Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 1 |
| Since 2006 (last 10 years) | 3 |
| Since 1996 (last 20 years) | 3 |
Descriptor
| Grade 12 | 3 |
| High School Students | 2 |
| Learning Processes | 2 |
| Persuasive Discourse | 2 |
| Self Concept | 2 |
| Student Attitudes | 2 |
| Achievement Gains | 1 |
| Bias | 1 |
| Classroom Techniques | 1 |
| Comparative Analysis | 1 |
| More ▼ | |
Source
| Learning and Instruction | 3 |
Author
| Ariasi, Nicola | 1 |
| Ballarin, Chiara | 1 |
| Berger, Roland | 1 |
| Boscolo, Pietro | 1 |
| Del Favero, Laura | 1 |
| Goldberg, Tsafrir | 1 |
| Hanze, Martin | 1 |
| Porat, Dan | 1 |
| Schwarz, Baruch B. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Grade 12 | 3 |
| High Schools | 2 |
| Elementary Secondary Education | 1 |
| Grade 11 | 1 |
| Secondary Education | 1 |
Audience
Showing all 3 results
Peer reviewed
Direct linkBoscolo, Pietro; Ariasi, Nicola; Del Favero, Laura; Ballarin, Chiara – Learning and Instruction, 2011
This study investigated the flow of interest in a reading-to-write activity. It was hypothesized that (a) different contents in a text would stimulate different types of interest and (b) different writing tasks would impact differently students' use of interesting text segments. Participants were 247 11th- and 12th-grade students, who were divided…
Descriptors: Reading Writing Relationship, Expository Writing, Persuasive Discourse, Reading Processes
Goldberg, Tsafrir; Schwarz, Baruch B.; Porat, Dan – Learning and Instruction, 2008
This article investigates the effect of the vitality of historical issues in collective memory on students' history learning processes and products. Forty 12th grade students of different ethnic background participated in two historical problem-solving learning tasks. The historical issues were found to differ in their vitality in collective…
Descriptors: Ethnicity, Memory, Learning Processes, Grade 12
Hanze, Martin; Berger, Roland – Learning and Instruction, 2007
One hundred thirty-seven students in 12th grade physics classes participated in a quasi-experimental study comparing the jigsaw classroom method of cooperative instruction with traditional direct instruction. While no differences were found between the two conditions for physics achievement gains, the results revealed differences in students'…
Descriptors: Program Effectiveness, Teaching Methods, Physics, Learning Theories
