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Adjusting expectations or maintaining first impressions? The stability of teachers' expectations of students’ mathematics achievement Learn. Instr. (IF 3.323) Pub Date : 2021-04-21 Anneke C. Timmermans, Christine M. Rubie-Davies, Shengnan Wang
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
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Learning to diagnose collaboratively – Effects of adaptive collaboration scripts in agent-based medical simulations Learn. Instr. (IF 3.323) Pub Date : 2021-04-19 Anika Radkowitsch, Michael Sailer, Ralf Schmidmaier, Martin R. Fischer, Frank Fischer
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
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The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories Learn. Instr. (IF 3.323) Pub Date : 2021-04-14 Maaike C. Engels, Jantine Spilt, Katrijn Denies, Karine Verschueren
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
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The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis Learn. Instr. (IF 3.323) Pub Date : 2021-04-10 Rebecca Lazarides, Ulrich Schiefele
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
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Developmental pathways of early numerical skills during the preschool to school transition Learn. Instr. (IF 3.323) Pub Date : 2021-04-09 Abbie Cahoon, Camilla Gilmore, Victoria Simms
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
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Longitudinal inter-relations between school cultural socialization and school engagement: The mediating role of school climate Learn. Instr. (IF 3.323) Pub Date : 2021-04-08 Juan Del Toro, Ming-Te Wang
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
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Self-regulated learning by writing learning protocols: Do goal structures matter? Learn. Instr. (IF 3.323) Pub Date : 2021-04-08 Jasmin Moning, Julian Roelle
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
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Evaluating the effectiveness of supplemental instruction using a multivariable analytic approach Learn. Instr. (IF 3.323) Pub Date : 2021-04-07 Peter J. Allen, Sara de Freitas, Ross J. Marriott, Raphael M. Pereira, Cameron Williams, Christopher J. Cunningham, Douglas Fletcher
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
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Doubling mental rotation scores in high school students: Effects of motivational and strategic trainings Learn. Instr. (IF 3.323) Pub Date : 2021-03-30 Angelica Moè
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
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Do preservice teacher education candidates’ implicit biases of ethnic differences and mindset toward academic ability change over time? Learn. Instr. (IF 3.323) Pub Date : 2021-03-31 Jason M. Stephens, Christine Rubie-Davies, Elizabeth R. Peterson
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
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Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events Learn. Instr. (IF 3.323) Pub Date : 2021-03-26 Rebekka Stahnke, Sigrid Blömeke
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
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Does it pay to be one of the oldest in class? Relative age effects on academic self-concept, peer relations, and teacher judgments in German primary schools Learn. Instr. (IF 3.323) Pub Date : 2021-03-25 Julia Kretschmann, Andrea Westphal, Miriam Vock
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
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The hidden depths of new word knowledge: Using graded measures of orthographic and semantic learning to measure vocabulary acquisition Learn. Instr. (IF 3.323) Pub Date : 2021-03-25 Jessie Ricketts, Nicola Dawson, Robert Davies
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
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At a first glance – How reliable and valid is the thin slices technique to assess instructional quality? Learn. Instr. (IF 3.323) Pub Date : 2021-03-21 Lukas Begrich, Susanne Kuger, Eckhard Klieme, Mareike Kunter
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
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Effects of CLIL on second language learning: Disentangling selection, preparation, and CLIL-effects Learn. Instr. (IF 3.323) Pub Date : 2021-02-12 Maja Feddermann, Jens Möller, Jürgen Baumert
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
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How does information consistency influence prospective teachers’ decisions about task difficulty assignments? A within-subject experiment to explain data-based decision-making in heterogeneous classes Learn. Instr. (IF 3.323) Pub Date : 2021-02-06 Tobias Kärner, Julia Warwas, Maike Krannich, Niklas Weichsler
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
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Exploring science competition participants’ expectancy-value perceptions and identification: A latent profile analysis Learn. Instr. (IF 3.323) Pub Date : 2021-02-05 Anneke Steegh, Tim Höffler, Lars Höft, Ilka Parchmann
