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Epistemic Goals and Practices in Biology Curriculum—the Philippines and Japan Res. Sci. Educ. (IF 2.469) Pub Date : 2024-05-10 Denis Dyvee Errabo, Keigo Fujinami, Tetsuo Isozaki
Despite cultural differences, the Philippines–Japan partnership is developing an intentional teaching curriculum with parallel standards. However, disparities among their respective educational systems have prompted inequalities. As education plays a critical role in collaboration, we explored the Epistemic Goals (EGs) and Epistemic Practices (EPs) in the biology curriculum, with the research question:
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The Interplay of Cognitive Load, Learners’ Resources and Self-regulation Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-10 Tina Seufert, Verena Hamm, Andrea Vogt, Valentin Riemer
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Unleashing the Power of Positivity: How Positive Instructors Benefit Learning from Instructional Videos — A Meta-analytic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-03 Fangfang Zhu, Zhongling Pi, Jiumin Yang
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Correlates of K-12 Students’ Intertextual Integration Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-07 Daniel R. Espinas, Brennan W. Chandler
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Revisiting Picture Functions in Multimedia Testing: A Systematic Narrative Review and Taxonomy Extension Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-07 Lauritz Schewior, Marlit Annalena Lindner
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Profiling Teachers’ Motivation for Professional Development: A Nationwide Study J. Teach. Educ. (IF 4.13) Pub Date : 2024-05-08 Eric Richter, Tim Fütterer, Arthur Eisenkraft, Christian Fischer
Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the teacher
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Adolescents’ Intentions to Study Science: the Role of Classroom-based Social Support, Task Values, and Self-efficacy Res. Sci. Educ. (IF 2.469) Pub Date : 2024-04-29 Erin Mackenzie, Kathryn Holmes, Nathan Berger, Caitlin Cole
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Self-presentation and social networking online: The professional identity of PhD students in HCI Internet High. Educ. (IF 8.591) Pub Date : 2024-04-26 Chuhao Wu, John M. Carroll
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The Value of Pretend Play for Social Competence in Early Childhood: A Meta-analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-25 Mireille Smits-van der Nat, Femke van der Wilt, Martijn Meeter, Chiel van der Veen
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Quantitative Measurement of Pre-Service Teachers’ Competency of Questioning in Scaffolding Students’ Science Learning Res. Sci. Educ. (IF 2.469) Pub Date : 2024-04-25 Jianlan Wang, Yuanhua Wang, Shahin Shawn Kashef, Yanhong Moore
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Preferences and Reasoning of 14-15 year-old Students in Relation to Natural or Synthetic Products in Different Contexts: Influence of an Instructional Module Res. Sci. Educ. (IF 2.469) Pub Date : 2024-04-23 Mario Caracuel González, Alicia Benarroch Benarroch, Teresa Lupión Cobos, Ángel Blanco López
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Intermediate Educational Transitions, Alignment, and Inequality in U.S. Higher Education Sociol. Educ. (IF 4.619) Pub Date : 2024-04-20 Christina Ciocca Eller, Katharine Khanna, Greer Mellon
Substantial social stratification research conceptualizes education as a series of standard transitions from one stage to the next, such as from high school to college. Yet less research examines mandatory transitions within each educational stage, which we call “intermediate educational transitions.” In this article, we examine a crucial intermediate transition in U.S. higher education, shifting from
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Participatory Research with Museum Practitioners: A reflection on the process Res. Sci. Educ. (IF 2.469) Pub Date : 2024-04-19 Neta Shaby, Ran Peleg, Ian Coombs
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An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-18 Kate M. Xu, Sarah Coertjens, Florence Lespiau, Kim Ouwehand, Hanke Korpershoek, Fred Paas, David C. Geary
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A Theory of Knowledge Revision: The Development of the KReC Framework Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-18 Panayiota Kendeou
In this paper, I discuss the inspiration, development, and further refinement of the Knowledge Revision Components framework (KReC; Kendeou & O’Brien, 2014). In KReC, we theorize about the conditions that facilitate knowledge revision during reading, and thus successful learning in the presence of prior, often incorrect knowledge. I discuss how the inspiration and need for the framework arose, and
