Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Foreign Countries | 2 |
| Individual Differences | 2 |
| Sequential Learning | 2 |
| Alignment (Education) | 1 |
| Beginning Teacher Induction | 1 |
| Children | 1 |
| Educational Practices | 1 |
| Executive Function | 1 |
| Expectation | 1 |
| Goal Orientation | 1 |
| Individualized Instruction | 1 |
| More ▼ | |
Author
| Meijer, Paulien C. | 1 |
| Oolbekkink, Helma | 1 |
| Saito, Satoru | 1 |
| Verloop, Nico | 1 |
| Yanaoka, Kaichi | 1 |
| van Ginkel, Gisbert | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
| Tests/Questionnaires | 1 |
Education Level
| Secondary Education | 1 |
Audience
Location
| Japan | 1 |
| Netherlands | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkYanaoka, Kaichi; Saito, Satoru – Child Development, 2021
This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese children in Experiments 1 (N = 52; 3-6 years) and 2 (N = 50, 4-6 years) performed sequential actions repeatedly; one group received reminders. Experiment 1 indicated that reminders promote flexible…
Descriptors: Executive Function, Sequential Learning, Children, Foreign Countries
van Ginkel, Gisbert; Oolbekkink, Helma; Meijer, Paulien C.; Verloop, Nico – Teachers and Teaching: Theory and Practice, 2016
Being adaptive to the individual novice teacher is considered a condition for effective teacher mentoring. The aims of this study are therefore to explore (1) mentoring activities through which mentors intend to adapt to the individual novice teacher and (2) characteristics of adaptive mentors. Information was collected through on-site,…
Descriptors: Mentors, Individual Differences, Novices, Individualized Instruction
