Educational Psychology Review
Papers 933
1 page of 94 pages (933 results)
#1Lin Zhang (PC: Providence College)H-Index: 2
#2Paul A. Kirschner (Thomas More College)H-Index: 99
Last. John Sweller (UNSW: UNSW Sydney)H-Index: 92
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There is a considerable gap between many of the findings from educational psychology research and educational practice. This gap is especially notable in the field of science education. In this article, the implications of three categories of research and their findings for science educational policy in the USA and other jurisdictions were reviewed. We indicate that a particular category of research that we call “Program-Based Studies,” has dominated the formulation of educational standards whil...
#1Jack M. Fletcher (UH: University of Houston)H-Index: 123
#2Robert Savage (UCL: University College London)H-Index: 4
Last. Sharon Vaughn (The University of Texas at Austin)H-Index: 113
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Bowers (Educational Psychology Review, 32, 681-705, 2020) reviewed 12 meta-analytic syntheses addressing the effects of phonics instruction, concluding that the evidence is weak to nonexistent in supporting the superiority of systematic phonics to alternative reading methods. We identify five issues that limit Bowers’ conclusions: (1) definition issues; (2) what is the right question?; (3) the assumption of “phonics first”; and (4) simplification of issues around systematic versus explicit phoni...
#1Andreas Lachner (University of Tübingen)H-Index: 13
#2Vincent Hoogerheide (Utrecht University)H-Index: 14
Last. Alexander Renkl (University of Freiburg)H-Index: 68
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Teaching the contents of study materials by providing explanations to fellow students can be a beneficial instructional activity. A learning-by-teaching effect can also occur when students provide explanations to a real, remote, or even fictitious audience that cannot be interacted with. It is unclear, however, which underlying mechanisms drive learning by non-interactive teaching effects and why several recent studies did not replicate this effect. This literature review aims to shed light on w...
Cognitive load theory is an instructional design theory based on our knowledge of human cognitive architecture and evolutionary educational psychology. The theory assumes that curriculum areas covered in educational institutions are concerned with domain-specific, biologically secondary information that we have not specifically evolved to acquire rather than generic-cognitive, biologically primary skills that we have specifically evolved to acquire. There is a cognitive architecture associated w...
#1Steve Graham (ACU: Australian Catholic University)H-Index: 117
#2Ömer Faruk Tavşanlı (Istanbul Aydın University)
Last. Abdullah KaldirimH-Index: 3
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An important goal of schooling is teaching students how to write. Teachers need access to effective writing practices to meet this goal. For close to 40 years, meta-analyses of writing intervention studies have been used to identify evidence-based practices in writing. Most of the research included in these reviews involved studies conducted in the U.S. and Europe. The current meta-analysis included 77 experimental studies examining the effectiveness of writing interventions conducted in schools...
#1Tara KulkarniH-Index: 2
#2Amanda L. SullivanH-Index: 19
Last. Jiwon KimH-Index: 2
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#1Øistein Anmarkrud (UiO: University of Oslo)H-Index: 15
#2Ivar Bråten (UiO: University of Oslo)H-Index: 58
Last. Lucia Mason (UNIPD: University of Padua)H-Index: 41
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This article reviews how individual differences have been conceptualized and researched within the area of multiple document literacy, in particular the extent to which proposed relationships between individual differences and the multiple document literacy process of sourcing have been supported by the empirical research. The findings showed that although the majority of the individual differences included in theoretical models of multiple document literacy have been researched, the empirical b...
#1Lucia Mason (UNIPD: University of Padua)H-Index: 41
#2Angelica Ronconi (UNIPD: University of Padua)
Last. Francesca Pazzaglia (UNIPD: University of Padua)H-Index: 32
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There is growing interest recently in the outdoor environment surrounding schools where students spent time during breaks, in-school activities, and after-school programs. Several reviews have examined the impact of long-term exposures to nearby nature on students’ academic achievement, but none has focused on the effects of short-term contacts with nature on students’ cognitive performance. The aim of this review is to understand the context in which short-term passive exposures to greenness oc...
#1Xinjie Chen (SU: Stanford University)H-Index: 9
#2Jinbo He (CUHK: Chinese University of Hong Kong)H-Index: 11
Last. Xitao Fan (CUHK: Chinese University of Hong Kong)H-Index: 60
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Despite numerous studies involving personality traits and second language (L2) learning achievement over many years, there is a lack of an overall picture about how personality traits are related to L2 learning achievement. This study aims to conduct a systematic quantitative synthesis of the studies that examined the relationships between the Big Five personality traits and L2 learning achievement. A total of 137 correlation coefficients from 31 primary studies conducted in 24 countries, with a...
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