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Showing 1 to 15 of 25 results Save | Export
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Muis, Krista R.; Psaradellis, Cynthia; Chevrier, Marianne; Di Leo, Ivana; Lajoie, Susanne P. – Journal of Educational Psychology, 2016
We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for…
Descriptors: Problem Solving, Mathematics Instruction, Intervention, Teaching Methods
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Padalkar, Shamin; Hegarty, Mary – Journal of Educational Psychology, 2015
Spatial information in science is often expressed through representations such as diagrams and models. Learning the strengths and limitations of these representations and how to relate them are important aspects of developing scientific understanding, referred to as "representational competence." Diagram translation is particularly…
Descriptors: Science Instruction, Visual Aids, Organic Chemistry, Models
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Wijekumar, Kausalai; Meyer, Bonnie J. F.; Lei, Puiwa – Journal of Educational Psychology, 2017
Reading comprehension in the content areas is a challenge for many middle grade students. Text structure-based instruction has yielded positive outcomes in reading comprehension at all grade levels in small and large studies. The text structure strategy delivered via the web, called Intelligent Tutoring System for the Text Structure Strategy…
Descriptors: Reading Comprehension, Intelligent Tutoring Systems, Pretests Posttests, Web Based Instruction
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Kleickmann, Thilo; Tröbst, Steffen; Jonen, Angela; Vehmeyer, Julia; Möller, Kornelia – Journal of Educational Psychology, 2016
Curriculum materials explicitly designed to foster teacher learning represent a prominent route to professional development (PD) for teachers. However, it is unclear whether PD can be delivered successfully in the form of teacher self-study of curriculum materials, or whether it has to be scaffolded additionally by an expert. This study…
Descriptors: Scaffolding (Teaching Technique), Elementary School Science, Science Teachers, Elementary School Teachers
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Schenke, Katerina; Nguyen, Tutrang; Watts, Tyler W.; Sarama, Julie; Clements, Douglas H. – Journal of Educational Psychology, 2017
We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income…
Descriptors: Mathematics Achievement, Racial Differences, African American Students, Classroom Environment
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Fiorella, Logan; Mayer, Richard E. – Journal of Educational Psychology, 2016
In 4 experiments, participants viewed a short video-based lesson about how the Doppler effect works. Some students viewed already-drawn diagrams while listening to a concurrent oral explanation, whereas other students listened to the same explanation while viewing the instructor actually draw the diagrams by hand. All students then completed…
Descriptors: Multimedia Instruction, Multimedia Materials, Observational Learning, Freehand Drawing
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Bradshaw, Catherine P.; Waasdorp, Tracy E.; Leaf, Philip J. – Journal of Educational Psychology, 2015
School-Wide Positive Behavioral Interventions and Supports (SWPBIS; Sugai & Horner, 2006) is currently implemented in over 20,000 schools across the country with the goal of preventing disruptive behavior problems and enhancing the school climate. While previous studies have indicated significant main effects of SWPBIS on student outcomes, the…
Descriptors: Educational Environment, Behavior Modification, Student Behavior, Intervention
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Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.; Fuchs, Douglas; Schatschneider, Christopher; Hamlett, Carol L.; DeSelms, Jacqueline; Seethaler, Pamela M.; Wilson, Julie; Craddock, Caitlin F.; Bryant, Joan D.; Luther, Kurstin; Changas, Paul – Journal of Educational Psychology, 2013
The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was number knowledge; the other 5 min provided practice in 1 of 2 forms. Nonspeeded practice reinforced relations…
Descriptors: At Risk Students, Tutoring, Arithmetic, Mathematics Instruction
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Stull, Andrew T.; Hegarty, Mary – Journal of Educational Psychology, 2016
This study investigated the development of representational competence among organic chemistry students by using 3D (concrete and virtual) models as aids for teaching students to translate between multiple 2D diagrams. In 2 experiments, students translated between different diagrams of molecules and received verbal feedback in 1 of the following 3…
Descriptors: Models, Organic Chemistry, Science Instruction, Skill Development
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Lovett, Maureen W.; Frijters, Jan C.; Wolf, Maryanne; Steinbach, Karen A.; Sevcik, Rose A.; Morris, Robin D. – Journal of Educational Psychology, 2017
Across multiple schools and sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered to small groups of children in 1st, 2nd, or 3rd grade. In a quasi-experimental design, 172 children received the…
Descriptors: Early Intervention, At Risk Students, Reading Difficulties, Instructional Program Divisions
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Sternberg, Robert J.; Jarvin, Linda; Birney, Damian P.; Naples, Adam; Stemler, Steven E.; Newman, Tina; Otterbach, Renate; Parish, Carolyn; Randi, Judy; Grigorenko, Elena L. – Journal of Educational Psychology, 2014
This study addressed whether prior successes with educational interventions grounded in the theory of successful intelligence could be replicated on a larger scale as the primary basis for instruction in language arts, mathematics, and science. A total of 7,702 4th-grade students in the United States, drawn from 223 elementary school classrooms in…
Descriptors: Success, Intervention, Intelligence, Grade 4
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H. Lee Swanson – Journal of Educational Psychology, 2014
Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…
Descriptors: Teaching Methods, Cognitive Processes, Learning Problems, Mathematics Instruction
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Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley; Strouse, Gabrielle – Journal of Educational Psychology, 2014
Targeted to children as young as 3 months old, there is a growing number of baby media products that claim to teach babies to read. This randomized controlled trial was designed to examine this claim by investigating the effects of a best-selling baby media product on reading development. One hundred and seventeen infants, ages 9 to 18 months,…
Descriptors: Infants, Reading Instruction, Comparative Analysis, Experimental Groups
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Stoeger, Heidrun; Sontag, Christine; Ziegler, Albert – Journal of Educational Psychology, 2014
We examined the impact of a teacher-led intervention, implemented during regular classroom instruction and homework, on fourth-grade students' preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. In our quasi-experimental study with intact classrooms, (a) students (n = 266, 12 classrooms) who…
Descriptors: Intervention, Grade 4, Elementary School Students, Preferences
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Fyfe, Emily R.; Rittle-Johnson, Bethany; DeCaro, Marci S. – Journal of Educational Psychology, 2012
Providing exploratory activities prior to explicit instruction can facilitate learning. However, the level of guidance provided during the exploration has largely gone unstudied. In this study, we examined the effects of 1 form of guidance, feedback, during exploratory mathematics problem solving for children with varying levels of prior domain…
Descriptors: Prior Learning, Feedback (Response), Learning Theories, Problem Solving
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