Instructors often show rhythmic movements with speech in video lectures. However, the effects of these movements have not been tested in video lectures with an instructor and visual learning material. Results of Experiment 1 showed students in the beat gestures and head nods conditions showed significantly less attention to the visual learning material, more attention to the instructor, whereas in

Students' valuing of subject domains is an important contributor to students' educational success. As one avenue to foster students' valuing, social-cognitive motivational theories suggest that teachers might transmit their value beliefs to students through their instructional strategies. Accordingly, the current study examined the transmission of teacher's math value to students' math value via the

Concreteness fading has been proposed as a general instructional approach to support learning of abstract mathematics and science concepts. Accordingly, organizing external knowledge representations in a three-step concrete-to-idealized sequence should be more beneficial than the reverse, concreteness introduction, sequence. So far, evidence for the benefits of concreteness fading come mainly from

In the present study, we consider teachers' self-efficacy as indicator for teacher motivation on the teacher level and at the school-level. We examine the interplay of teachers' individual self-efficacy (subscales classroom management and instruction) with school-level efficacy and more-external school characteristics (collaboration, instructional leadership, and participation) when predicting teachers'

It is well established that quizzing fosters learning. However, some gaps in the literature relating to the fit of quizzing to learner characteristics and learner perceptions during quizzing still need to be addressed. The present study focuses on two of these aspects: achievement motives and perceptions of cognitive load. First, quizzing entails that learners' performance is judged against some standard

In the reported study it was investigated whether deictic tracing during processing multimedia materials can support learning. Participants in the tracing group had to connect words in the text to corresponding elements in the picture by tracing with their index finger on a tablet surface. Participants in the tracing group were expected to outperform learners in the control group without tracing regarding

Implicit bias, unconscious beliefs based upon stereotypes and prejudices, has emerged as a useful way to understand and explain issues of discrimination, particularly involving race. The influence of implicit bias has been explored in various academic disciplines and numerous contexts, including education. Despite the burgeoning research literature, there is limited research on the role implicit bias

The first purpose of the present study was to examine the effect of dialogic classroom talk on children's language skills (i.e. oral communicative competence and receptive vocabulary knowledge). The second purpose was to examine the effect of this type of classroom talk on children's social competence (i.e. theory of mind and social acceptance). A total of 17 teachers and 311 children (aged 4–7 years)

This study used an integrated theoretical approach to investigate teacher motivation and its influence on teaching quality. Drawing on Expectancy-Value-Theory and Achievement-Goal-Theory, a person-centered approach was used to investigate how multiple characteristics (i.e., self-efficacy, enthusiasm, and goal orientation) combined to form teachers’ motivational profiles. The profiles were then analyzed

Previous findings on effects of teachers' judgments on student learning have been contradictory leading to the question of what kinds of judgments are most beneficial: accurate or (overly) positive ones? In this study, we provide the first competitive test of prominent but contradictory hypotheses regarding the consequences of teachers' judgments in the context of reading proficiency using reading

In this manuscript, I provide comments on the five papers in this special issue on teachers’ implicit biases. These papers, which include a literature review and both quantitative and qualitative studies, extend the literature on the implicit bias of preservice and inservice teachers. They highlight concerns raised by others in the literature and provide nuanced findings that will benefit current teacher

Although teacher motivation is posited to matter for students' learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers' achievement goals and self-efficacy for students' learning experiences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers' motivations at the semester start

In some recent studies, researchers have measured teacher implicit bias and some have shown that teacher bias predicts student academic outcomes. Currently, however, how bias is portrayed to individual students is largely unknown. In this exploratory qualitative study, observations totalling 4 h per participant were undertaken with ten secondary, six intermediate, and four primary teachers in New Zealand

The study integrates social-psychological and educational research to examine the relations between preservice teachers’ race-related perceptions of Black students and the instructional approaches they endorse. Based on survey and race Implicit Association Test data from preservice teachers (N = 258; White = 82%) in the United States, we predicted that the association between motivation to be unprejudiced

Few studies have examined the long-term relations between children's early spatial skills and their later mathematical abilities. In the current study, we investigated children's developmental trajectories of spatial skills across four waves from age 3–7 years and their association with children's later mathematical understanding. We assessed children's development in a large, heterogeneous sample