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Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review Educ. Res. Rev. (IF 11.7) Pub Date : 2024-04-17 Tisja Korthals Altes, Martijn Willemse, Sui Lin Goei, Melanie Ehren
Since the 1990s, there is a rise in attention to inclusion in education encompassing inclusion in Higher Education (HE), which is an important element of-/and leads to equity in society. HE-teachers are a key factor in improving inclusion in higher education, but little is known about 1) their understanding of inclusion, 2) the challenges they experience for establishing inclusion, and 3) how they
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Hey ChatGPT, give me a title for a paper about degree apathy and student use of AI for assignment writing Internet High. Educ. (IF 8.591) Pub Date : 2024-04-16 David Playfoot, Martyn Quigley, Andrew G. Thomas
ChatGPT could allow students to plagiarize the content of their coursework with little risk of detection. Little is known about undergraduate willingness to use AI tools. In this study, psychology undergraduates ( = 160) from the United Kingdom, indicated their willingness to use, and history of using, ChatGPT to write university assignments. Almost a third (32%) indicated that they would use such
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Capital Flight: Examining Teachers’ Socioeconomic Status and Early Career Retention Sociol. Educ. (IF 4.619) Pub Date : 2024-04-16 Andrew Brantlinger, Ashley Anne Grant
This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu’s theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district
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The Public Purposes of Private Education: a Civic Outcomes Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-14 M. Danish Shakeel, Patrick J. Wolf, Alison Heape Johnson, Mattie A. Harris, Sarah R. Morris
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The Validity of Heart Rate Variability (HRV) in Educational Research and a Synthesis of Recommendations Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-11 Hyun Jin Kim, Yuyi Park, Jihyun Lee
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Exploring Features That Play a Role in Adolescents’ Science Identity Development Res. Sci. Educ. (IF 2.469) Pub Date : 2024-04-11 Ella Ofek-Geva, David Fortus
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Match Pathways and College Graduation: A Longitudinal and Multidimensional Framework for Academic Mismatch Sociol. Educ. (IF 4.619) Pub Date : 2024-04-09 Dafna Gelbgiser, Sigal Alon
Academic mismatch, the incompatibility between applicants’/students’ aptitude and their desired/current academic program, is considered a key predictor of degree attainment. Evaluations of this link tend to be cross-sectional, however, focusing on specific stages of the college pipeline and ignoring mismatch at prior or later stages and their potential outcomes. We developed and tested a longitudinal
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Opting Out as an Untapped Resource in Instructional Design: Review and Implications Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-06 Yael Sidi, Rakefet Ackerman
When faced with challenging thinking tasks accompanied by a feeling of uncertainty, people often prefer to opt out (e.g., replying “I don’t know”, seeking advice) over giving low-confidence responses. In professions with high-stakes decisions (e.g., judges, medical practitioners), opting out is generally seen as preferable to making unreliable decisions. Contrarily, in educational settings, despite
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Why do students disengage from online courses? Internet High. Educ. (IF 8.591) Pub Date : 2024-04-02 Sacide Güzin Mazman Akar
One of the most significant issues with online education is that students disengage and eventually drop out of the course due to their inability to remain active in the online environment. Thus, disengagement from online courses has been seen as an important obstacle to the successful continuation of the online learning process. This study aimed to empirically explore the disengagement from online
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The 5Ps of Holistic Policy Development: A Way Forward for Engaging Teacher Educators? J. Teach. Educ. (IF 4.13) Pub Date : 2024-04-02 James O’Meara, Meher Rizvi, Maria Assunção Flores, Cheryl J. Craig, John H. Samuels, Valerie Hill-Jackson
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A Structural Model of Future-Oriented Climate Change Optimism in Science Education: PISA Evidence from Countries with Top Environmental Protection Index Res. Sci. Educ. (IF 2.469) Pub Date : 2024-04-02 Kason Ka Ching Cheung
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Disciplinary skills are not enough: Resituating historical thinking within students’ racialized and linguistic experiences J. Learn. Sci. (IF 6.083) Pub Date : 2024-04-01 Maribel Santiago, Tadashi Dozono
Drawing from research with 11th-grade history students, the authors illustrate how students’ racial/ethnic and language experiences influence their analysis of Mexican American discrimination. Lati...
