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Learning and Instruction

April 2015 Volume 36, Number 1

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Table of Contents

Number of articles: 11

  1. Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs

    Julie Radford, Institute of Education, United Kingdom; Paula Bosanquet, University of East London, United Kingdom; Rob Webster & Peter Blatchford, Institute of Education, United Kingdom

    Support for children with special educational needs (SEN) in inclusive classrooms, in many countries, continues to be provided by teaching assistants (TAs). Whilst they frequently take... More

    pp. 1-10

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  2. Signals foster multimedia learning by supporting integration of highlighted text and diagram elements

    Katharina Scheiter & Alexander Eitel

    Two experiments investigated how signals foster learning from text and diagrams by examining the relationship between visual attention and learning outcomes. In Experiment 1 ( More

    pp. 11-26

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  3. Watching corresponding gestures facilitates learning with animations by activating human mirror-neurons: An fNIRS study

    Birgit Brucker, Knowledge Media Research Center, Germany; Ann-Christine Ehlis, Florian B. Häußinger & Andreas J. Fallgatter, Department of Psychiatry & Psychotherapy, Germany; Peter Gerjets, Knowledge Media Research Center, Germany

    This study investigates whether displaying gestures that correspond to the depicted movements enhances learning about non-human biological movements with dynamic visualizations compared to... More

    pp. 27-37

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  4. Spacing in a simulated undergraduate classroom: Long-term benefits for factual and higher-level learning

    Irina V. Kapler, Tina Weston & Melody Wiseheart

    Despite showing robust benefits in lab-based research, there remain relatively few studies exploring the spacing effect in educational contexts with meaningful materials. In this study, participants ( More

    pp. 38-45

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  5. Who becomes a teacher? Challenging the “negative selection” hypothesis

    Janina Roloff Henoch, Uta Klusmann & Oliver Lüdtke, Leibniz Institute for Science and Mathematics Education, Germany; Ulrich Trautwein, Hector Research Institute of Education Sciences and Psychology, Germany

    Previous findings on teacher candidates' characteristics seem to support the assumption of a “negative selection” into the teaching profession, with teacher candidates showing less favorable... More

    pp. 46-56

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  6. The trajectories of student emotional engagement and school burnout with academic and psychological development: Findings from Finnish adolescents

    Ming-Te Wang, University of Pittsburgh, United States; Angela Chow, University of Alberta, Canada; Tara Hofkens, University of Pittsburgh, United States; Katariina Salmela-Aro, University of Helsinki, Finland

    The present study examined the longitudinal trajectories of emotional engagement and school burnout in Finnish adolescents from 9th to 11th grade and how these trajectories related to the... More

    pp. 57-65

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  7. Enhancing learning in a virtual world using highly elaborative reminiscing as a reflective tool

    Michelle Nicholas, Department of Psychology, Australia; Penny Van Bergen, School of Education, Australia; Deborah Richards, Macquarie University, Australia

    While virtual worlds are increasingly being used to provide technology-assisted experiential learning opportunities, no research has yet considered the use of reflective reminiscing within these... More

    pp. 66-75

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  8. The effect of speaking a minority language at home on foreign language learning

    Jessica Tsimprea Maluch, Institute for Educational Quality Improvement, Germany; Sebastian Kempert, Humboldt University, Germany; Marko Neumann, German Institute for International Educational Research, Germany; Petra Stanat, Institute for Educational Quality Improvement, Germany

    The study investigates the effect of immigrant bilingualism on learning English as a foreign language, controlling for confounding background variables and examining the effect of proficiency in... More

    pp. 76-85

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  9. The role of epistemic perspectives in comprehension of multiple author viewpoints

    Sarit Barzilai, Department of Learning, Instruction, and Teacher Education, Israel; Yoram Eshet-Alkalai, Department of Education and Psychology, Israel

    A key challenge of fostering digital literacy is developing learners' ability to construct knowledge from information sources that present diverse viewpoints. This study investigated the relation... More

    pp. 86-103

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  10. Sex differences in secondary school achievement – The contribution of self-perceived abilities and fear of failure

    F.-Sophie Wach, Marion Spengler, Juliana Gottschling & Frank M. Spinath, Department of Psychology, Germany

    While previous studies demonstrated the existence of a ‘gender gap’, according to which girls outperform boys in their scholastic achievement, the reason for these differences is yet unclear. We... More

    pp. 104-112

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  11. The impact of school policy and stakeholders' actions on student learning: A longitudinal study

    Leonidas Kyriakides, Department of Education, Cyprus; Bert P.M. Creemers, Faculty of Behavioral and Social Sciences; Panayiotis Antoniou, Faculty of Education, United Kingdom; Demetris Demetriou & Charalambos Y. Charalambous, Department of Education, Cyprus

    This paper proposes a theoretical framework on how school policy can promote student learning. School policy is considered to have an indirect effect on student achievement by changing school... More

    pp. 113-124

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