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Direct linkBlömeke, Sigrid; Jenßen, Lars; Grassmann, Marianne; Dunekacke, Simone; Wedekind, Hartmut – Journal of Educational Psychology, 2017
Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and…
Descriptors: Preschool Teachers, Pedagogical Content Knowledge, Preservice Teachers, Preservice Teacher Education
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
McCormick, Meghan P.; O'Connor, Erin E. – Journal of Educational Psychology, 2015
Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) and 2-level hierarchical linear models with site fixed effects, we examined between- and within-child associations between teacher-child relationship closeness and conflict and standardized measures of children's…
Descriptors: Teacher Student Relationship, Academic Achievement, Elementary School Teachers, Elementary School Students
