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Learning and Instruction

December 2016 Volume 46, Number 1

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Table of Contents

Number of articles: 5

  1. Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter?

    Bieke Maertens, Brain & Cognition, Belgium; Bert De Smedt, Parenting and Special Education Research Group, Belgium; Delphine Sasanguie, Brain & Cognition, Belgium; Jan Elen, Centre for Instructional Psychology and Technology, Belgium; Bert Reynvoet, Brain & Cognition, Belgium

    Children's intuitive understanding of number, i.e. number sense, is associated with individual differences in mathematics achievement. To investigate the causal association between number sense,... More

    pp. 1-11

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  2. How accurately can students evaluate the quality of self-generated examples of declarative concepts? Not well, and feedback does not help

    Amanda Zamary, Katherine A. Rawson & John Dunlosky

    Students are commonly asked to learn declarative concepts in many courses. One strategy students report using involves generating concrete examples of abstract concepts. If students have... More

    pp. 12-20

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  3. Gendered pathways to educational aspirations: The role of academic self-concept, school burnout, achievement and interest in mathematics and reading

    Johan Korhonen, Åbo Akademi University, Finland; Anna Tapola, University of Helsinki, Finland; Karin Linnanmäki, Åbo Akademi University, Finland; Pirjo Aunio, University of Helsinki, Finland

    The aim of this study was to examine lower secondary school students' ( More

    pp. 21-33

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  4. Young Children's spelling representations and spelling strategies

    Sarah Critten, School of Psychological, United Kingdom; Lee Sheriston, Centre for Research in Education & Educational Technology, United Kingdom; Franceska Mann, School of Psychological, United Kingdom

    While traditional models of spelling describe the skills and knowledge required for development, the underlying cognitive processes that drive spelling success are often overlooked. Ninety-six... More

    pp. 34-44

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  5. Observing instructional quality in the context of school evaluation

    Sandy Taut, Pontificia Universidad Católica de Chile, Chile; Katrin Rakoczy, German Institute for International Educational Research, Germany

    Observational measures of instructional quality are used in both research and evaluation contexts. In European school evaluation systems, one main intended use of classroom observation results is... More

    pp. 45-60

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