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Learning and Instruction

December 2013 Volume 28, Number 1

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Table of Contents

Number of articles: 7

  1. Construct validity of student perceptions of instructional quality is high, but not perfect: Dimensionality and generalizability of domain-independent assessments

    Wolfgang Wagner & Richard Göllner, Institute of Education, Germany; Andreas Helmke, Department of Psychology, Germany; Ulrich Trautwein, Institute of Education, Germany; Oliver Lüdtke, Department of Psychology, Germany

    In educational research, student ratings are frequently used to assess aspects of instructional quality. The present study investigates two key aspects of construct validity in student ratings in... More

    pp. 1-11

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  2. School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective

    Ming-Te Wang, University of Pittsburgh, United States; Jacquelynne S. Eccles, University of Michigan, United States

    This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students' perceptions of the school environment (structure support, provision of... More

    pp. 12-23

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  3. Second language learners' performance in mathematics: Disentangling the effects of academic language features

    Nicole Haag, Institute for Educational Quality Improvement (IQB), Germany; Birgit Heppt, Department of Educational Science and Psychology, Germany; Petra Stanat, Institute for Educational Quality Improvement (IQB), Germany; Poldi Kuhl, Berlin-Brandenburg Institute for School Quality Improvement (ISQ), Germany; Hans Anand Pant, Institute for Educational Quality Improvement (IQB), Germany

    Several studies have shown that the linguistic complexity of items in achievement tests may cause performance disadvantages for second language learners. However, the relative contributions of... More

    pp. 24-34

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  4. Learning to be creative. The effects of observational learning on students' design products and processes

    Talita Groenendijk, Tanja Janssen & Gert Rijlaarsdam, Research Institute of Child Development and Education; Huub van den Bergh, University of Utrecht

    Previous research indicated that observing is an effective learning activity in various domains. Can observational learning also be beneficial in enhancing creativity in art and design education?... More

    pp. 35-47

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  5. How a picture facilitates the process of learning from text: Evidence for scaffolding

    Alexander Eitel, Katharina Scheiter & Anne Schüler, Knowledge Media Research Center, Germany; Marcus Nyström & Kenneth Holmqvist, Humanities Lab of Lund University, Sweden

    Three experiments were conducted to study on a more fine-grained level how processing a picture facilitates learning from text. In Experiment 1 ( More

    pp. 48-63

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  6. The natural number bias and magnitude representation in fraction comparison by expert mathematicians

    Andreas Obersteiner, Wim Van Dooren, Jo Van Hoof & Lieven Verschaffel, Center for Instructional Psychology and Technology, Belgium

    When school students compare the numerical values of fractions, they have frequently been found to be biased by the natural numbers involved (e.g., to believe that 1/4 > 1/3 because 4 > 3), thereby... More

    pp. 64-72

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  7. Achievement and engagement: How student characteristics influence teacher judgments

    Johanna Kaiser, Department of Psychology, Germany; Jan Retelsdorf, Leibniz Institute for Science and Mathematics Education at the University of Kiel, Germany; Anna Südkamp, National Education Panel Study, Germany; Jens Möller, Department of Psychology, Germany

    Teachers' judgments of student characteristics are affected not only by the characteristic in question, but also by other factors. This article presents three studies examining whether students'... More

    pp. 73-84

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