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A framework for infrastructuring sustainable innovations in education J. Learn. Sci. (IF 6.083) Pub Date : 2024-03-27 Bodong Chen
Learning scientists have historically been interested in understanding how learning happens and in creating innovations to facilitate learning in real-world situations. Recently, the field has reco...
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The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-27 Dimitris Anastasiou, Clare Nangsin Wirngo, Pantelis Bagos
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How students develop collaborative drawing to represent the transmission of sound: An analysis of explanatory scientific drawings with discourse maps J. Learn. Sci. (IF 6.083) Pub Date : 2024-03-27 Jina Chang, Joonhyeong Park, Kok-Sing Tang, David F. Treagust, Mihye Won
To support collaborative drawing, it is essential to investigate how students make collaborative drawings and how these contribute to elaborating their ideas. This study examines how 5th and 6th gr...
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Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-26 Ronnel B. King, Luke K. Fryer
This special issue was motivated by the realization that student motivation is inherently complex and no single framework can capture it in its full richness. However, the current zeitgeist in educational psychology seems to explicitly discourage attempts at integration as researchers are incentivized to stay within their own theoretical camps. In this special issue, we asked seven research teams to
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Neurodiversity and cognitive load in online learning: A systematic review with narrative synthesis Educ. Res. Rev. (IF 11.7) Pub Date : 2024-03-25 Anne-Laure Le Cunff, Vincent Giampietro, Eleanor Dommett
This systematic review with narrative synthesis aimed to examine the available evidence on the relationship between neurodiversity and cognitive load in online learning. Despite the known relationship between working memory impairments and neurodiversity, there has been a lack of systematic investigation into how cognitive load impacts neurodivergent students in online learning environments. This review
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The Social Justice Core Practices of Philadelphia Educators: A Modified Delphi Study J. Teach. Educ. (IF 4.13) Pub Date : 2024-03-25 Andrew J. Schiera, Nicole Mittenfelner Carl, Jasmine Marshall-Butler
To live justice-oriented commitments in teaching practice, approaches spanning Social Justice Teacher Education, the Core Practice Movement, and Context-specific Teacher Preparation might dovetail by identifying “social justice core practices” (SJCPs) novices learn to enact. At the intersection of the situated and critical perspectives underlying these three approaches, this study investigates the
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Mathematic skills in low birth weight or preterm birth: A meta-analysis Educ. Res. Rev. (IF 11.7) Pub Date : 2024-03-19 Mónica Gutiérrez-Ortega, Verónica López-Fernández, Javier Tubío, Sandra Santiago-Ramajo
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Morphological assessment features and their relations to reading: A meta-analytic structural equation modeling study Educ. Res. Rev. (IF 11.7) Pub Date : 2024-03-19 Gal Kaldes, Elizabeth L. Tighe, MaryAnn Romski, Therese D. Pigott, Christina Doan Sun
Morphemes are the smallest meaningful units of language (e.g., affixes, base words) that express grammatical and semantic information. Additionally, morphological knowledge is significantly related to children's word reading and reading comprehension skills. Researchers have broadly assessed morphological knowledge by using a wide range of tasks and stimuli, which has influenced the interpretation
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Cross-Cultural Patterns of Gender Differences in STEM: Gender Stratification, Gender Equality and Gender-Equality Paradoxes Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-19 Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Xiang Hu
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Advancing Preservice Science Teachers’ Skills to Assess Student Thinking On-the-Fly Through Practice-Based Learning J. Teach. Educ. (IF 4.13) Pub Date : 2024-03-16 Tobias Hoppe, Tina Seidel, Alexander Renkl, Werner Rieß
Teachers’ assessment of student thinking is both difficult to attain and essential for responsive teaching in ongoing interaction during science lessons. Principles of practice-based learning provide a basis for the design of learning environments which may equip prospective teachers for this challenging task. In an experimental study ( N = 104), we examined the extent that the use of different media