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
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Stimulating preschoolers’ focus on structure in repeating and growing patterns Learn. Instr. (IF 3.323) Pub Date : 2021-01-24 Nore Wijns, Lieven Verschaffel, Bert De Smedt, Laure De Keyser, Joke Torbeyns
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
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“We're looking good”: Social exchange and regulation temporality in collaborative design Learn. Instr. (IF 3.323) Pub Date : 2021-01-18 Ha Nguyen, Kyu Yon Lim, Liang Li Wu, Christian Fischer, Mark Warschauer
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
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Handwriting isolated cursive letters in young children: Effect of the visual trace deletion Learn. Instr. (IF 3.323) Pub Date : 2021-01-16 Bara Florence, Bonneton-Botté Nathalie
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)
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Music lessons enhance executive functions in 6- to 7-year-old children Learn. Instr. (IF 3.323) Pub Date : 2021-01-16 Ulrike Frischen, Gudrun Schwarzer, Franziska Degé
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
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Relations between the comprehension of connectives and school performance in primary school Learn. Instr. (IF 3.323) Pub Date : 2021-01-15 Anna Volodina, Birgit Heppt, Sabine Weinert
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;
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Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement Learn. Instr. (IF 3.323) Pub Date : 2021-01-08 Fani Lauermann, Jean-Louis Berger
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
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Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining? Learn. Instr. (IF 3.323) Pub Date : 2020-12-25 Andreas Lachner, Leonie Jacob, Vincent Hoogerheide
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
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University students’ use of motivational regulation during one semester Learn. Instr. (IF 3.323) Pub Date : 2020-12-13 Alex C. Garn, Alexandre J.S. Morin
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
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Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review Learn. Instr. (IF 3.323) Pub Date : 2020-12-23 Eddie Denessen, Lisette Hornstra, Linda van den Bergh, Gijsbert Bijlstra
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
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Multi-text multi-modal reading processes and comprehension Learn. Instr. (IF 3.323) Pub Date : 2020-10-08 Jennifer G. Cromley, Andrea J. Kunze, Aygül Parpucu Dane
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
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Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking Learn. Instr. (IF 3.323) Pub Date : 2020-10-08 Jenni L. Redifer, Christine L. Bae, Qin Zhao
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
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Does what you get depend on who you are with? Effects of student composition on teaching quality Learn. Instr. (IF 3.323) Pub Date : 2020-10-01 Benjamin Fauth, Cansu Atlay, Hanna Dumont, Jasmin Decristan
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
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Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions Learn. Instr. (IF 3.323) Pub Date : 2020-09-30 Thomas Goetz, Maik Bieleke, Katarzyna Gogol, Jan van Tartwijk, Tim Mainhard, Anastasiya A. Lipnevich, Reinhard Pekrun
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)
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Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools Learn. Instr. (IF 3.323) Pub Date : 2020-09-19 Ioulia Televantou, Herbert W. Marsh, Theresa Dicke, Christos Nicolaides
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
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Learning grammar through singing? An intervention with EFL primary school learners Learn. Instr. (IF 3.323) Pub Date : 2020-09-15 Vera Busse, Chantal Hennies, Gunter Kreutz, Ingo Roden
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
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The development of school well-being in secondary school: High academic buoyancy and supportive class- and school climate as buffers Learn. Instr. (IF 3.323) Pub Date : 2020-09-14 Frances Hoferichter, Riikka Hirvonen, Noona Kiuru
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
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Should I stay or should I go? Predictors and effects of studying abroad during high school Learn. Instr. (IF 3.323) Pub Date : 2020-09-08 Nicolas Hübner, Ulrich Trautwein, Benjamin Nagengast
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
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“Skills come with experience” a pedagogical study of different forms of communication in Nenets nomadic communities in Northern Russia Learn. Instr. (IF 3.323) Pub Date : 2020-09-02 Zoia Vylka Ravna
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
