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Mercier, Emma M.; Higgins, Steven E. – Learning and Instruction, 2013
Developing fluency and flexibility in mathematics is a key goal of upper primary schooling, however, while fluency can be developed with practice, designing activities that support the development of flexibility is more difficult. Drawing on concepts of adaptive expertise, we developed a task for a multi-touch classroom, NumberNet, that aimed to…
Descriptors: Quasiexperimental Design, Video Technology, Educational Technology, Printed Materials
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Kiuru, Noona; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Siekkinen, Martti; Ahonen, Timo; Nurmi, Jari-Erik – Learning and Instruction, 2012
This study examined the role of a supportive classroom climate, class size, and length of teaching experience as protective factors against children's peer rejection. A total of 376 children were assessed in kindergarten for risk for reading disabilities (RD) and rated by their teachers on socially withdrawn and disruptive behaviors. The grade 1…
Descriptors: Reading Difficulties, Class Size, Teaching Experience, Grade 1
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Lazonder, Ard W.; Kamp, Ellen – Learning and Instruction, 2012
This study examined whether and why assigning children to a segmented inquiry task makes their investigations more productive. Sixty-one upper elementary-school pupils engaged in a simulation-based inquiry assignment either received a multivariable inquiry task (n = 21), a segmented version of this task that addressed the variables in successive…
Descriptors: Investigations, Inferences, Science Instruction, Inquiry
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Luftenegger, Marko; Schober, Barbara; van de Schoot, Rens; Wagner, Petra; Finsterwald, Monika; Spiel, Christiane – Learning and Instruction, 2012
Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom instruction variables on concrete determinants for these…
Descriptors: Lifelong Learning, Personal Autonomy, Self Control, Learning Motivation
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Villiger, Caroline; Niggli, Alois; Wandeler, Christian; Kutzelmann, Sabine – Learning and Instruction, 2012
This study examined the effects of a school/home-based intervention program designed to enhance the reading motivation and comprehension of Swiss fourth graders (N = 713). In order to identify the specific contribution of the home environment, the program was implemented in one group "without" (N = 244) and in one group "with"…
Descriptors: Foreign Countries, Parent Participation, Experimental Groups, Comparative Analysis
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Kendeou, Panayiota; Papadopoulos, Timothy C.; Spanoudis, George – Learning and Instruction, 2012
In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock-Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti's Verbal Efficiency Theory and examined the…
Descriptors: Reading Comprehension, Reading Difficulties, Early Reading, Short Term Memory
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Desimoni, Marta; Scalisi, Teresa Gloria; Orsolini, Margherita – Learning and Instruction, 2012
A sample of 170 Italian children was assessed for reading accuracy, reading speed, text comprehension and spelling in Grades 1 and 3 in order to investigate the concurrent and longitudinal relationships among literacy skills. Main results from multivariate analyses (regression, discriminant and path analyses) indicated that reading speed was the…
Descriptors: Foreign Countries, Longitudinal Studies, Predictor Variables, Correlation
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Blatchford, Peter; Bassett, Paul; Brown, Penelope – Learning and Instruction, 2011
It is widely recognized that we need to know more about effects of class size on classroom interactions and pupil behavior. This paper extends research by comparing effects on pupil classroom engagement and teacher-pupil interaction, and examining if effects vary by pupil attainment level and between primary and secondary schools. Systematic…
Descriptors: Secondary School Students, Class Size, Interaction, Learner Engagement
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Magi, Katrin; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Nurmi, Jari-Erik – Learning and Instruction, 2011
This longitudinal study investigated the cross-lagged associations between children's academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child's success from kindergarten to Grade 2. The participants were 1267 children. The children's pre-skills were assessed at the end of the…
Descriptors: Homework, Mothers, Parent Participation, Kindergarten
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Kombartzky, Uwe; Ploetzner, Rolf; Schlag, Sabine; Metz, Berthold – Learning and Instruction, 2010
Based on current theories of multimedia learning, we propose a strategy for learning from animations. Two different experimental studies were conducted in order to evaluate the strategy. In the first study, 22 sixth graders learned from an animation without the strategy while 21 students were encouraged to make use of the proposed strategy during…
Descriptors: Grade 6, Learning Strategies, Teaching Methods, Instructional Effectiveness
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Devonshire, Victoria; Fluck, Michael – Learning and Instruction, 2010
English spelling, as well as in many other languages, consists of three elements: morphology, etymology and phonology. Spelling instruction, however, focuses primarily on phonology and there is a dearth of intervention studies that examine the effect of explicitly teaching all three elements to children. We report two studies, which examined 5- to…
Descriptors: Control Groups, Spelling, Intervention, Phonology
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Boekaerts, Monique; Rozendaal, Jeroen S. – Learning and Instruction, 2010
The present study used multiple calibration indices to capture the complex picture of fifth graders' calibration of feeling of confidence in mathematics. Specifically, the effects of gender, type of mathematical problem, instruction method, and time of measurement (before and after problem solving) on calibration skills were investigated. Fourteen…
Descriptors: Program Design, Problem Solving, Grade 5, Mathematics Instruction
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van Galen, Mirte S.; Reitsma, Pieter – Learning and Instruction, 2010
The acquisition of addition facts was investigated in a practice study. Participants were 103 Grade 1 children who practiced simple addition problems with three different methods: (a) writing down the answer, (b) choosing between two alternative answers, and (c) filling in the second missing addend. On a test with simple addition problems,…
Descriptors: Grade 1, Arithmetic, Mathematics Instruction, Problem Solving
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Hanham, Jose; McCormick, John – Learning and Instruction, 2009
The present study investigated the relationships between key self-processes, namely independent vs. interdependent self-construal and self-efficacy, with students' attitudes toward working in groups comprised friends and groups comprised acquaintances. The sample consisted of 563 students (280 of Year 10 and 283 of Year 11). Data were collected…
Descriptors: Student Attitudes, Structural Equation Models, Self Efficacy, Group Dynamics
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Sporer, Nadine; Brunstein, Joachim C.; Kieschke, Ulf – Learning and Instruction, 2009
The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies…
Descriptors: Reading Comprehension, Intervention, Reading Strategies, Reciprocal Teaching
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