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Accepted multi paper proposals
Accepted multi paper proposals
| Title | Accepted as | ||
|---|---|---|---|
| 1. | Peer talk and peer learning in first and second language | Ageliki Nicolopoulou | Symposium |
| . Language drills as peer-group L2 “teaching”. On vocabulary training and identity work in immersion classrooms | Asta Cekaita | ||
| Peer talk as cultural practice and a matrix for the development of discursive skills. | Rebecca Sutherland | ||
| Pretend play in the wake of story reading: An opportunity for literacy enhancement | Esther Vardi | ||
| Thinking about history in small groups pf 4th grade Italian children | Camilla Monaco | ||
| Second language learners’ out-of-frame talk in peer pretend play | Veslerney Rydland | ||
| 2. | Research for development for learning in the ICT extended university | Ake Ingerman | Symposium |
| Coming to understand the university from a distance | Eva Wigforss | ||
| Constitution of meaning for "sustainability" in global networked meetings | Birgitta Norden | ||
| Diversity meets flexibility at a distance: Experienced affordances for learning | Lotta Antman | ||
| Flexibility, diversity and distance in the context of learning – a consideration of 3 empirical studies | Shirley Booth | ||
| 3. | Grounding faculty development in an evidence-based theory | Alenoush Saroyan | Symposium |
| A comparative study of faculty development in Europe and North-America | Mariane Frenay | ||
| Conceptual validation of the conceptual framework | Denis Bedard | ||
| Academic developers across Europe: what’s in a name? A comparative analysis | Roberto Di Napoli | ||
| A conceptual framework for faculty development | Nicole Rege-Colet | ||
| 4. | Fading Instructional Support with Learners' Growing Competence | Alexander Renkl | Symposium |
| Fading Process-Related Support: The Role of Distributed Monitoring for the Acquisition of Cognitive Skills | Christof Wecker | ||
| Faded Worked-Out Examples in an Intelligent Tutoring System: Do They Further Improve Learning? | Alexander Renkl | ||
| Sequencing Process-Oriented and Product-Oriented Worked Examples | Tamara van Gog | ||
| 5. | Development and Determinants of Reading Literacy and Language Skills in Immigrant Students | Andrea G. Mueller | Symposium |
| Growth in Reading Skills of Children from Diverse Linguistic Backgrounds: Findings from a 5-Year Longitudinal Study | Nonie K. Lesaux | ||
| Development and Determinants of Reading Literacy in Bilingual Children | Nele McElvany | ||
| Lexical and Syntactical Aspects as Barriers to Proficiency in School-Related Language Among Second Language Learners | Andrea G. Mueller | ||
| The Impact of Social Class, Language Use and Psychological Distress on the Educational Achievements of Minority Ethnic Adolescents in a Deprived Area of London | Catherine Rothon | ||
| Preparation for School Learning in Low-Income and Minority Families | Paul P.M. Leseman | ||
| 6. | Closed to novel practices? Challenges of the uptake of innovations in schools | Annalisa Sannino Honorine Nocon |
Symposium |
| Expansive learning in multiple learning activities for school innovation | Katsuhiro Yamazumi | ||
| What is educational innovation? A case study of long-term university-school collaboration | Monica Nilsson | ||
| School Time and Researcher Time: Temporal Contradiction in Collaborative School Research | Honorine Nocon | ||
| Teachers’ encounters with pupils’ agency: Potentials and tensions in a narrative playworld interaction | Anna Pauliina Rainio | ||
| Cultivating agency for sustaining innovation in contradictory practices: Only a utopia? | Annalisa Sannino | ||
| 7. | Fostering agency and knowledge creation: cases from higher education | Anne Edwards Marlene Scardamalia |
Symposium |
| Assessing the development of epistemic agency of students in higher education: an explorative case study | Crina Damsa | ||
| Boundary-crossing in the training of speech therapists in psychology | Anne-Nelly Perret-Clermont | ||
| Promoting metaskills for collaborative object-oriented inquiry in a project management course | Hanni Muukkonen | ||
| Epistemic Agency in two Higher Education Courses in Organizational Behavior | Sarah Schrire | ||
| 8. | Developing potentials for mathematics learning through metacognition | Anneke Vrugt | Symposium |
| Self-representation in relation to mathematical performance and its impact on strategies pupils use in order to self-regulate their performance on problem solving | Areti Panaoura | ||
| Supporting online inquiry based learning in mathematics with meta-cognitive feedback guidance | Bracha Kramarski | ||
| Metacognition and hypermedia learning – How do they relate? | Maria Opfermann | ||
| Metacognition as shared process in networked mathematical problem solving | Tarja-Riitta Hurme | ||
| Children think they know, teachers know they don’t know. | Annemie Desoete | ||
| 9. | Metacognition and mathematics: challenges and potentials | Annemie Desoete | Symposium |
| Developmental interactions of word problem solving, metacognitive knowledge and metacognitive experiences in elementary school students as a function of gender, task difficulty and mathematical proficiency | Marja Vauras | ||
| The role of metacognitive skills in different types of learning tasks in the domain of math. | Marcel V. J. Veenman | ||
| The role of self-perceived metacognitive knowledge, skills, and attitudes, in learning mathematics | Dirk Tempelaar | ||
| The scale of levels of meta-cognitive knowledge in achieving deep approaches to | Chiu Mei-Shiu | ||
| 10. | Facilitating and analysing roles in computer-supported collaborative learning | Armin Weinberger | Symposium |
| Prototypical roles in group work: A conceptual framework for the design of a tool for teachers | Jan-Willem Strijbos | ||
| Role scripts for improving group learning beyond individual learning: Does it work? | Armin Weinberger | ||
| Roles as structuring tool in online discussion groups: Studying students’ role performance and the impact on knowledge construction | Bram De Wever | ||
| Boundaries and roles: Social location and bridging work in the Virtual Math Teams (VMT) online community | Johann Sarmiento | ||
| The dynamics of social roles within a knowledge management community | Isa Jahnke | ||
| 11. | Learning to reason in institutional contexts | Asa Makitalo | Symposium |
| Resisting Relational Agency: shoring up the professional boundaries of schooling | Anne Edwards | ||
| Error, Blame and Responsibility in Child Welfare: Problematics of Governance in an Invisible Trade | Chris Hall | ||
| Reliability and trust in psychological examinations: learning through practice | Michele Grossen | ||
| What is left unsaid. A study of moral accountability in vocational guidance activities. | Asa Makitalo | ||
| 12. | The potential of argumentation and enquiry based technological environments in learning sciences | Baruch Schwarz | Symposium |
| Critical factors for productive processes of enquiry based dialogs | Baruch Schwarz | ||
| Evaluating students’ argumentation as they use Digalo in science | Sue Johnson | ||
| Intuitive ideas and scientific explanations as part of elementary children’s developing understanding in astronomy: the case of the seasons | Valerie Tartas | ||
| How improving scientific learning through argumentation? The example of an argumentative design mediated by Digalo | Nathalie Muller Mirza | ||