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The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure. Learn. Instr. (IF 3.323) Pub Date : 2020-09-02 Pablo Delgado,Ladislao Salmerón
This study explored the influence of reading media and reading time-frame on readers' on-task attention, metacognitive calibration, and reading comprehension. One hundred and forty undergraduates were allocated to one of four experimental conditions varying on the reading medium (in print vs. on screen) and on the reading time-frame (free vs. pressured time). Readers' mindwandering while reading, prediction
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Early science learning: The effects of teacher talk Learn. Instr. (IF 3.323) Pub Date : 2020-09-01 Ueli T. Studhalter, Miriam Leuchter, Annette Tettenborn, Anneliese Elmer, Peter A. Edelsbrunner, Henrik Saalbach
Our study addresses the relationship between teacher talk and children’s conceptual learning in early science instruction. We examined the role of teacher talk in N = 32 kindergarten classes. The teachers were video-recorded at the beginning of a four-week instruction phase while assisting a group of children who were dealing with a learning unit on floating and sinking. The coding of teacher talk
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How to understand what you don't believe: Metacognitive training prevents belief-biases in multiple text comprehension Learn. Instr. (IF 3.323) Pub Date : 2020-08-27 Johanna Abendroth, Tobias Richter
Prior beliefs often bias the comprehension of multiple science-related texts such that belief-consistent texts are better comprehended compared to belief-inconsistent texts (text-belief consistency effect). Two experiments were conducted to investigate whether a metacognitive strategy training focusing on belief-biasing validation processes can reduce the text-belief consistency effect in multiple
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Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions Learn. Instr. (IF 3.323) Pub Date : 2020-08-18 Elizabeth Olivier, Benoit Galand, Alexandre J.S. Morin, Virginie Hospel
This study contrasts three hypotheses to determine the best configuration of teacher need-supporting practices (autonomy support, structure, and involvement) in terms of classroom-levels of behavioral, emotional, and cognitive engagement. Multilevel analyses were conducted among a sample of 1193 8th grade students nested in 57 math classrooms. Results failed to support the additive hypothesis (H1)
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The relation between parent ratings and direct assessments of preschoolers’ numeracy skills Learn. Instr. (IF 3.323) Pub Date : 2020-08-14 Joyce Lin, Amy R. Napoli, Sara A. Schmitt, David J. Purpura
This study examines whether parent ratings of children's numeracy skills are more related to direct assessments of corresponding skills, broad numeracy, or other cognitive skills, to inform how to best utilize parent ratings in research. Children in the sample (N = 129) ranged from 3.07 to 5.95 years old and 52.3% were male. Most (81%) of the children were White. Parents rated their children's counting
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Exploring the relationship between dialogic teacher talk and students’ persuasive writing Learn. Instr. (IF 3.323) Pub Date : 2020-08-12 Shireen Al-Adeimi, Catherine O'Connor
Studies have documented the importance of dialogic classroom discourse for supporting academic outcomes such as reading comprehension and vocabulary development. This study examines the relationship between teacher talk during whole-classroom discussions in 42 classrooms and post-discussion persuasive essays from students in grades four through seven (n = 471). Teacher talk was coded by type of question
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Early school adjustment: Do social integration and persistence mediate the effects of school-entry skills on later achievement? Learn. Instr. (IF 3.323) Pub Date : 2020-08-11 Daniel Schmerse, Steffen Zitzmann
The present study sought to determine the relative contributions of two aspects of school adjustment to children’s academic progress. We asked if social integration and persistence of effort mediate effects of preschool academic skills, peer problems, and disruptive behavior on Grade 4 achievement. Results based on a German sample of children from preschool to Grade 4 (N = 526) indicated that persistence
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Executive functions as predictors of critical thinking: Behavioral and neural evidence Learn. Instr. (IF 3.323) Pub Date : 2020-08-10 Shuangshuang Li, Xuezhu Ren, Karl Schweizer, Thomas M. Brinthaupt, Tengfei Wang
Theories of critical thinking suggest that executive functions play crucial roles in students’ critical thinking performance. However, very little empirical research has examined the potential confounding factors of fluid intelligence and thinking dispositions on the relationship between executive functions and critical thinking. Study 1, based on a large sample of university students, filled this
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Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources Learn. Instr. (IF 3.323) Pub Date : 2020-07-07 Sarit Barzilai, Eva Thomm, Talia Shlomi-Elooz
