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Showing 91 to 105 of 378 results Save | Export
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Ma, Xin; Shen, Jianping; Krenn, Huilan Y.; Hu, Shanshan; Yuan, Jing – Educational Psychology Review, 2016
This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement…
Descriptors: Meta Analysis, Outcomes of Education, Parent Participation, Early Childhood Education
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Kalyuga, Slava; Singh, Anne-Marie – Educational Psychology Review, 2016
In the traditional framework of cognitive load theory, it is assumed that the acquisition of domain-specific knowledge structures (or schemas) is the only instructional goal, and therefore, the theory is applicable to any instructional task. Accordingly, the basic concepts of intrinsic (productive) and extraneous (unproductive) types of cognitive…
Descriptors: Cognitive Processes, Difficulty Level, Teaching Methods, Schemata (Cognition)
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Keller, Melanie M.; Hoy, Anita Woolfolk; Goetz, Thomas; Frenzel, Anne C. – Educational Psychology Review, 2016
The last review on teacher enthusiasm was 45 years ago, and teacher enthusiasm remains a compelling yet complex variable in the educational context. Since Rosenshine's ("School Review" 78:499-514, 1970) review, the conceptualizations, definitions, methodology, and results have only become more scattered, and several related constructs…
Descriptors: Teacher Attitudes, Teacher Motivation, Teacher Behavior, Measures (Individuals)
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Finn, Bridgid; Tauber, Sarah K. – Educational Psychology Review, 2015
When students monitor the effectiveness of their learning and accuracy of their memories, the presence or absence of specific content knowledge is not the only information that guides their evaluations. Equally important are the metacognitive experiences, subjective feelings, and epistemological beliefs that inform and accompany learning and…
Descriptors: Cognitive Processes, Learning Processes, Accuracy, Metacognition
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Rittle-Johnson, Bethany; Schneider, Michael; Star, Jon R. – Educational Psychology Review, 2015
There is a long-standing and ongoing debate about the relations between conceptual and procedural knowledge (i.e., knowledge of concepts and procedures). Although there is broad consensus that conceptual knowledge supports procedural knowledge, there is controversy over whether procedural knowledge supports conceptual knowledge and how instruction…
Descriptors: Mathematics Instruction, Mathematical Concepts, Mathematics Skills, Knowledge Level
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Silvia, Paul J. – Educational Psychology Review, 2015
This article reviews the history of thought on how intelligence and creativity, two individual differences important to teaching and learning, are connected. For decades, intelligence and creativity have been seen as essentially unrelated abilities. Recently, however, new theories, assessment methods, and statistical tools have caused a shift in…
Descriptors: Intelligence, Creativity, Correlation, Problem Solving
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Stieff, Mike; Uttal, David – Educational Psychology Review, 2015
Spatial training has been indicated as a possible solution for improving Science, Technology, Engineering, and Mathematics (STEM) achievement and degree attainment. Advocates for this approach have noted that the correlation between spatial ability and several measures of STEM achievement suggests that spatial training should focus on improving…
Descriptors: Spatial Ability, Training, STEM Education, Academic Achievement
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Redick, Thomas S.; Shipstead, Zach; Wiemers, Elizabeth A.; Melby-Lervåg, Monica; Hulme, Charles – Educational Psychology Review, 2015
Working memory training programs have generated great interest, with claims that the training interventions can have profound beneficial effects on children's academic and intellectual attainment. We describe the criteria by which to evaluate evidence for or against the benefit of working memory training. Despite the promising results of initial…
Descriptors: Short Term Memory, Training, Literature Reviews, Academic Achievement
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Rohrer, Doug – Educational Psychology Review, 2015
In many academic courses, students encounter a particular fact or concept many times over a period of a few weeks and then do not see it again during the remainder of the course. Are these brief instructional periods sufficient, or should the same amount of instruction be distributed over longer periods of time? This question was the focus of…
Descriptors: Pretests Posttests, Second Language Instruction, Second Language Learning, Time Factors (Learning)
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Nokes-Malach, Timothy J.; Richey, J. Elizabeth; Gadgil, Soniya – Educational Psychology Review, 2015
Although collaboration is often considered a beneficial learning strategy, research examining the claim suggests a much more complex picture. Critically, the question is not whether collaboration is beneficial to learning, but instead how and when collaboration improves outcomes. In this paper, we first discuss the mechanisms hypothesized to…
Descriptors: Cooperative Learning, Teaching Methods, Group Activities, Research
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Waters, Lea; Barsky, Adam; Ridd, Amanda; Allen, Kelly – Educational Psychology Review, 2015
Schools need reliable evidence about the outcomes of meditation programs before they consider if and how such programmes can influence learning agendas, curriculum and timetables. This paper reviewed evidence from 15 peer-reviewed studies of school meditation programmes with respect to three student outcomes: well-being, social competence and…
Descriptors: Intervention, Evidence, Program Effectiveness, Well Being
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Pai, Hui-Hua; Sears, David A.; Maeda, Yukiko – Educational Psychology Review, 2015
This study investigated the potential benefit of small-group learning on transfer performance using the method of meta-analysis. Results showed positive support for the hypothesis that small-group learning can increase students' transfer performance (average effect size of 0.30). Unlike reviews of effects of cooperation on learning, this…
Descriptors: Small Group Instruction, Transfer of Training, Meta Analysis, Heuristics
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Thomas, Hannah J.; Connor, Jason P.; Scott, James G. – Educational Psychology Review, 2015
The need for an integrated approach to studying bullying behaviors, both traditional and cyber, in adolescents is increasingly evident. The definitional criteria of bullying are well established in the traditional bullying literature and include (i) intention, (ii) repetition, and (iii) power imbalance. There is emerging evidence that these same…
Descriptors: Bullying, Adolescents, Computer Mediated Communication, Definitions
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Eitel, Alexander; Scheiter, Katharina – Educational Psychology Review, 2015
The present article reviews 42 studies investigating the role of sequencing of text and pictures for learning outcomes. Whereas several of the reviewed studies revealed better learning outcomes from presenting the picture before the text rather than after it, other studies demonstrated the opposite effect. Against the backdrop of theories on…
Descriptors: Sequential Approach, Visual Aids, Outcomes of Education, Memory
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Shapiro, Shauna L.; Lyons, Kristen E.; Miller, Richard C.; Butler, Britta; Vieten, Cassandra; Zelazo, Philip David – Educational Psychology Review, 2015
Research with adults suggests that contemplative practices such as meditation and yoga impart a variety of benefits, from improved attention to reduced stress. Increasingly, these practices are being adapted for use with children and introduced into childhood education in order to foster the development of key self-regulation skills required for…
Descriptors: Metacognition, Physical Activities, Self Control, Academic Achievement
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