| Using computer supported enquiry within sequences in physics (Marbles Moves): which learners’ representations and problems solving strategies changes are fostered? | Alaric Kohler | ||
| 13. | Communities in learning contexts: Building knowledge, building identities | Bianca Maria Varisco Stefano Cacciamani Beatrice Ligorio |
Symposium |
| Perception of the self on ftf and on-line learning contexts | Paola F. Spadaro | ||
| Professional identities and culture: Change as an opportunity for learning | Gracinda Hamido | ||
| Learning Communities and Knowledge Building Communities: Is There a Difference? | Marlene Scardamalia | ||
| Knowledge Building Activity and Social Position in an on line University course | Stefano Cacciamani | ||
| Sharing a professional identity throught on line communication | Valentina Grion | ||
| 14. | Students' values, moral and democratic education in multicultural societies | Cees Klaassen | Symposium |
| Moral Education in School: Teachers’ Authority and Students’ Autonomy | Brigitte Latzko | ||
| The Relationship among Gender and Ethnic Origin and Adolescents’ System of Civil –Democratic Perceptions, Attitudes and Behaviors | Dorit Alt | ||
| The relationship among the value system and the adaptation system of Ethiopian-born adolescent immigrant students | Eli Shitreet | ||
| Values and Knowledge Education (VaKE) in European Summer Campuses for Gifted Students: Native vs. non native speakers | Jean-Luc Patry | ||
| 15. | Studying Teacher Education | Christopher Clark | Symposium |
| Studying Teacher Education | Christopher Clark | ||
| Partnerships as Amplifiers of Teacher Education | Buitink Jaap | ||
| Teaching Competencies during Pre-service Training: What we Know about their Construction | Colette Gervais | ||
| The Teacher Quality Partnership Research Enterprise: Enabling Systemic Understanding and Improvement | Robert J. Yinger | ||
| 16. | Multiple Perspectives on Voice and Agency in Mathematics Classrooms Around the World | David Clarke | Symposium |
| Learning Mathematics From Classroom Instruction: Linking Lessons to Learners’ Interpretation of Classroom Events in Germany and Japan | Yoshinori Shimizu | ||
| Classroom Questioning in Singapore, the USA and Japan | Teresa Benedict | ||
| A functional analysis of mathematical tasks in Australia, the USA, Sweden, China, Korea and Japan | Carmel Mesiti | ||
| Distinguishing between mathematics classrooms in Australia, the USA, China, Japan and Korea through the lens of the distribution of responsibility for knowledge generation | David Clarke | ||
| 17. | Frameworks for the Analysis and Evaluation of Self-Regulation Interventions with Children | David Whitebread | Symposium |
| The Role of Self-Regulation in Motor Learning: Analyzing self-regulation during a cognitive intervention program for children with motor learning difficulties | Claire Sangster | ||
| Analyzing the teaching of meta-strategic knowledge: the value of using an integrated research methodology | Adi Ben David | ||
| From Individual to Group Units of Analysis: Exploring the Impact of Family Synchronic Events on Children’s Self-Regulated Learning | Deborah Pino Pasternak | ||
| Assessing the instruction of self-regulated learning in real classroom settings | Charlotte Dignath | ||
| 18. | The development of children's reasoning on linear and non-linear situations | Dirk De Bock | Symposium |
| Little, more, non-linear: How the concept of non-linearity develops | Mirjam Ebersbach | ||
| Pupils’ over-use of proportionality on missing-value problems: How numbers may change solutions | Wim Van Dooren | ||
| The illusion of linearity in geometrical problem solving | Athanasios Gagatsis | ||
| The linearity prototype in pupils’ and teachers’ perspectives on graphs | Constantia Hadjidemetriou | ||
| 19. | Researching teachers' competences in multi-ethnic classrooms: perspectives, methodology and implicat | Dolly van Eerde | Symposium |
| Developing teachers’ competences in integrated content and language instruction | Maaike Hajer | ||
| Classroom interaction studies as a source for teacher competences in multi-ethnic classrooms | Dolly van Eerde | ||
| Making the teacher ‘competent’: Teacher competences and classroom diversity | Elizabeth Hirst | ||
| Teachers’ competences in multicultural classes: a meta-analysis based in two research projects | Margarida Cesar | ||
| 20. | Learning through dialogue and collaboration: new findings and conceptualizations | Ed Elbers | Symposium |
| From exploratory talk to exploratory teaching talk. The dynamics of teaching through dialogue. | Neil Mercer | ||
| The intertwining of cognitive, social and affective dimensions of shared knowledge building in online collaboration. | Eva Vass | ||
| The generality versus specificity of using exploratory talk in different tasks. | Sylvia Rojas-Drummond | ||
| Teaching reasoning skills in multi-ethnic classrooms. | Linda Biro | ||
| 21. | The Importance of Learning and Assessment of Competences in Higher Education | Edith Braun Liesbeth Baartman |
Symposium |
| Development of Competences and Teaching-Learning Arrangements in Higher Education | Hildegard Schaeper | ||
| Competences and Vocational Success | Edith Braun | ||
| Work Experience in Higher Education and its Effects on Competences and Occupational Outcomes | Alan Woodley | ||
| Assessment in Competence-based Education: Current Characteristics and Quality of Assessment in Dutch Vocational Institutions | Liesbeth Baartman | ||
| Estimating the Quality of New Modes of Assessment: The Case of an “Interactive Examination” for Teacher Competence | Anders Jonsson | ||
| 22. | Further Understanding of the Processes Involved in the Self-regulation of Writing. | Eduardo Cascallar | Symposium |
| What Role Do Epistemic Beliefs Play in Self-regulated Writing? | Jeroen Rozendaal | ||
| Towards Self-regulated Academic Writing: an exploratory study with graduate students in a situated learning environment. | Montserrat Castello | ||
| Co-regulation of Students’ Writing Activity in the Classroom. | Linda Allal | ||
| 23. | Research on digital video and teacher learning | Ellen van den Berg | Symposium |
| Effects of classroom video-analysis on teacher knowledge – results of the evaluation of a web-based professional development program with videos | Kathrin Krammer | ||
| Teacher peer coaching using digital video | Niels Brouwer | ||
| Learning from the experience of others: Effects of culture and task on what viewers might learn from watching classroom video. | Kevin Miller | ||
| Teacher learning with digital video. Purposes and conceptualization | Ellen van den Berg | ||
| 24. | Epistemological Beliefs and Processes of Learning | Elmar Stahl | Symposium |
| Children’s Perspectives on Questionnaires of Learning Strategies and Epistemological Beliefs: Results of an Interview Study with Elementary School Children | Barbara Moschner | ||
| A Comparison of Four Different Measures of Epistemological Beliefs | Gregory Schraw | ||
| Epistemological Beliefs and the Perception of Task complexity | Rainer Bromme | ||
| Epistemic Beliefs in Context: Evaluating Knowledge in Learning Online through Web Searches | Lucia Mason | ||
| The Interaction of Personal Epistemology and the Level of Expertise in Academic Knowledge Acquisition: The Case of History | Margarita Limon | ||
| 25. | Cognitive Neuroscience Meets Education | Elsbeth Stern Daniel Ansari |
Symposium |
| Focusing on different aspects of number: evidence from behavior and brain imaging | Minna Hannula | ||
