In the evolving landscape of gaming, a need for reliable methods to differentiate expertise levels among players has emerged. This study defines experts by their exceptional skills, domain-specific knowledge, and successful application of these attributes in complex situations. Unlike conventional methods that rely on self-reported experience for…

Memory for the time associated with past events is critical for our understanding of episodic memory and its development. Relatively little is known about the factors that influence temporal memory development. One such factor examined in the literature is semantic knowledge for time (conventional time knowledge; CTK). Other possible factors…

This paper reports an investigation of assessing students' information literacy (IL) in a naturalistic classroom environment by using a set of rubrics. A total of 72 lessons from 15 classrooms in Hong Kong were examined. Results indicate that the rubric is generally valid and usable in assessing students' IL skills but three more attributes which…

There is a virtual consensus regarding the types of language processes, interactions, and material supports that are central for young children to become proficient readers and writers (Shanahan et al., 2008). In this study, we examine these supports in both home and school contexts during children's critical transitional kindergarten year.…

This research describes a qualitative, naturalistic case study of a situation-specific, in-depth exploration of the use of ten student discussion roles in and adult education, online asynchronous discussions. Discussion roles were designed in order to enable students to respond better and create deeper and more meaning-filled threaded discussions,…

It has been said that children are smarter than we sometimes acknowledge them to be. Knowledge can be, at times, hidden from view. It is a teacher's job to get to know his or her students very well and find ways to make sure they give them due credit for what they know. But can one know one's students solely upon the grades given on quizzes,…

This study investigated whether mothers are responsive to their children's literacy level, thus employing different writing mediation styles with each twin according to the child's level, or whether they possess a consistent style employed with both twins. The sample included 28 sets of twin kindergartners (56 children, M age = 68.89 months) and…

The aim of this study was to investigate the factors affecting the implementation of Multiple Intelligences (MI) Theory in K-8 classrooms in Turkey. First, it was made meetings in small groups (3 or 4) with 38 teachers in one of the first MI schools in Turkey during the first semesters. They were 22 elementary teachers from Grades 1 to 5 and 16…

A majority of the empirical studies on questioning has focused on the effects of prior knowledge on the number and type of questions asked. Research has not been able to find support for the frequency hypothesis and the specificity hypothesis in questioning. The focus of these studies is briefly criticized, and a detailed critical assessment is…

Types of questions asked in first-grade mathematics classes in Japan, Taiwan, and the United States were investigated. Observations of 311 lessons by 16 Japanese, 20 Taiwanese, and 33 U.S. teachers suggest that the kinds of questions asked in Taiwan and Japan contribute to more sophisticated mathematical knowledge. (SLD)