In the last decades, many bilingual programs such as content and language integrated learning (CLIL) have emerged. A crucial question in CLIL is whether to assess students' content-subject knowledge in the common language or the dominant language of instruction. In two experimental field studies with N = 361 6th-graders and N = 703 8th-graders, we investigated test-language effects and their moderation

The current work focused on how ethnic stereotypes manifest themselves in language. The aim of our research was to investigate whether the Linguistic Category Model (LCM) is applicable to German teachers' language. More precisely, we investigated whether the categories proposed by Semin and Fiedler (1988) and mostly tested in the English-speaking world are applicable to German teachers' language and

Higher spatial skills are associated with increased interest, performance, and creativity in STEM fields (Science, Technology, Engineering, Mathematics). However, evidence for causal relations between spatial skills and STEM performance remains scarce. In this study, we test the extent to which mechanical problem solving, a spatially demanding STEM activity, facilitates spatial performance. Participants

Learning from erroneous worked examples could enhance learning in contrast to problem-solving tasks. The type of error was hypothesized to be a moderator and accuracy of error detection and correction a mediator of this effect. This study examines the influence of simple syntactic (the structure of the code) and complex semantic (the logic or content of the code) errors in a programming scenario. Overall

Extensive research has demonstrated the benefits of need-supportive teaching, but minimal research has examined social factors that may constrain these benefits. One factor that students experience contemporaneously to need-supportive teaching is classroom disruption. Perceived classroom disruption is a barrier to quality teaching and learning, especially in science, and may be a negative moderator

Studies drawing on Butler’s (2012) Goal Orientations for Teaching framework show mastery and relational goals are beneficial, ability-avoidance maladaptive and inconsistent effects for ability-approach. We adopt a person-centered approach to discern the extent to which teachers pursue different goal combinations. In two studies of mid-career primary and secondary teachers (Ns = 476 Australian, 507

Increasing international attention on wellbeing places the onus on education systems to support children's positive psychosocial development. Despite broad and rich literature highlighting the limitations of implementing ability grouping as pedagogy and its impact on how children ‘do’ and ‘feel’ learning in school, this practice still persists in systems across the OECD. This Irish study draws on qualitative

The number of teachers leaving their professions due to high levels of stress is a growing worldwide concern. Previous psychological and physiological research has already identified potential classroom stressors: low student engagement and motivation, negative teacher-student relationships and interactions, as well as teacher-centered activities. The current study extends this research by examining

Although Productive Failure has shown to be effective (Kapur, 2016; Loibl, Roll, & Rummel, 2017), it is not clear if failure in problem-solving is necessary. Initial work in a quasi-experimental setting suggests that explicitly designing for experiences of failure leads to better learning outcomes than designing for success. We build on this to report on a controlled experimental study where students

Flipped classroom refers to an instructional approach in which students study educational videos at home and do homework assignments in class. The present study aims to compare flipped classroom with other forms of video-based instruction and determine which types of students benefit most from video-based instruction. Thirty-eight EFL school classes with 848 ninth-grade students took part in a quasi-experimental

The issue of teacher expectation stability is crucial in understanding the self-fulfilling prophecies generated by teacher expectations. However, currently there is a lack of empirical evidence related to teacher expectation stability. The aim of the current study was to assess the temporal stability of teacher expectations of their students’ mathematics achievement within the timeframe of one school

We investigated how medical students' collaborative diagnostic reasoning, particularly evidence elicitation and sharing, can be facilitated effectively using agent-based simulations. Providing adaptive collaboration scripts has been suggested to increase effectiveness, but existing evidence is diverse and could be affected by unsystematic group constellations. Collaboration scripts have been criticized

This longitudinal study investigated the role of teacher-student closeness and conflict in adolescents' school engagement trajectories, and how school engagement dimensions predict achievement trajectories. A sample of 5,382 adolescents (Mage.wave1 = 13.06, SD = 0.51; 49.6% boys) were followed from Grade 7 to 9. Yearly measures included student reports on school engagement dimensions, teacher reports

Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for high-quality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and

Most longitudinal evidence explores the average level of development, suggesting that the relationships between a limited number of variables applies to all learners in the same way. This is the first longitudinal study that investigates multiple component numeric skills within a preschool population using a person-centered approach (i.e., a latent transition analysis), thus allowing for an investigation

