Little to no information exists explaining the nature of conceptual gaps in understanding fractions for students with learning disabilities (LD); such information is vital to practitioners seeking to develop instruction or interventions. Many researchers argue such knowledge can be revealed through student's problem-solving strategies. Despite…

Coders used real-time focal-child sampling methods to observe the playground behavior and victimization experiences of 600 third to sixth grade youth. Person-centered analyses yielded three profiles that specified aggressive function (reactive, proactive) and form (direct, indirect), and conformed to social-information-processing functional…

This study systematically analyzed social and cognitive processes that underlie the development of argumentative knowledge. Group discussions of controversial issues and explicit instruction in argumentation were expected to help students acquire a sense of the overall structure of an argument, or an argument schema. In a quasi-experiment, 128…

The authors used a new multidimensional coding scheme to assess student learning engagement during 3 Grade 4 reading lessons. Students in 3 classes--2 in which students received integrated reading-science instruction and 1 in which they received traditional instruction--demonstrated moderate to high engagement in learning. However, students in the…