Learners may increasingly encounter conflicting expert reports. However, little is known about how they deal with this challenge. We examined how learners' familiarity with a controversial historical topic affects their epistemic judgments of conflicting expert claims and sources, the interplay of their claim and source evaluation strategies, and their meta-epistemic understanding of the legitimacy
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Emotion recognition development: Preliminary evidence for an effect of school pedagogical practices Learn. Instr. (IF 3.323) Pub Date : 2020-06-29 Solange Denervaud, Christian Mumenthaler, Edouard Gentaz, David Sander
While emotion recognition is shaped through social interactions from a child's early years through at least late adolescence, no emphasis has thus far been given to the effects of daily experiences at school. We posited that enriched, more diverse, and less competitive social interactions fostered by some pedagogical practices may contribute to emotion recognition processes in children. Here, we investigated
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Guiding the learner's cognitive processing of a narrated animation Learn. Instr. (IF 3.323) Pub Date : 2020-06-23 Fuxing Wang, Tingting Zhao, Richard E. Mayer, Yuxin Wang
In this study, three experiments were conducted to explore whether adding eye movement modeling examples (EMME) to a short narrated animation could facilitate visual processing during multimedia learning and learning outcomes, and whether the effects of EMME depended on the pace of lesson or prior knowledge level of the learners. In Experiment 1, college students viewed a system-paced animation on
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Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career Learn. Instr. (IF 3.323) Pub Date : 2020-06-20 Rebecca Lazarides, Helen M.G. Watt, Paul W. Richardson
Teacher self-efficacy for classroom management is an important component of teachers' identity with implications for their teaching quality. Theoretically, it has been described that contextual variables play an important role for self-efficacy development and its consequences. However, little is known about the interrelationships of job resources and demands with teacher self-efficacy, and consequences
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Too little, too much: A limited range of practice 'doses' is best for retaining grapho-motor skill in children Learn. Instr. (IF 3.323) Pub Date : 2020-06-17 Rafat Ghanamah, Hazar Eghbaria-Ghanamah, Avi Karni, Esther Adi-Japha
We tested how practice ‘dosing’ affects learning (within-session) and long-term retention of a grapho-motor skill in 7–8 year old children. In Experiment 1, participants practiced the production of a letter-form by connecting dots (Invented Letter Task, ILT) in a single session of 6-blocks, 12-blocks, or 24-blocks. Training on 24-blocks resulted in the fastest letter production at the end of the training
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Using mobile devices to enhance inquiry-based learning processes Learn. Instr. (IF 3.323) Pub Date : 2020-06-07 Sebastian Becker, Pascal Klein, Alexander Gößling, Jochen Kuhn
Technological advances offer the possibility of using mobile devices to enrich learning environments with multimedia content. Although physical experiments play a key role in science learning, little is known about integrating multimedia learning in physical experimental processes, especially in realistic classroom settings. In our approach, students use tablets to investigate motion with an application
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Can children's instructional gameplay activity be used as a predictive indicator of reading skills? Learn. Instr. (IF 3.323) Pub Date : 2020-05-22 Jenny M. Thomson, Njål Foldnes, Per Henning Uppstad, Morten Njå, Oddny Judith Solheim, Kjersti Lundetræ
For children who may face reading difficulties, early intervention is a societal priority. However, early intervention requires early detection. While much research has approached the issue of identification through measuring component skills at single timepoints, an alternative is the utilisation of dynamic assessment. To this point, few initiatives have explored the potential for identification through
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Representational and decorative pictures in science and mathematics tests: Do they make a difference? Learn. Instr. (IF 3.323) Pub Date : 2020-05-18 Marlit Annalena Lindner
Multimedia effects in learning receive much attention in research. In contrast, effects of different picture types in testing materials are hardly studied. The present computer-based experiment with n = 404 students investigates the effects of adding a representational picture (RP) or a decorative picture (DP) to text-based educational test items on students' performance, metacognition, test-taking
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Distinguishing adaptive from routine expertise with rational number arithmetic Learn. Instr. (IF 3.323) Pub Date : 2020-05-14 Jake McMullen, Minna M. Hannula-Sormunen, Erno Lehtinen, Robert S. Siegler