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Mediational Affordances at a Science Centre Gallery: An Exploratory and Small Study Using Eye Tracking and Interviews Res. Sci. Educ. (IF 2.469) Pub Date : 2024-03-16 Tang Wee Teo, Zee Heng Joshua Loh, Lek Ee Kee, Gary Soh, Eugene Wambeck
Science centres are informal learning spaces embedded with artefacts embodying mediational affordances. This exploratory and small-scale mixed methods study juxtaposes eye-tracking technologies and qualitative interviews to examine how visitors to a gallery navigated this space and interacted with different artefacts. A total of 15 visitors to the science centre gallery, Energy Story, participated
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A Co-design Based Research Study: Developing Formative Assessment Practices with Preservice Science Teachers in a Chemistry Laboratory Setting Res. Sci. Educ. (IF 2.469) Pub Date : 2024-03-14 Osman Nafiz Kaya, Zehra Kaya
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Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-13 Andreas Lachner, Leonie Sibley, Salome Wagner
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Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-12 Ling Zhang, Richard Allen Carter, Jeffrey A. Greene, Matthew L. Bernacki
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Distinguishing Subtypes of Self-Efficacy Among Secondary School Teachers: A Latent Profile Analysis J. Teach. Educ. (IF 4.13) Pub Date : 2024-03-12 Jing Huang, Youliang Zhang, Alex Yue Feng Zhu, Yang (Frank) Gong, Ho Man Raymond Kong
Teacher self-efficacy is a crucial factor in teaching and learning, yet there is limited understanding of its heterogeneity among the Asian population. Therefore, the objectives of this study were to (a) identify different self-efficacy patterns among 3,095 Singaporean lower secondary school teachers, (b) investigate potential variations in job satisfaction, constructivist beliefs, and teacher co-operation
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Citizenship in the Elementary Classroom Through the Lens of Peer Relations Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-09 Minke A. Krijnen, Bjorn G. J. Wansink, Yvonne H. M. van den Berg, Jan van Tartwijk, Tim Mainhard
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Narrowing (Achievement) Gaps in Higher Education with a Social-Belonging Intervention: A Systematic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-08 Bartlomiej Chrobak
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Investigating the interplay of epistemological and positional framing during collaborative uncertainty management J. Learn. Sci. (IF 6.083) Pub Date : 2024-03-07 Navneet Kaur, Chandan Dasgupta
Dealing with uncertainties is inherent in the engineering design process and often poses challenges for young learners. This necessitates providing learners with adequate support to navigate their ...
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The Shape of the Sieve: Which Components of the Admissions Application Matter Most in Particular Institutional Contexts? Sociol. Educ. (IF 4.619) Pub Date : 2024-03-06 Barrett J. Taylor, Kelly Rosinger, Karly S. Ford
Admission to selective colleges has grown more competitive, yielding student bodies that are unrepresentative of the U.S. population. Admission officers report using sorting (e.g., GPA, standardized tests) and concertedly cultivated (e.g., extracurricular activities) and ascriptive status (e.g., whether an applicant identifies as a member of a racially minoritized group) criteria to make decisions
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‘Where the Good Ideas Are’: 75 Years of the Journal of Teacher Education J. Teach. Educ. (IF 4.13) Pub Date : 2024-03-05 Valerie Hill-Jackson, Cheryl J. Craig
Taking our lead from Karl Mannheim’s sociology of knowledge theory, and utilizing qualitative content analyses of data extracted from editorials, articles, and public-facing documents, this current editorial details the story of how the myriad of editors for the Journal of Teacher Education (JTE) safeguarded a space to highlight ideas essential to research of preservice and inservice teacher education
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The impacts of open inquiry on students’ learning in science: A systematic literature review Educ. Res. Rev. (IF 11.7) Pub Date : 2024-03-02 Norsyazwani Muhamad Dah, Mohd Syafiq Aiman Mat Noor, Muhammad Zulfadhli Kamarudin, Saripah Salbiah Syed Abdul Azziz
Open inquiry is the fourth and highest level of an inquiry-based approach in science teaching and learning. Although previous research has highlighted several benefits of open inquiry, thus far, studies have comprehensively reviewed its impacts using systematic and rigorous methodologies. Thus, the central aim of this review study was to develop a better understanding of the impacts of an open inquiry