| Finding the Right Level of Explanation: The Educational Implications of Neuroscience | Ralph Schumacher | ||
| Behavioural and brain mechanisms underlying children’s understanding of numerical magnitude: implications for education | Daniel Ansari | ||
| What brain imaging tells us about the interplay of intelligence and expertise | Roland Grabner | ||
| 26. | Talking mind(s)-constructing map(s) | Ely Kozminsky | Symposium |
| Boxes and skeletons: scaffolding mind map construction for 7-9 year old children. | Elaine Cockburn | ||
| Secondary Notation in Argumentative Diagrams | Marije van Amelsvoort | ||
| Text concept mapping: The contribution of text mapping to comprehension levels | Nurit Nathan | ||
| Are Good Concept Maps Always Better for Prior Knowledge Activation? Interactions of Map Coherence, Background Knowledge, and Levels of Understanding | Johannes Gurlitt | ||
| 27. | Understanding the role of external representations in supporting learning | Erica de Vries | Symposium |
| The power of aesthetics in graphics: priming prior knowledge and dictating what is learned | Neil Schwartz | ||
| Cognitive perspectives on learning with external representations | Tina Seufert | ||
| Dyadic versus triadic views on representation, how does semiotics fit in? | Erica de Vries | ||
| Learning from complementary representations: a disciplinary discourse approach | John Airey | ||
| Utility, usability and acceptability: an ergonomic approach to the evaluation of external representations for learning | Andre Tricot | ||
| 28. | Design-Based Research: Promises, Potential and Pitfalls (Proposal of the Intern. Acad. of Education) | Erik De Corte | Symposium |
| Design-Experiments: A Tool for Bridging the Theory-Practice Gap Relating to Education | Erik De Corte | ||
| Design-Research: Waltzing with an Octopus | Monique Boekaerts | ||
| The Educational Relevance of Cognitive Acceleration Research | Andreas Demetriou | ||
| Designing Prevention Programs in Kindergarten: The Example of the Wurzburg Phonological Awareness Training Program | Wolfgang Schneider | ||
| 29. | Learning and professional development through computers | Erno Lehtinen | Symposium |
| Using Knowledge Mirroring to foster computer-mediated biomedical knowledge communication | Jessica Dehler | ||
| Acquisition of Professional Knowledge through Computer-Supported Collaborative Learning: Is it Affected by the Fading of Scripts? | Christof Wecker | ||
| Geographical Information Systems and the reshaping of geography learning | Lene Moller Madsen | ||
| Professional development in virtual communities of practice | Paivi Poyry | ||
| Professional development through simulation gaming – | Timo Lainema | ||
| 30. | Representational Drawing in Childhood: Development, Context and Instruction | Eva Teubal Nora Scheuer |
Symposium |
| Drawing development and metacognitive processes in early and middle childhood | Giuliana Pinto | ||
| Young children’s ability to produce different drawing genres: scientific and narrative | Eva Teubal | ||
| Drawing a person in childhood: an autobiographical approach | Nora Scheuer | ||
| Emergence of representational drawing in 1- to 3-year-old children | Kyoko Yamagata | ||
| 31. | Videopapers as an innovative tool in the context of teacher education and research dissemination | Federica Olivero | Symposium |
| VideoPaper Builder: A Case of Video-Based Technology in Teacher Education | Daniel Cogan-Drew | ||
| Using video papers for professional learning and assessment in initial teacher education | Elisabeth Lazarus | ||
| Video-papers: an attempt to closing the notorious gap in teacher education | Kari Smith | ||
| Using VideoPapers for Multi-Purposes: Disseminating research practice and research results | Sally Barnes | ||
| 32. | New Conceptual Frameworks in Personal Epistemology: Developing Potentials for Learning in Classroom | Florian Haerle | Symposium |
| A Framework for Investigating the Origins of Epistemic Development in Very Young Knowers | Barbara K. Hofer | ||
| The Educational Model for Personal Epistemology: Epistemic Climate in Elementary Classrooms | Florian Haerle | ||
| Exploring the Relationship between Students’ Mathematics-Related Beliefs and the Classroom Culture | Erik De Corte | ||
| The Development of Scientific Reasoning in the Informal Context and Personal Epistemology Among Young Thinkers | Fang-Ying Yang | ||
| 33. | Advances of Research in Help Seeking | Frank Fischer Kati Makitalo-Siegl |
Symposium |
| Modeling and Tutoring Help Seeking with a Cognitive Tutor | Bruce McLaren | ||
| Competitive Schools, Reluctant Help Seekers: Contextual Influences on Help Seeking Among Students and Teachers | Ruth Butler | ||
| Help-seeking Strategies and Academic Success During Early Adolescence | Allison M. Ryan | ||
| Help-seeking in the Zone of Available Assistance | Rose Luckin | ||
| Embedding Collaborative Inquiry Learning Environments in Differently Structured Classroom Scripts: Effects on Help-seeking Processes and Learning Outcomes | Kati Makitalo-Siegl | ||
| 34. | Supporting self-regulated learning | Franziska Perels Barbara Otto |
Symposium |
| The efficacy of self-regulated learning interventions at primary and secondary school level – a meta-analysis | Charlotte Dignath | ||
| Towards a pedagogy for teaching thinking and developing metacognitive abilities in young children | David Whitebread | ||
| Improving self-regulated learning: Differential effects by VEL based on quantitative and qualitative data | Petra Gradinger | ||
| Improving self-regulated learning of preschool children - Evaluation of a training for kindergarten teachers | Franziska Perels | ||
| 35. | Eye Tracking as a Means for Detailed Analyses of Multimedia Learning Processes – Part 2 | Fred Paas | Symposium |
| Eye tracking as a basis for improving animation design | Ric Lowe | ||
| The Influence of Information Relevancy, Animation and Narration on Visual Attention Distribution: Results from an Eye-tracking Study | Eric Wiebe | ||
| A closer look at split visual attention in system-paced and self-paced multimedia instructions | Florian Schmidt-Weigand | ||
| The contribution of eye tracking to studying comprehension in learning from animations | Emmanuel Schneider | ||
| Eye movements of differently knowledgeable learners during learning with split-source or integrated format | Gabriele Cierniak | ||
| 36. | Conversation Analysis as a Way of Studying Learning in Interaction | Fritjof Sahlstrom | Symposium |
| Opportunities for learning: repetition and imitation as procedures for participation in the activity of playing video games | Arja Piirainen-Marsh | ||
| Problems in the research problem: criticism and resistance in supervising of master’s thesis | Sanna Vehvilainen | ||
| Learning to fly – the progressive development of situational awareness | Helen Melander | ||
| Language learning seen in practices for repair | John Hellermann | ||
| Studying learning as changing participation in doing repair – the relevance of situational context | Cathrin Martin | ||
| 37. | Teacher learning through coaching and mentoring: Individual and contextual issues | Fritz C. Staub | Symposium |
| Re-configuring pre-service teacher education: Developmental Work Research as a methodology for teacher educators’ expansive learning | Viv Ellis | ||
| Stimulating teachers' learning on the work place by peer coaching | Theo C. M. Bergen | ||
| Transforming mentor teachers’ beliefs on teaching mathematics while learning to coach | Fritz C. Staub | ||
