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Moshman, David – Educational Psychology Review, 2018
"Metacognitive theories," an article Gregg Schraw and I published in "Educational Psychology Review" in 1995, has been cited in over a thousand scholarly publications. In this follow-up, dedicated to Gregg and written after his recent death, I provide a brief overview of our 1995 article and then reflect on it in four ways.…
Descriptors: Metacognition, Correlation, Epistemology, Citation Analysis
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Basma, Badriah; Savage, Robert – Educational Psychology Review, 2018
This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from 'attainment') were found. There was a…
Descriptors: Faculty Development, Teacher Influence, Reading Achievement, Meta Analysis
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Ziegler, Esther; Edelsbrunner, Peter A.; Stern, Elsbeth – Educational Psychology Review, 2018
Knowledge representations that result from practicing problem solving can be expected to differ from knowledge representations that emerge from explicit verbalizing of principles and rules. We examined the degree to which the two types of learning improve problem-solving knowledge and verbal explanation knowledge in classroom instruction. We…
Descriptors: Problem Solving, Grade 6, Teaching Methods, Algebra
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Rowe, Hillary L.; Trickett, Edison J. – Educational Psychology Review, 2018
This paper addresses two major and potentially conflicting movements: the importance of diversity as both a conceptual and political issue and the rise of the evidence-based practice movement in education. This tension is particularly important when evaluating and reporting universal interventions because of their intended applicability across…
Descriptors: Social Development, Emotional Development, Intervention, Student Diversity
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Chen, Ouhao; Castro-Alonso, Juan C.; Paas, Fred; Sweller, John – Educational Psychology Review, 2018
Depletion of limited working memory resources may occur following extensive mental effort resulting in decreased performance compared to conditions requiring less extensive mental effort. This "depletion effect" can be incorporated into cognitive load theory that is concerned with using the properties of human cognitive architecture,…
Descriptors: Cognitive Processes, Difficulty Level, Short Term Memory, Elementary School Students
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Tian, Jing; Siegler, Robert S. – Educational Psychology Review, 2018
Many children and adults have difficulty gaining a comprehensive understanding of rational numbers. Although fractions are taught before decimals and percentages in many countries, including the USA, a number of researchers have argued that decimals are easier to learn than fractions and therefore teaching them first might mitigate children's…
Descriptors: Mathematics Instruction, Numbers, Numeracy, Fractions
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Flanigan, Abraham E.; Kiewra, Kenneth A. – Educational Psychology Review, 2018
Today's traditional-aged college students are avid users of mobile technology. Commonly referred to as the Net Generation, today's college students spend several hours each day using their smart phones, iPads, and laptops. Although some scholars initially opined that the Net Generation would grow into technologically savvy digital natives who…
Descriptors: College Students, Handheld Devices, Telecommunications, Student Behavior
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Kim, Nam Ju; Belland, Brian R.; Walker, Andrew E. – Educational Psychology Review, 2018
Computer-based scaffolding plays a pivotal role in improving students' higher-order skills in the context of problem-based learning for Science, Technology, Engineering and Mathematics (STEM) education. The effectiveness of computer-based scaffolding has been demonstrated through traditional meta-analyses. However, traditional meta-analyses suffer…
Descriptors: Scaffolding (Teaching Technique), Computer Assisted Instruction, Problem Based Learning, STEM Education
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Iancu, Alina Eugenia; Rusu, Andrei; Maroiu, Cristina; Pacurar, Roxana; Maricu?oiu, Lauren?iu P. – Educational Psychology Review, 2018
We conducted a meta-analysis to investigate the effectiveness of interventions aimed at reducing teacher burnout. Online and reference list searches yielded 513 unique results, and the final sample contains 23 controlled trials (19 journal articles and 4 unpublished dissertations). More than two thirds of the studies had optimal quality, and the…
Descriptors: Teacher Burnout, Meta Analysis, Intervention, Program Effectiveness
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Brante, Eva Wennås; Strømsø, Helge I. – Educational Psychology Review, 2018
The process of using information about documents such as the author, genre, and date of publication while evaluating and interpreting those documents' content was labeled "sourcing" in a seminal paper by Wineburg ("Journal of Educational Psychology," "83," "73," 1991). Studies in various domains have adapted…
Descriptors: Reading Comprehension, Information Utilization, Publications, Reading Skills
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Sternberg, Robert J. – Educational Psychology Review, 2018
This article reviews four interrelated approaches to reducing an inequitable gap in cognitive and educational test scores between individuals of a dominant culture and individuals of other cultures or subcultures. These approaches include (a) use of broader measures, (b) performance- and project-based assessments, (c) direct measurement of…
Descriptors: Educational Testing, Cognitive Tests, Scores, Cultural Differences
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Xie, Heping; Zhou, Zongkui; Liu, Qingqi – Educational Psychology Review, 2018
Recent research in a text-based educational context has demonstrated a seemingly paradoxical disfluency effect in reading, namely that learning with hard-to-read (disfluent) materials helps learners recall more details than learning with easy-to-read (fluent) materials. Many follow-up studies using a variety of participants, learning materials,…
Descriptors: Reading Fluency, Recall (Psychology), Readability, Transfer of Training
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Barzilai, Sarit; Zohar, Asnat R.; Mor-Hagani, Shiri – Educational Psychology Review, 2018
The ability to meaningfully and critically integrate multiple texts is vital for twenty-first-century literacy. The aim of this systematic literature review is to synthesize empirical studies in order to examine the current state of knowledge on how intertextual integration can be promoted in educational settings. We examined the disciplines in…
Descriptors: Teaching Methods, Reading Comprehension, Reading Instruction, Measures (Individuals)
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Ekholm, E.; Zumbrunn, S.; DeBusk-Lane, M. – Educational Psychology Review, 2018
Although research recognizes that student attitudes toward writing have the potential to influence a variety of writing outcomes, there is no consensus as to what writing attitude signifies. Further, disparities between conceptualizations of writing attitude make the extant literature difficult to reconcile. In the present study, we systematically…
Descriptors: Student Attitudes, Writing Attitudes, Teacher Attitudes, Educational Research
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Schroeder, Noah L.; Cenkci, Ada T. – Educational Psychology Review, 2018
Spatial split-attention effects have been noted in the research literature, where, under split-attention conditions, integrating text and diagrams has been shown to be effective. From this literature grew the spatial contiguity principle (or spatial contiguity effect), which states that people learn more when related words and pictures are…
Descriptors: Spatial Ability, Attention Control, Multimedia Instruction, Cognitive Processes
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