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Effects of Artificial Intelligence-Powered Virtual Agents on Learning Outcomes in Computer-Based Simulations: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-01 Chih-Pu Dai, Fengfeng Ke, Yanjun Pan, Jewoong Moon, Zhichun Liu
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The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Lisette Wijnia, Gera Noordzij, Lidia R. Arends, Remigius M. J. P. Rikers, Sofie M. M. Loyens
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Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Alexander Skulmowski
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The Evolution of Race-Focused and Race-Reimaged Approaches in Educational Psychology: Future Directions for the Field Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Jessica T. DeCuir-Gunby, Paul A. Schutz
In this article, we discuss using race-focusing and reimaging as a metatheoretical approach to be used during the process of theory building, expansion, and adaptation. To do so, we demonstrate how, over the last decade, the use of race-focusing and reimaging approaches has advanced our understanding of the racialized nature of research in education psychology (DeCuir-Gunby & Schutz, 2024). In addition
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Interactive Learning Effects of Preparing to Teach and Teaching: a Meta-Analytic Approach Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Keiichi Kobayashi
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Overcoming Fragmentation in Motivation Science: Why, When, and How Should We Integrate Theories? Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Reinhard Pekrun
Theories in motivation science, and in psychological science more generally, are in a state of fragmentation that impedes development of a robust body of knowledge. Furthermore, fragmentation hinders communication among scientists, with practitioners, and with policymakers and the public. Theoretical integration is needed to overcome this situation. In this commentary, I first provide an overview of
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Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-27 Stefan E. Huber, Kristian Kiili, Steve Nebel, Richard M. Ryan, Michael Sailer, Manuel Ninaus
This perspective piece explores the transformative potential and associated challenges of large language models (LLMs) in education and how those challenges might be addressed utilizing playful and game-based learning. While providing many opportunities, the stochastic elements incorporated in how present LLMs process text, requires domain expertise for a critical evaluation and responsible use of
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Exploring the Discursive Variability of Mathematics Coaches J. Teach. Educ. (IF 4.13) Pub Date : 2024-02-26 Ryan Gillespie, Julie Amador, Jeffrey Choppin
Research on how coaches talk with teachers during coaching cycles is underdeveloped. We analyzed 1,649 discourse moves from 24 mathematics content-focused coaching cycles to determine the extent to which coaches’ discursive tendencies vary. We explored variation between coaches, between planning and debriefing conversations, and between cycles for the same coach–teacher pair. Findings indicate there
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Exploring the Landscape of Cognitive Load in Creative Thinking: a Systematic Literature Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-24 Ingrid P. Hernandez Sibo, David A. Gomez Celis, Shyhnan Liou
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Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times J. Teach. Educ. (IF 4.13) Pub Date : 2024-02-23 Logan Rutten, Danielle Butville, Boaz Dvir
Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or otherwise encounter within their professional practices
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“Seeing power” between young people and conservation professionals in the design of a community-based watershed monitoring initiative J. Learn. Sci. (IF 6.083) Pub Date : 2024-02-22 Christopher Jadallah, Heidi Ballard, Ryan McLaren Meyer, Cynthia Carter Ching, Alexis Patterson Williams
Community-based monitoring provides a forum for diverse stakeholders to co-construct knowledge relevant to building social-ecological resilience. However, power asymmetries between these actors can...
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Humanizing Co-design through attention to educators’ affective and relational experiences J. Learn. Sci. (IF 6.083) Pub Date : 2024-02-22 Ashley Seidel Potvin, Leah Peña Teeters, William R. Penuel, Sona Dimidjian
Co-design can be challenging and rewarding as educators explore new roles and ideas. Accounts of co-design rarely examine educators’ affective and relational experiences, nor investigate scaffolds ...