| Developing the organizational capacity necessary to support effective coaching: Results from year 1 of a longitudinal study of the influence of Content-Focused CoachingSM on reading comprehension | Kathleen Young | ||
| 38. | Meeting special educational needs of young students effectively: Where to start and what to include? | Geerdina van der Aalsvoort | Symposium |
| Links between children's starting points and finishing points | Peter Tymms | ||
| Overcoming Barriers to Learning: How do we include young children with moderate learning difficulty? | Carol Aubrey | ||
| School readiness: A reliable concept to transition decison-making? | Geerdina van der Aalsvoort | ||
| Children with special educational needs at school entry: process, planning and parent experience | Magdalena Janus | ||
| 39. | The use of support devices in learning environments | Geraldine Clarebout | Symposium |
| Who Benefits from Situated Prompts in Authentic Learning Environments? | Holger Horz | ||
| The role of graphical and text-based argumentation tools in hypermedia learning | Joerg Zumbach | ||
| Effects of Computer Assisted Metacognitive Instruction on Learning Performance | Maria Bannert | ||
| Use and usefulness of regulative scaffolds during collaborative scientific inquiry learning | Ard Lazonder | ||
| Factors influencing tool use | Geraldine Clarebout | ||
| 40. | The Identification and Assessment of Metacognition in Young Children | Gerhard Buettner | Symposium |
| Developmental dynamics of metacognitive knowledge and reading comprehension skill in young primary school children | Tiina Annevirta | ||
| Event-related potentials enable the real-time follow-up of response-inhibition processes in children | Denes Szucs | ||
| Young children’s metacognitive competencies in a judgment-of-learning (JOL) task | Gerhard Buettner | ||
| Non-verbal indicators of metacognition in young children | David Whitebread | ||
| 41. | Sustaining Postgraduate Student learning: threshold concepts, conceptual thresholds and communities | Gina Wisker | Symposium |
| Doctorateness and Threshold Concepts | Vernon Trafford | ||
| Conceptual thresholds for research candidates | Margaret Kiley | ||
| How might we encourage postgraduate students of literature and art to cross conceptual thresholds and achieve threshold concepts in their research? | Gillian Robinson | ||
| The Israeli PhD programme as a community of practice | Miri Shacham | ||
| 42. | Blended Learning in Higher Education: Theory and Praxis | Guus Wijngaards | Symposium |
| Evolving Tutor Roles for a Changing Environment; Blended Learning in Practice | Janet MacDonald | ||
| E-Portfolios; A Blended Assessment Strategy between Bologna and Web 2.0 | Thomas Sporer | ||
| Blended Problem-based Learning | Roisin Donnelly | ||
| New Blends in Education; Blended Learning & Teaching and the Initial Teacher Training Curriculum | Jos Fransen | ||
| Determining the Quality of Reflection Reports in a Blended Learning Environment; A New Frame of Reference | Eric Poldner | ||
| 43. | There is no such thing as cheating and plagiarism: Only how we define it | Hakan Hult | Symposium |
| Reclaiming the issue of student plagiarism: The impact of external agents and agencies on universities’ management of student plagiarism | Jude Carroll | ||
| Academic dishonesty, ethical norms and learning | Gunnel Colnerud | ||
| “But you’re not supposed to rip it straight off”: Technology, plagiarism and dilemmas of learning in ill-structured domains | Lars-Erik Nilsson | ||
| The use of ‘electronic detection systems’ for learners: Is there a pedagogic argument or are we just ‘teaching them to cheat’? | Jude Carroll | ||
| 44. | New approaches to investigating epistemological beliefs | Hans Gruber Barbara Moschner |
Symposium |
| Studying personal epistemology in preschool children using focus groups | Denise Winsor | ||
| Personal epistemologies, work and learning | Stephen Billett | ||
| Do students of natural sciences and students of social sciences differ in their cognitive style? | Christian Harteis | ||
| Three-stage development of a revised epistemological beliefs questionnaire | Barbara Moschner | ||
| Academic help-seeking: The influence of goals, beliefs, and learning strategies | Silke Schworm | ||
| 45. | Alternative methods for assessing school effects and schooling effects | Hans Luyten | Symposium |
| The contribution of schooling to the cognitive development of secondary education students in Cyprus: an application of regression-discontinuity with multiple cut-off points | Leonidas Kyriakides | ||
| A seasonal perspective on school effectiveness: Evidence from a Flemish longitudinal study in kindergarten and first grade | Pieter Verachtert | ||
| The effect of schools on the motivation toward learning tasks and the academic self-concept: A multivariate multilevel latent growth curve model | Eva Van de gaer | ||
| School effects on students progress: A dynamic perspective | Simone Doolaard | ||
| Assessing school effects without controlling for prior achievement? | Hans Luyten | ||
| 46. | “Strong (and weak) methods in studying teaching”: The intricate relation between what we know and wh | Harm H. Tillema | Symposium |
| Talking and Learning about Teaching – Pre- and Post-Lesson Dialogues of Student Teachers and their Mentors | Annelies Kreis | ||
| Experienced teacher learning: mapping the learning activities and learning outcomes associated with a reciprocal peer coaching trajectory. | Rosanne Zwart | ||
| Effective teaching: An empirical model on the factors influencing the quality of teaching practices | Juan Jose Mena Marcos | ||
| ‘When is critiquing learning? A study of teacher learning through critiquing video’ | Elaine Cockburn | ||
| 47. | Problem- and case-based learning environments | Heinz Mandl | Symposium |
| Authenticity of cases in context-based science education | Albert Pilot | ||
| The role of tutoring behavior and learners' expertise in Problem-Based Learning | Ulrike Unterbruner | ||
| Problem-oriented learning and reflection prompts in teacher education: Enhancing knowledge about cooperative learning | Ulrike-Marie Krause | ||
| Problem-based learning in a virtual seminar: Cognitive activities, case solutions, and group comparison | Heinz Mandl | ||
| Case-based learning in virtual groups - problem solving activities and learning outcomes in a virtual professional training | Heinz Mandl | ||
| 48. | Learning with dynamic visualizations (Part II): Enhancing the learning experience | Huib Tabbers | Symposium |
| Effects of modality and reflection in animated expert models | Pieter Wouters | ||
| Using static pictures associated with dynamic visualizations to improve the learning of procedural documents | Amael Arguel | ||
| Spatial thinking with external visualizations: The role of individual differences | Mary Hegarty | ||
| Effects of playing rate on perceptual and cognitive processing of animations | Katja Meyer | ||
| Speeding up or slowing down the animation? The effect of speed on learning outcomes and mental effort | Bjorn de Koning | ||
| 49. | Promoting knowledge construction in different online learning scenarios in Higher Education | Ineke Lam | Symposium |
| Enhancing self-regulative learning by interactive on-line tutoring tool | Paivi Virtanen | ||
| Patterns of participation and teaching presence in an asynchronous learning network: connecting structural and content analysis | Alfonso Bustos | ||
| “Metacognitive presence” in asynchronous online learning environments: self, mutual and hetero-regulation | Antoni Badia | ||