The question of whether schools should promote cultural pride and engage students in ethnic traditions is hotly contested. To contribute to this debate, this longitudinal study examined whether school cultural socialization predicted adolescents' engagement in school over time and whether this relation was mediated by school climate. Data were collected in four waves during a two-year period from 254

Having students write learning protocols is an established follow-up task to course work that elicits processes of self-regulated learning. To date, a wealth of research has focused on optimizing the learning protocol task itself by integrating instructional support measures such as prompts. By contrast, research that focuses on optimizing the context in which learning protocol writing is embedded

Supplemental instruction (SI) is a widely implemented peer-led academic support program. Assessments of SI's effectiveness are often confounded by student ability, achievement, motivation and demographic characteristics, and frequently limited by available resources. We modelled the impact of SI attendance on the grades, pass rates and retention of over 4000 university students. Percentage grade increases

Achievement in mathematics, science, biology, chemistry, and other school subjects requiring abstract reasoning on spatial relationships is favored by mental rotation abilities, that is by the capability to mentally manipulate objects in space. This suggests the need to develop effective trainings aimed at improving mental rotation performance. Previous research focused mostly on practice with spatial

Teachers' implicit biases about ethnic differences in student achievement and teachers' mindsets have been associated with significant differences in their students’ achievement. In two studies (N = 313; N = 57) with preservice teachers undertaking a three-year teacher education programme aimed at promoting social justice, we found that third-year students showed significantly less implicit ethnic

This eye-tracking study investigates how novice and expert teachers' noticing of classroom management events differs in two formats of instruction. 20 novices and 20 experts participated in the study, watching short video clips of whole-group and partner work teaching situations. Their retrospective verbal reports were analyzed for events identified as note-worthy along with their allocation of visual

Several studies have revealed that older students in a year group reach higher achievement scores than younger students in that group. But less is known about how students' relative age in class relates to their self-perception of academic achievement, their social acceptance in class and to how teachers judge their abilities. Therefore, we examined relative age effects within class on students' academic

We investigated whether the presence of orthography promotes new word learning (orthographic facilitation). In Study 1 (N = 41) and Study 2 (N = 74), children were taught 16 unknown polysyllabic words. Half of the words appeared with orthography present and half without orthography. Learning assessments captured the degree of semantic and orthographic learning; they were administered one week after

Various approaches of assessing instructional quality have emerged in educational research. In this article, we present two studies that apply the thin slices procedure, investigating the reliability and validity of the ratings of three dimensions of instructional quality based solely on the first impressions of untrained social observers. Thirty undergraduate students rated 30-s clips from English

The positive effects of Content and Language Integrated Learning (CLIL) on the development of students’ foreign language skills may have been overestimated by previous studies, since most studies failed to consider selection and preparation effects appropriately. Therefore, the present study used complete survey data from a 2002–2007 cohort to investigate English skill development of N = 385 German

In order to provide adaptive instruction in heterogeneous classes, teachers have to consider performance-related information for their decisions on which task difficulty level fits best for a particular student. Focusing on prospective teachers’ data-based decision-making, we aim to investigate their use of proximal and distal indicators of students’ ability and readiness to deal successfully with

Science competitions are positively linked to students' science career pursuit and admission at top universities. The search for effective gender equity measures has become a priority as girls are less successful during science Olympiad team selection. Based on the expectancy-value model we performed latent profile analysis on a dataset of 445 Chemistry Olympiad participants (51% female, mean age 16

This study presents a patterning intervention for 5-year-olds, who were in their third year of preschool in Flanders (Belgium), with two key elements: A focus on the structure of patterns, and the inclusion of growing patterns (e.g., ABAABAAAB) in addition to repeating patterns (e.g., ABABAB). We evaluated the impact of this intervention on patterning and numerical ability in a quasi-experimental

Collaborative tasks do not always promote equal learning. Varying levels of social interactions and regulation at the individual and group levels can influence knowledge construction efforts and learning success. To understand which collaboration patterns may be more conducive to learning, this study examined the relation between social exchange, regulation, and learning outcomes. Four project-based

This study assesses the handwriting of isolated cursive letters in five-year-old children and the effect of a modification in visual feedback. Sixty-four children copied twelve cursive letters with an inking pen and a non-inking pen. Reducing visual feedback decreased the mean number of penlifts, and increased mean velocity and fluency. However, it increased the size of the letters (trajectory length)

