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Learning and Instruction

December 2012 Volume 22, Number 6

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Table of Contents

Number of articles: 8

  1. Observer ratings of instructional quality: Do they fulfill what they promise?

    Anna-Katharina Praetorius, Gerlinde Lenske & Andreas Helmke

    Despite considerable interest in the topic of instructional quality in research as well as practice, little is known about the quality of its assessment. Using generalizability analysis as well as ... More

    pp. 387-400

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  2. Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition

    Valeska Grau & David Whitebread

    The purpose of the present research was to advance the development of knowledge regarding social aspects of self-regulated learning (SRL). The study had the objective of exploring the occurrence of... More

    pp. 401-412

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  3. Modeling academic achievement by self-reported versus traced goal orientation

    Mingming Zhou & Philip H. Winne

    We examined achievement goals measured by self-reports and by traces (behavioral indicators) gathered as undergraduates used software tools to study a multimedia-formatted article. Traces were... More

    pp. 413-419

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  4. The effects of inter-letter spacing in visual-word recognition: Evidence with young normal readers and developmental dyslexics

    Manuel Perea, Victoria Panadero, Carmen Moret-Tatay & Pablo Gómez

    Recent research has demonstrated that slight increases of inter-letter spacing have a positive impact on skilled readers' recognition of visually presented words. In the present study, we examined ... More

    pp. 420-430

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  5. Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior

    Maarten Vansteenkiste, Eline Sierens, Luc Goossens, Bart Soenens, Filip Dochy, Athanasios Mouratidis, Nathalie Aelterman, Leen Haerens & Wim Beyers

    Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central... More

    pp. 431-439

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  6. “Concreteness fading” promotes transfer of mathematical knowledge

    Nicole M. McNeil & Emily R. Fyfe

    Recent studies have suggested that educators should avoid concrete instantiations when the goal is to promote transfer. However, concrete instantiations may benefit transfer in the long run,... More

    pp. 440-448

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  7. Cognitive load theory, the transient information effect and e-learning

    Anna Wong, Wayne Leahy, Nadine Marcus & John Sweller

    When using modern educational technology, some forms of instruction are inherently transient in that previous information usually disappears to be replaced by current information. Instructional... More

    pp. 449-457

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  8. Bit by bit or all at once? Splitting up the inquiry task to promote children's scientific reasoning

    Ard W. Lazonder & Ellen Kamp

    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... More

    pp. 458-464

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