| The potential of online discussions for effective learning. Combining individual and social perspective to study cognitive presence | Maria Jose Rochera | ||
| 50. | Learning through storification: Enhancing narrative learning environments with technology | iuliana Dettori | Symposium |
| Learning history by storification: a mobile game in and about medieval Amsterdam | Sanne Akkerman | ||
| Developing a design for narrative learning in an interactive learning environment | Lisa Gjedde | ||
| Using blogs for storification and professional reflection: the case of mathematics teachers | Katerina Makri | ||
| Developing a narrative knowledge base: Storification by teachers on their role as designers | Bregje de Vries | ||
| 51. | Constructing meaning from multiple information sources | Ivar Braten | Symposium |
| Topic-specific epistemological beliefs moderate the effect of task instruction on multiple text understanding | Ivar Braten | ||
| On-line evidence of integration of information from multiple documents | Eduardo Vidal-Abarca | ||
| The effects of ontological classification on learning from multiple documents on the Inter-net | Marc Stadtler | ||
| The impact of source characteristics on subjective and objective estimates of multiple text comprehension | Jean-Francois Rouet | ||
| 52. | Solving Information-based Problems: Searching, Selecting and Evaluating Information | Iwan Wopereis | Symposium |
| Information Problem Solving while using Internet for searching information: a descriptive model | Saskia Brand-Gruwel | ||
| Dealing with conflicting evidence during Internet search: an investigation of epistemological reasoning and reasoning about ability | Dorothe Kienhues | ||
| Locating task-relevant information in unstructured data sets | Martin Groen | ||
| Students’ and teachers’ judging behaviour when searching the World Wide Web for information. | Amber Walraven | ||
| 53. | Assessing potentials for mathematics learning and markers for dyscalculia | Jacques Gregoire | Symposium |
| Is the Piagetian model of number useful for assessing mathematical learning and disabilities? | Jacques Gregoire | ||
| The role of logic thinking, counting and knowledge of the number row on arithmetic abilities in preschoolers | Pieter Stock | ||
| Gender differences in acquiring the base-10 system of multi-digit numbers | Helga Krinzinger | ||
| Can we predict arithmetical reasoning and numerical facility in grade 3, 4 and 5 from the (pre)numerical skills two years earlier? | Annemie Desoete | ||
| A developmental model of the understanding of the concept of fraction | Jacques Gregoire | ||
| 54. | School organization and classroom instruction | James Spillane | Symposium |
| The effect of psychological, organizational and leadership factors on professional learning in schools | Peter Sleegers | ||
| The School as a Knowledge Creating Entity: Creating the Spaces for Instructional Innovation | Alma Harris | ||
| Shifting Student Populations as Impetus for Organizational Learning | Geert Kelchtermans | ||
| Schoolwork Practices: Organizational Routines and Instructional Innovation | James Spillane | ||
| 55. | Optimizing peer assessment for learning | Jan-Willem Strijbos Dominique Sluijsmans |
Symposium |
| The role of psychological safety, value diversity, clarity, dependence and trust in a peer assessment setting | Nanine van Gennip | ||
| Peer assessment during group work in teacher training: Impact of peer assessment format structure and expertise on student learning | Dominique Sluijsmans | ||
| Effects of formative peer-assessment on writing performance: What is the most beneficial role of the assessee? | Sarah Gielen | ||
| The impact of feedback content and writing ability-level of the sender on the perception of peer feedback and learning | Jan-Willem Strijbos | ||
| Do students’ use feedback to make sense of their learning during the assignment process? | Paul Orsmond | ||
| 56. | Assessing epistemological beliefs | Jan Elen | Symposium |
| CAEB: Possibilities and limits of a semantic differential to measure epistemological beliefs | Elmar Stahl | ||
| Epistemic reasoning versus epistemic beliefs: on the distinction between procedural and declarative levels of personal epistemology | Cornelis de Brabander | ||
| Content-rich and Content-free Measures of Epistemological Understanding | Michael Weinstock | ||
| The use of drawings to assess students’ epistemological beliefs | Geraldine Clarebout | ||
| 57. | University teachers’ conceptions of relations between teaching and disciplinary research | Jan van Driel | Symposium |
| The influence of the programme level on the implementation of the teaching-research nexus | An Verburgh | ||
| The effect of own study experiences and teaching traditions of own discipline on regulation of university teaching | Sari Lindblom-Ylanne | ||
| Conceptions of knowledge, research and teaching and their influence on the research-teaching nexus | Gerda Visser-Wijnveen | ||
| Scientific research dispositions in research, teaching and learning | Roeland van der Rijst | ||
| 58. | Understanding and improving teacher learning: the gateway to educational innovation | Jan Vermunt | Symposium |
| Developing student teacher learning: a longitudinal study | Vincent Donche | ||
| Comprehensive school teachers as learners in school development | Kirsi Pyhalto | ||
| Teacher learning in the context of innovation: The learning activities of experienced teachers | Inge Bakkenes | ||
| Tools for inquiry and the role of feedback in teachers’ learning | Vivienne Baumfield | ||
| 59. | Research advances in professional formation: enhancing the quality of teaching and learning in HE | Jeff Jawitz | Symposium |
| Formal and non-formal professional learning: three studies of university teachers | Peter Knight | ||
| Learning in the academic workplace: newcomers and assessment practice | Jeff Jawitz | ||
| Monitoring professional development of junior teachers in Swiss higher education | Nicole Rege Colet | ||
| Formation for changing conceptions of teaching and learning | Alenoush Saroyan | ||
| Longitudinal archiving | Helen Sword | ||
| 60. | Why constructivist teaching does not work | Jeroen van Merrienboer | Symposium |
| Human cognitive architecture and its implications for constructivist teaching | John Sweller | ||
| Borrowing Expertise: Cognitive Task Analysis for Complex Learning | Richard Clark | ||
| Why constructivist mathematics teaching does not add up | Paul Ayres | ||
| Epistemology is not equal to pedagogy | Paul Kirschner | ||
| 61. | Technology-based assessments of learning strategies and self-regulation of learning | Joachim Wirth | Symposium |
| Advancing log analysis of student interactions with cognitive tools | John C. Nesbit | ||
| Investigating self-regulated learning sequences using a web-based self-monitoring tool | Claudia Winter | ||
| Promoting and researching writing strategies: A self-regulated learning perspective | Kiku Tupper | ||
| What happens during the learning process? A study with 11th graders in self-regulated learning, their motivation and their learning strategies | Anita Puettmann | ||
| Assessment of self-regulated learning in a computer-simulated science lab | Joachim Wirth | ||
| 62. | What makes tutored learning effective? | Joerg Wittwer Matthias Nueckles |
Symposium |
| Fife peer learning project: Intensity and type of tutoring | Keith Topping | ||
