Educational Psychology Review

Công bố khoa học tiêu biểu

* Dữ liệu chỉ mang tính chất tham khảo

Sắp xếp:  
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
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.
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   
  • 1