Studies have demonstrated positive associations between music lessons and executive functions (EFs) in children. Because researchers have focused on comprehensive music lessons taught in school, it remains unclear whether pure instrumental music lessons as an extracurricular activity reveal similar results. Moreover, interventional studies reported mixed findings and there is a lack of experimental

The comprehension of connectives, which still develops across primary school age, is an important facet of academic language proficiency. We investigated relations between the comprehension of connectives and school performance in primary school. Drawing on two cohorts with a total of 294 students and two measurement points either in Grades 2 and 3 (Cohort 1; n = 139) or in Grades 3 and 4 (Cohort 2;

Teachers' motivational beliefs—i.e., teachers' self-efficacy and felt responsibility for educational outcomes—can shape their professional decision-making and approaches to teaching. However, theorized associations with student outcomes remain elusive. In a multi-level analysis with 96 Swiss vocational teachers and their 1300 students, we examined the interrelations between teachers' self-efficacy

Research has demonstrated that oral explaining to a fictitious student improves learning. Whether these findings replicate, when students are writing explanations, and whether instructional explaining is more effective than other explaining strategies, such as self-explaining, is unclear. In two experiments, we compared written instructional explaining to written self-explaining, and also included

This study examined the interplay between university students' trajectories of motivational regulation and autonomous motivation across one semester, exploring both between and within person components. Participants (N = 193) from one large class reported motivation in two-week intervals over the course of one semester. Bivariate latent curve models with structured residuals revealed rates of change

In this paper, research on implicitly measured teacher associations with social groups of students (attitudes and stereotypes) is reviewed. The aim of this review is to describe the theoretical and methodological underpinnings of the use of implicit measures in educational research, to summarize the research completed so far in which implicit measures have been used, how implicitly measured attitudes

Learners frequently access multiple, illustrated texts on a single topic, but this kind of multi-text, multi-modal comprehension has been rarely studied. Undergraduates were presented with two sets of biology materials on shared topics, including both texts and captioned illustrations. Process data, including think-alouds and screen recordings of participants' attendance to different foci, were recorded

Creative thinking is the ability to produce responses that are both original and useful. Like other complex thinking processes, creative thinking draws on higher-order cognitive resources. The impacts of feedback, cognitive load, and self-efficacy on traditional complex thinking activities are well documented; however, little is known about how these factors influence creative thinking, which is unique

This study focuses on the association between classroom composition characteristics and teaching quality, with the aim of understanding the role of teaching quality as a mechanism underlying compositional effects. We examine how teaching quality is associated with the student body that is taught. Multilevel analyses of a sample of 1,070 3rd graders have indicated that cognitive and motivational composition

Relationship quality and emotional experience are both important constructs in learning environments but the question of how they are linked requires more attention in empirical research. We hypothesized reciprocal associations between student-teacher relationship quality (i.e., interpersonal closeness) and students' emotions in the classroom (i.e., enjoyment, pride, anxiety, anger, boredom, and shame)

The Big-Fish-Little-Pond Effect (BFLPE) suggests that school-average achievement has a negative effect on academic self-concept (ASC); some research has also verified a negative effect on students' academic achievement. Our study evaluates the compositional effects of school-average achievement on both outcomes, using a longitudinal sample of English early primary school students in Year 1 and Year

Singing has been advocated as an efficient supplementary strategy in language teaching, but little is known about its effect on grammar learning. We conducted an intervention study (five lessons) with primary EFL learners (N = 57, mean age = 8.67, SD = 0.60) who were taught new vocabulary and grammar through either singing or speaking lyrics. The control group had new vocabulary introduced during regular

Students experience increasing pressure to perform well and worry about their academic performance before critical school transitions. These challenges may compromise students' school well-being. Drawing on the Model of Personality and Affect for Education (Matthews et al., 2005) as well as on the Conservation of Resources Theory (Hobfoll, 1989), we investigated the buffering role of high academic

In an increasingly globalized and culturally diverse world, extended stays abroad during high school are considered important opportunities for acquiring and improving a variety of skills, most importantly, language achievement. This study examines both predictors and effects of studying abroad in an English-speaking country during high school, using population data from the second largest city in

This article raises the issue of child rearing techniques used by Nenets mothers in the nomadic conditions of the Arctic Tundra. The focus of the article is a description and analysis of different types of inter-generational communication in the process of the training of basic skills and abilities that children of tundra nomads need to possess in order to become Tenevana (knowledgeable). The theoretical