| Cross-age peer tutors in asynchronous discussion groups: Promoting tutors’ efficacy beliefs and grading up the quality of interventions | Marijke De Smet | ||
| When do tutor-generated explanations help students acquire deep knowledge? | Joerg Wittwer | ||
| Effective tutoring: What do students think and what is their experience? | Linda Price | ||
| Does learning from examples improve tutored problem solving? | Ron Salden | ||
| 63. | Computers in Science Education: Fostering Scientific Inquiry Learning | Joerg Zumbach Peter Reimann |
Symposium |
| Investigating nature in class: natureLe@rn – an e-learning environment for the science classroom | Ulrike Unterbruner | ||
| How to foster inquiry-based science learning through computer-based interactive argumentation tasks | Hermann Koerndle | ||
| Adaptation of explanation-based inquiry scripts using IMS/LD | Astrid Wichmann | ||
| Life Science competences: A top-down standards approach for inquiry learning | Joerg Zumbach | ||
| Patterns of using system dynamics models and agent based models to understand a complex environmental system – a comparison | Peter Reimann | ||
| 64. | Working memory in children with special educational needs | Johannes Van Luit | Symposium |
| Verbal and visuo-spatial working memory in Down syndrome and in Fragile X syndrome | Silvia Lanfranchi | ||
| References | Johannes Van Luit | ||
| Working memory in children with ADHD: Is the central executive impaired? | Gerhard Buttner | ||
| Working memory functioning in children with learning disabilities: The role of intelligence | Claudia Mahler | ||
| Working memory and short-term memory in children with Mild Intellectual Disabilities: Strengths and weaknesses | Mariet van der Molen | ||
| 65. | Working memory and individual differences in arithmetic | Joke Torbeyns | Symposium |
| Working memory and mathematical disabilities: evidence from Velo-Cardio-Facial syndrome? | Bert De Smedt | ||
| Differential influences of working memory and basic fact knowledge on measures of arithmetic achievement in fourth-graders | Dietmar Grube | ||
| Strategy use, working memory and thinking aloud during the solution of multi-step arithmetic problems in children with or without math difficulties | Ernest C.D.M. van Lieshout | ||
| The development of strategy use in elementary-school children: working memory and individual differences | Ineke Imbo | ||
| Bridging the gap between working memory research and teaching approaches in mathematics education | Sarah Hopkins | ||
| 66. | Building Knowledge in a Community of Learners | Jos Beishuizen Mireia Montane Tuca |
Symposium |
| Initiating Students into a Knowledge-Creating Civilization | Carl Bereiter | ||
| International partneships for knowledge building communities: An emerging model for teacher development | Mireia Montane Tuca | ||
| The Sparkling School: A secondary school community of learners | Jos Beishuizen | ||
| Towards the design of learning environments that optimize learning processes in pre-vocational secondary education | Annoesjka Boersma | ||
| 67. | Children's socialization in everyday life of Italian and Swedish families | Karin Aronsson Clotilde Pontecorvo |
Symposium |
| Literacies within family life | Pal Aarsand | ||
| Parents' educational representations and discursive practices | Camilla Monaco | ||
| Parental monitoring strategies on children's homework | Vivian Liberati | ||
| Learning is labour: Homework as children's work | Lucas Forsberg | ||
| 68. | School Environment and its impact on student's competences | Katharina Maag Merki Brigitte Steinert |
Symposium |
| The impact of the school on student achievement, academic self-concept and their interrelation | Jan Van Damme | ||
| “Concentration and Motivation within School Context | Monika Buhl | ||
| “The impact of the instructional context in schools on students' language achievement in Germany | Brigitte Steinert | ||
| Teaching characteristics as moderating variables for the relationship between motivational-emotional components and meta-cognitive strategies | Markus Wirtz | ||
| Political orientations in adolescence and in adulthood – does a democratic school climate make a difference? | Urs Grob | ||
| 69. | Eye Tracking as a Means for Detailed Analyses of Multimedia Learning Processes – Part 1 | Katharina Scheiter | Symposium |
| How do learners actually use multiple external representations? An analysis of eye-movements and learning outcomes | Rolf Schwonke | ||
| Prior knowledge and interactive overview structure effects on cognitive load, disorientation and learning | Franck Amadieu | ||
| Understanding text and picture content as a unity | Niels Heie | ||
| Are there age differences in utilization of illustrations in reading science textbooks? | Oddny Judith Solheim | ||
| Newspaper reading, eye tracking and multimodality | Kenneth Holmqvist | ||
| 70. | Preschoolers’ Competencies in Mathematics and Science: Possibilites for Enhancing Development | Kevin Miller | Symposium |
| Quantity Sequencing in Preschool: Predicting complex mathematics skills at primary school | Lennart Schalk | ||
| Preschoolers’ induction of the concept of material kind: A study on the | Henrik Saalbach | ||
| Implementing learning environments within the context of play for children aged 4-8 | Miriam Leuchter | ||
| Spontaneous Focusing on Numerosity and Numerical Order Related to Early Counting Development | Minna M. Hannula | ||
| 71. | Examining the potential of classroom discussion to promote high-level comprehension of text | Kristiina Kumpulainen | Symposium |
| Developing a Conceptual Framework for Classroom Discussions about Text | Ian A. G. Wilkinson | ||
| A Meta-Analysis of the Effects of Classroom Discussions on Students’ Comprehension of Text | P. Karen Murphy | ||
| Analysis of the Discourse of Classroom Discussions about Text | Anna O. Soter | ||
| Promoting High-Level Comprehension Through Quality Talk: A Quasi-Experimental Study | Ian A. G. Wilkinson | ||
| 72. | Do instructional methods matter? | Kurt Reusser | Symposium |
| Instructional methods and their relationship to other quality indicators of teaching: A study on the interplay of student centered instructional methods, goal clarity and process-oriented teaching | Inger Marie Dalehefte | ||
| Coping with authority in two sixth grade mathematics classrooms: Who’s in charge? | Fien Depaepe | ||
| Multiple implementations of a lesson plan: From surface features to basic dimensions of instructional quality | Eckhard Klieme | ||
| Teaching activities and quality of instruction – results of a video-based study on mathematics teaching | Christine Pauli | ||
| 73. | Understanding robust learning via in vivo experimentation | Kurt VanLehn | Symposium |
| Evaluating collaborative extensions to the Cognitive Tutor Algebra in an in vivo experiment. Lessons learned. | Nikol Rummel | ||
| Learning a Tonal Language by Attending to the Tone: An In-Vivo Experiment | Ying Liu | ||
| The role of the self in self-explanation | Kurt VanLehn | ||
| In Vivo Experiments on Whether Tutoring Meta-cognition Yields Robust Learning | Ken Koedinger | ||
| 74. | Professional identities and learning in working life. Theoretical and methodological issues. | Leif Christian Lahn | Symposium |
| Learning trajectories in the construction of professional expertise and identity | Karen Jensen | ||
| The negotiations of teachers’ professional identity in the socio-cultural context of work organizations | Katja Vahasantanen | ||
| Post-structural feminist approach in understanding gendered practices in academia | Jaana Saarinen | ||