Adaptive expertise is a valued, but under-examined, feature of students' mathematical development (e.g. Hatano & Oura, 2012). The present study investigates the nature of adaptive expertise with rational number arithmetic. We therefore examined 394 7th and 8th graders’ rational number knowledge using both variable-centered and person-centered approaches. Performance on a measure of adaptive expertise
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How much do college students with ADHD benefit from retrieval practice when learning key-term definitions? Learn. Instr. (IF 3.323) Pub Date : 2020-04-22 Laura E. Knouse, Katherine A. Rawson, John Dunlosky
Undergraduate students with ADHD may benefit from retrieval practice but may have difficulty using this strategy consistently. We examined whether undergraduates with ADHD benefit as much as non-ADHD students from self-regulated retrieval practice and retrieval practice to criterion. Students with ADHD (n = 58) and without (n = 121) learned key term definitions by studying, practicing retrieval, and
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Learning by explaining orally or in written form? Text complexity matters Learn. Instr. (IF 3.323) Pub Date : 2020-04-18 Leonie Jacob, Andreas Lachner, Katharina Scheiter
In this experiment, we examined whether linguistic text complexity affects effects of explaining modality on students’ learning. Students (N = 115) read a high-complex and a low-complex text. Additionally, they generated a written or an oral explanation to a fictious peer. A control group of students retrieved the content. For the low-complex text, we found no significant differences between conditions
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Two hands and a tale: When gestures benefit adult narrative comprehension Learn. Instr. (IF 3.323) Pub Date : 2020-04-06 Nicole Dargue, Naomi Sweller
It is well established that observing and producing gesture by a learner can enhance comprehension of verbal messages, including narratives. What is less well understood, however, is under which conditions gestures benefit comprehension most. This study examined the role of gesture observation and production in adult narrative comprehension, through investigating whether gesture production moderates
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Practices more likely to occur in kindergarten mathematics teachers’ instruction when English learners are present Learn. Instr. (IF 3.323) Pub Date : 2020-03-19 Sarah A. Roberts, J. Jacob Kirksey, Michael Gottfried
Considering the rising proportion of English learners (ELs) in general education, little is known about how this change in classroom composition relates to the frequency of instructional activities and skills. This study uses a multimodal perspective on learning mathematics in a multilingual context, which recognizes the diverse modes of communication that students draw on in mathematics classrooms
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Dimensionality of teacher judgments on a competency-based report card in elementary school Learn. Instr. (IF 3.323) Pub Date : 2020-03-19 Nils Machts, Steffen Zitzmann, Jens Möller
Developments concerning report cards have led to a potential shift from reporting traditional grades to reporting multiple competencies within and across subjects. In this study, we analyzed the dimensional structure of the teacher judgments on a competency-based report card on fourth-grade elementary school students (N = 469). With a methodologically innovative approach of combining exploratory structural
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The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England Learn. Instr. (IF 3.323) Pub Date : 2020-03-18 John Jerrim, Mary Oliver, Sam Sims
Inquiry-based science teaching involves supporting pupils to acquire scientific knowledge indirectly by conducting their own scientific experiments, rather than receiving scientific knowledge directly from teachers. This approach to instruction is widely used among science educators in many countries. However, researchers and policymakers have recently called the effectiveness of inquiry approaches
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Complex fraction comparisons and the natural number bias: The role of benchmarks Learn. Instr. (IF 3.323) Pub Date : 2020-03-14 Andreas Obersteiner, Martha Wagner Alibali, Vijay Marupudi
People are often better at comparing fractions when the larger fraction has the larger rather than the smaller natural number components. However, there is conflicting evidence about whether this “natural number bias” occurs for complex fraction comparisons (e.g., 23/52 vs. 11/19). It is also unclear whether using benchmarks such as 1/2 or 1/4 enhances performance and reduces the bias (e.g., 11/19 > 1/2
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Fourth graders’ adaptive strategy use in solving multidigit subtraction problems Learn. Instr. (IF 3.323) Pub Date : 2020-03-04 Marian Hickendorff
Using the choice/no-choice methodology we investigated Dutch fourth graders’ (N = 124) adaptive use of the indirect addition strategy to solve subtraction problems. Children solved multidigit subtraction problems in one choice condition, in which they were free to choose between direct subtraction and indirect addition, and in two no-choice conditions, in which they had to use either direct subtraction
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