presents a major challenge for classroom management. The knowledge a teacher has for processing this complexity depends a great deal on their level of experience, leading to differences in the way teachers perceive and interpret classroom events. This includes...... hiện toàn bộ
Interactive Example-Based Learning Environments: Using Interactive Elements to Encourage Effective Processing of Worked Examples
Educational Psychology Review - Tập 19 Số 3 - Trang 375-386 - 2007
Robert K. Atkinson, Alexander Renkl
The role of importance and interest in the processing of text
Educational Psychology Review - Tập 8 Số 1 - Trang 89-121 - 1996
Patricia A. Alexander, Tamara L. Jetton
Dual coding theory and education
Educational Psychology Review - Tập 3 Số 3 - Trang 149-210 - 1991
James M. Clark, Allan Paivio
Development and Use of the Approaches to Teaching Inventory
Educational Psychology Review - Tập 16 Số 4 - Trang 409-424 - 2004
Keith Trigwell, Michael Prosser
Cognitive Architecture and Instructional Design
Educational Psychology Review - Tập 10 Số 3 - Trang 251-296 - 1998
Sweller, John, van Merrienboer, Jeroen J. G., Paas, Fred G. W. C.
Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an...... hiện toàn bộ
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
Educational Psychology Review - Tập 29 Số 4 - Trang 693-715 - 2017
Katharina Loibl, Ido Roll, Nikol Rummel
Scaffolding in Teacher–Student Interaction: A Decade of Research
Educational Psychology Review - Tập 22 Số 3 - Trang 271-296 - 2010
Janneke van de Pol, M.L.L. Volman, J.J. Beishuizen
Tổng số: 9   
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