| Knowledge cultures and the identity construction of the learning professional | Monika Nerland | ||
| 75. | Qualitative Methods in the Exploration of Students’ Knowledge and Learning | Leo Guertler | Symposium |
| The Phenomenographic Approach to the Study of Qualitative Differences in Learning | Ming Fai Pang | ||
| Analysis of Verbal and Gesture Productions in Studies on Learning Processes in Science | Andree Tiberghien | ||
| Intentional Analysis of Situated Practice: The Study of Meaning Making in Conceptual Change Processes | Liza Haglund | ||
| Concept Mapping as an Additional Interview Step to allow for Data Reduction and Member Checking with Participants | Florian C. Haerle | ||
| 76. | Practices and Cultures of Assessment | Lucie Mottier Lopez | Symposium |
| Formative assessment practices situated in classroom microcultures | Lucie Mottier Lopez | ||
| Inconsistent cultures of foreign language evaluation: When teachers find themselves tangled up by conflicting values and objectives | Francoise Raby | ||
| Assessment Culture and Teaching Choices. Conceptions and Practices at Primary School. | Teresa Grange | ||
| Culture and teachers’ assessment practices leading to grade retention decisions in three different countries | Marcel Crahay | ||
| 77. | Becoming -being an academic: Experiencing and negotiating the inherent tensions of academia | Lynn McAlpine | Symposium |
| Academic communities and developing identity: The doctoral student journey | Lynn McAlpine | ||
| Developing research identities: Feminist researchers and the challenge to orthodoxies | Gina Wisker | ||
| Studying doctoral education: Using Activity Theory as a methodological tool | Cathy Beauchamp | ||
| Tensions affecting the experience of research and being a researcher: Implications for doctoral education | Gerlese Akerlind | ||
| 78. | School-Leisure Conflict and Learning Motivation | Manfred Hofer | Symposium |
| The Reciprocal Relation between Values and Motivational Interference during Learning and Leisure | Manfred Hofer | ||
| Effects of Time Perspectives Regarding Leisure Time on the Development of Motivation for School and Academic Achievement of Students in the Lowest Level of Secondary School in the Netherlands | Ineke van der Veen | ||
| Time Engagement in Out-of-School Activities, Study Outcomes and Well-being: Moderating Effects of Task Motivation and Task Characteristics | Eva Derous | ||
| I Can Resist Everything Except Temptation: Effects of Action Orientation and Listlessness on Resistance to Temptation | Nicola Baumann | ||
| 79. | Effective Tools for evaluating Teacher Professional Development | Manfred Prenzel Christian Ostermeier |
Symposium |
| Adaptive Teaching Competency and Student Learning | Christian Bruehwiler | ||
| Think globally, act locally: How a system-wide evaluation can serve multiple purposes | Steven A. Schneider | ||
| Evaluating implementation: What works and what doesn’t work in projects with a symbiotic approach of implementation | Cornelia Graesel | ||
| Effects of the Austrian IMST Fund of instructional and school development. Students' perception of learning environments, self-related cognitions and emotions | Florian H. Mueller | ||
| How do teacher’s accept the portfolio-method as a tool to support and evaluate professional development? Findings from a cooperative quality development program | Anja Friedrich | ||
| 80. | Self-Determination in Educational Contexts: Are the Beneficial Effects Universal? | Mareike Kunter | Symposium |
| Students' Need Support and Motivation for Homework | Idit Katz | ||
| Interest Experience in the Classroom: The Role of Autonomy Support and Individual Interest | Yi-Miau Tsai | ||
| The effect of an extrinsic rather than intrinsic goal pursuit and of extrinsic rather than intrinsic goal promotion on performance, persistence and ethical functioning | Bart Duriez | ||
| Congruence of Students’ Goals: Relations to Subjective Well-Being and Interest | Husemann Nicole | ||
| 81. | Academic Success : contributions of various theoretical and empirical approaches | Mariane Frenay | Symposium |
| Study orientations of student teachers | Kirsti Lonka | ||
| Factors Influencing the Choice of a Major in Information Technology | Angela O'Donnell | ||
| Tinto’s theoretical perspective and expectancy-value paradigm: a confrontation to explain freshmen academic achievement . | Sandrine Neuville | ||
| When learning seems (un)important: Future Time Perspective and post-secondary students’ self-regulatory strategy use. | Jenefer Husman | ||
| 82. | Early modern foreign language programs: processes and outcomes | Marianne Nikolov | Symposium |
| Early language learning in Ireland: a comparison of pupil attitude-motivation in relation to learning a minority indigenous language versus one of the main languages of Europe | John Harris | ||
| Can young learners of English in Poland benefit from the Common European Language Policy? | Mariola Bogucka | ||
| Coursebooks’ contribution to young learners’ English vocabulary size growth | Andrea Orosz | ||
| Short term and long term effects of early language learning | Jelena Mihaljevic Djigunovic | ||
| Sixth graders’ achievements in English and German: a study of macro factors | Marianne Nikolov | ||
| 83. | Achievement Goal Orientations and Well-Being | Markku Niemivirta | Symposium |
| Changes in Achievement Goal Orientations, Subjective Well-Being, and School-Related Burnout across the Transition to Upper Secondary Education | Markku Niemivirta | ||
| Middle-Adolescents' Goal Orientations and Identity Formation Styles | Avi Kaplan | ||
| Achievement Goals, Theories of Intelligence, and Well-Being | Kenneth E. Barron | ||
| Examining the Moderating Role of Goal Orientations, Fear of Failure, and Hardiness for the Affective Experience of Students with and without Learning Problems: An Application of the Emotional Stroop Task | Georgios Sideridis | ||
| 84. | Motivation in Context. Theoretical and Methodological Challenges. | Marold Wosnitza Doris Lewalter |
Symposium |
| A Framework for Personal Goals in Social Learning Contexts | Marold Wosnitza | ||
| The social construction of goals/definitions of success in learning contexts. | Susan Bobbitt Nolen | ||
| The impact of the learning context science centre/museum on motivational variables in secondary science education | Doris Lewalter | ||
| 85. | Beyond dychotomies: factors that influence motivation such as competition and cooperation and incent | Marta Fulop | Symposium |
| Epistemic motivation and threat in competition: the double-edged sword of sociocognitive conflict | Judith Harackiewicz | ||
| Does competition motivate and contribute to learning? The students’ perspective. | Marta Fulop | ||
| Competitiveness, school motivation and self-concept in different settings | Darja Kobal Grum | ||
| Constructive competition in preschool | Sonja Sheridan | ||
| 86. | Different lenses: Convergence of observer, teacher and student assessment of classroom practice | Marten Clausen | Symposium |
| Instructional Quality – Integrating diverging measurements of classroom environment | Marten Clausen | ||
| Convergence in students and observers’ reports of instruction within the context of evaluating a reform-based science curriculum | Toni M. Kempler | ||
| Motivational support in the classroom – different perspectives on instruction and their impact on students’ learning motivation in mathematics | Katrin Rakoczy | ||
