Despite much research examining whether bilingual individuals demonstrate superior executive function (EF) skills compared to monolinguals, the purported bilingual advantage remains controversial. One potential reason for discrepant findings across studies examining the bilingual advantage is the difficulty in matching monolingual and bilingual…

The aim of this study was to provide insight into the current practice of writing instruction in Dutch primary education, as a stepping stone for designing and implementing sustainable innovations that could satisfy both practitioners and policymakers. We investigated the extent to which three domain-specific approaches--communicative writing,…

The primary goal of the present study was to examine elementary teachers' strategies, attitudes, and beliefs regarding hypothetical shy (i.e., quiet), exuberant (i.e., overly talkative), and average (i.e., typical) children. We explored whether these strategies and beliefs varied as a function of the gender of the hypothetical child as well as…

My Science Tutor (MyST) is an intelligent tutoring system designed to improve science learning by elementary school students through conversational dialogs with a virtual science tutor in an interactive multimedia environment. Marni, a lifelike 3-D character, engages individual students in spoken dialogs following classroom investigations using…

Science notebooks can play a critical role in activity-based science learning, but the tasks of recording, organizing, analyzing, and interpreting data create barriers that impede science learning for many students. This study (a) assessed in a randomized controlled trial the potential for a web-based science notebook designed using the Universal…

Two studies were designed to extend Butler's (2007) model and measure of achievement goals for teaching, to recognize that teaching is an interpersonal endeavor, not just personal endeavor. In Study 1, results from 530 teachers in Israel confirmed the predicted 5-factor model comprising relational goals, whereby teachers aspire to create close and…

Results suggest that knowledge of student learning outcomes and reduction of intent action discrepancy have minimal impact on teacher decisions to modify classroom procedures. (Author/BJG)

Perceptions of 1,615 college students of their teachers' support of student's questioning were examined in 2 experiments. Perceived support had significant and consistent relationships with student motivation and strategy use typical of self-regulated learners. It also appeared to affect the likelihood of student questioning. (SLD)

Interviews 36 practicing teachers, using phenomenological methods to examine what, when, where, and to whom teachers offer choice. Final results focus on the following main points: teachers believe that choice promotes learning and motivation; choice is used in a number of ways; and teachers impose limits on classroom choice based on student age,…

Results of two studies of teachers' attributions for school problems indicate that teachers hold student factors more responsible for classroom problems than teacher factors, and that teachers' attributions vary for learning v behavior problems. The second study also indicates that students perceived as lacking motivation were criticized more…

The authors examined the views of parents and teachers regarding beginning reading instruction using the questionnaire Approaches to Beginning Reading and Reading Instruction (ABRRI). Parents also rated the importance of 9 developmental areas, including literacy, and the extent to which home and school were responsible for each. Two components…

The influence of matched or mismatched cognitive styles on perceived satisfaction and performance among students and teachers was examined in eight secondary school classrooms comprising 192 students. Results revealed the predicted interaction effect (favoring matched styles) on student perceptions of satisfaction and a similar trend on…

The impact of teacher and student sex differences and student assessment of teacher sex role orientation on student attitudes toward learning was examined with 252 undergraduate students, each evaluating 1 teacher. Results do not support the sex role congruency hypothesis. Students were more affected by overall teacher qualities. (SLD)

Combined teacher ratings of perceived cognitive competence and misbehavior accounted for the most variance in peer acceptance or rejection of educable mentally handicapped children. Ratings of academic competence were associated with both acceptance and rejection of educationally handicapped children (a category of low achievers used in…