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Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: an indicative study. (English)
Int. J. Educ. Res. 81, 119-130 (2017).
Classification: C30 C49
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1
Collaborative cognitive-activation strategies as an emancipatory force in promoting girls’ interest in and enjoyment of mathematics: a cross-national case study. (English)
Int. J. Educ. Res. 81, 38-51 (2017).
Classification: C20 C60
MPG SFX Services
2
The predictive relationships between working memory skills within the spatial and verbal domains and mathematical performance of grade 2 South African learners. (English)
Int. J. Educ. Res. 81, 1-10 (2017).
Classification: C32 C42
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3
Geometry interventions for K‒12 students with and without disabilities: a research synthesis. (English)
Int. J. Educ. Res. 80, 134-154 (2016).
Classification: G10 C40 D20
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4
Examining students’ achievement in mathematics: a multilevel analysis of the Programme for International Student Assessment (PISA) 2012 data for Greece. (English)
Int. J. Educ. Res. 79, 106-115 (2016).
Classification: D63
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5
Effects of innovative science and mathematics teaching on student attitudes and achievement: a meta-analytic study. (English)
Educ. Res. Rev. 19, 158-172 (2016).
Classification: D40 C20 C30
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6
Examining the relationship of a survey based measure of math creativity with math achievement: cross-national evidence from PISA 2012. (English)
Int. J. Educ. Res. 80, 74-92 (2016).
Classification: C30 C40
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7
The cognitive labour of mathematics dis/ability: neurocognitive approaches to number sense. (English)
Int. J. Educ. Res. 79, 222-230 (2016).
Classification: C30 C40 F20 F30 C80
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8
Understanding undergraduate disengagement from mathematics: addressing alienation. (English)
Int. J. Educ. Res. 79, 267-276 (2016).
Classification: C25
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9
Supporting or alienating students during their transition to higher education: mathematically relevant trajectories in the contexts of England and Norway. (English)
Int. J. Educ. Res. 79, 240-257 (2016).
Classification: C25 C35 C95
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10
“Lost in transition”: alienation and drop out during the transition to mathematically-demanding subjects at university. (English)
Int. J. Educ. Res. 79, 231-239 (2016).
Classification: C25 C35 C65
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11
On alienation in the mathematics classroom. (English)
Int. J. Educ. Res. 79, 258-266 (2016).
Classification: C20 C30 D20
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12
How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in swiss high schools. (English)
Int. J. Educ. Res. 79, 31-41 (2016).
Classification: C20
MPG SFX Services
13
Achievement goals and self-efficacy: a meta-analysis. (English)
Educ. Res. Rev. 19, 119-137 (2016).
Classification: C20 C30 C40
MPG SFX Services
14
Adding nuance to the challenge-skill relationship: the interaction of perceived and actual skill. (English)
Int. J. Educ. Res. 77, 143-154 (2016).
Classification: D53 C23 C43
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15
Exemplary high school mathematics teachers’ reflections on teaching: a situated cognition perspective on content knowledge. (English)
Int. J. Educ. Res. 78, 1-12 (2016).
Classification: C39 C49 D39 B50
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16
Learning subjects in school ‒ being outsiders or insiders in the disciplinary discourses of mathematics and language 1. (English)
Int. J. Educ. Res. 78, 41-49 (2016).
Classification: C30 C50
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17
Cross-age tutoring in kindergarten and elementary school settings: a systematic review and meta-analysis. (English)
Int. J. Educ. Res. 76, 190-210 (2016).
Classification: C30 C70 C60
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18
The interplay of students’ and parents’ responsibility judgements in the school context and their associations with student motivation and achievement. (English)
Int. J. Educ. Res. 76, 34-49 (2016).
Classification: C30 C20 C60
MPG SFX Services
19
Accuracy and bias in Spanish secondary school students’ self-concept of math ability: the influence of gender and parental educational level. (English)
Int. J. Educ. Res. 77, 26-36 (2016).
Classification: C23 C33 C43 C63
MPG SFX Services
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Result 1 to 20 of 407 total

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