| Perceptions Matter – Convergence and Divergence of Teacher, Student and Observer Reports in Measuring Classroom Goal Structure | Angela D. Miller | ||
| 87. | Developing Potentials for Learning: Interest, Time and Change. | Mary Ainley | Symposium |
| The Role of Mastery Goals in the Development of Interest over Time | Judith Harackiewicz | ||
| Interest in an Expository Text: Does it Develop from Reading to Writing? | Pietro Boscolo | ||
| Developing Potential: Increasing and Maintaining Interest. | Markku Niemivirta | ||
| Interest and Self-efficacy in Out-of-School Choral Training and Biology: What Develops and How? | Ann Renninger | ||
| 88. | Institutional and compositional school effects on students’ academic achievement | Michael Becker | Symposium |
| Impact of Students’ and their Schoolmates’ Achievement Motivation on the Status and Growth in Math and Language Achievement of Boys and Girls across Grades Seven through Eight | Eva Van de gaer | ||
| Choosing in Schools: Locating the Benefits of Specialization | Peter Davies | ||
| Cognitive Development in Dutch Primary Education: The Impact of Individual Background and Classroom Composition | Hans Luyten | ||
| Differential Achievement Trajectories in the Swiss Secondary School System: The Influence of Institutional and Compositional Effects on Achievement Gains in French as a Foreign Language | Marko Neumann | ||
| Value Added in First Grade of Primary School: Does it Differ between Schools with High Concentrations of Socially Disadvantaged Children? | Jan Van Damme | ||
| 89. | Complex Systems and Education: Conceptual Principles, Methodologies, and Implications for Education | Michael Jacobson | Symposium |
| An Empirical Study of a Complex Systems Approach to Undergraduate Engineering Curricula through the Construction of Agent-Based Models | Paulo Blikstein | ||
| Complex Systems In Education: A Universal Acid? | Michael Jacobson | ||
| Actions Across Levels (AAL): A Multiple Levels Perspective On What It Means To Make Sense Of Complex Systems | Sharona Levy | ||
| 90. | Relations between external and internal knowledge representations in mathematics learning | Michael Schneider | Symposium |
| The role of the mental number line in children's interactions with external number lines and other graphs | Jennifer Paetsch | ||
| The role of internal representations of magnitude in numerical estimation | Julie Booth | ||
| Children's access to representations of magnitude and the development of mathematical disabilities | Bert De Smedt | ||
| Students' interpretations of algebraic expressions in inequalities | Konstantinos Christou | ||
| Multiple external representations and internal representations: Why subjective goals matter! | Alexander Renkl | ||
| 91. | Improvement of learning and self-regulation with different methods of self-monitoring | Michaela Glaeser-Zikuda Meike Landmann |
Symposium |
| Potential of portfolios to promote students’ self-regulation and achievement | Tanja Lindacher | ||
| Self-monitoring as a central element of Vienna E-Lecturing | Dominik Lapka | ||
| Self-regulated learning during internship – a diary study with student teachers | Tina Hascher | ||
| Enhancing self-regulated learning in primary school – Process evaluation of a students’ training based on learning diaries | Barbara Otto | ||
| Effects of a Guided Self-Reflection Diary on the Improvement of Self-Regulatory Skills and Vocational Goal Attainment | Meike Landmann | ||
| 92. | Conditions for assessment to enhance learning | Mien Segers | Symposium |
| Students’ perceptions of assessment demands and their approaches to learning in a constructivist learning and assessment environment | David Gijbels | ||
| Students’ perceptions of traditional assessment in relation to their study-results in a constructivist learning environment | Gerard van de Watering | ||
| Students’ perceptions of the assessment practice and their approaches to learning in a portfolio assessment context | Mien Segers | ||
| Are assessment environments gendered? An analysis of the learning responses of male and female students to different assessment environments | Graham Gibbs | ||
| 93. | Learning with ICT: New perspectives on help seeking and information search | Minna Puustinen | Symposium |
| Not everybody needs help to seek help. Surprising effects of metacognitive instructions to foster help seeking in an online learning environment | Elmar Stahl | ||
| Seeking help via a mobile phone: A solution for apprentices at work? | Jean-Luc Gurtner | ||
| Seeking and providing help in technology-based learning-by-doing situations | Andre Tricot | ||
| From planification to search in computer help systems | Mireille Betrancourt | ||
| Non effective computer-mediated help seeking: Implications for the design of help systems | Minna Puustinen | ||
| 94. | Learning with dynamic visualisations (Part I): when and why dynamic visualisations help | Mireille Betrancourt | Symposium |
| Do Students’ Verbal and Visual Abilities and Preferences Affect Their Learning and Perceptions about Learning Astronomy with Static and Animated Graphics? | Roxana Moreno | ||
| Animated diagrams: Their effect on understanding, confidence and mental effort. | Herre van Oostendorp | ||
| Replacing an Instructional Animation with a Series of Static Pictures: Does the quantity matter? | Tim N. Hoeffler | ||
| How to improve complex mechanical system’s comprehension with animations? | Emmanuel Schneider | ||
| Computational efficiency of static and animated pictures. Fostering the acquisition of structural and procedural knowledge | Tina Seufert | ||
| 95. | A Predictive Systems Approach to the Assessment of Self-Regulated Learning. | Monique Boekaerts | Expert Panel discussion |
| First panelist: Monique Boekaerts (Leiden University) | Monique Boekaerts | ||
| Second and third panelist: Eduardo Cascallar and Tracy Costigan. | Eduardo Cascallar | ||
| Fourth panelist: Peter Nenniger | Peter Nenniger | ||
| 96. | Motivation and efficient learning with multimedia or web-based learning environments | Nathalie Huet Caroline Dupeyrat |
Symposium |
| Goal orientations and help-seeking: intentions and actual use of helps in learning statistics on a web site. | Nathalie Huet | ||
| Differential effects of a blended learning environment on aspects of motivation and performance | Margerete Imhof | ||
| The Frequency of Use of ICT: Impact on Motivation toward Science | Roy Normand | ||
| Self-regulation and students’ autonomous task in a web-based learning environment | J. Reinaldo Martinez-Fernandez | ||
| 97. | Teachers’ and prospective teachers’ development of values, democratic and moral education | Nava Maslovaty | Symposium |
| The taxonomy of the affective domain as perceived by education students: Confirmation and expansion | Mordechai Miron | ||
| Swedish Teacher Students’ Views on Human Dignity | Anna Tapola | ||
| Acculturation and adaptation processes of immigrants youth in school | Eli Shitreet | ||
| Values at stake: Teachers’ stories | Sofie Maas | ||
| 98. | Assessment that Feeds the Development of Potentials for Learning | Olaf Koeller | Symposium |
| Understanding Students, Understanding Practice: Using Professional Development to Help Teachers Make Instructional Decisions | Roberta Schorr | ||
| Multimodal Aspects of Assessment—Analysis of National Diagnostic Materials in Sweden | Astrid Pettersson | ||
| Getting Access to Students’ Understanding of Function—Considering Assessment in Mathematics from the Perspective of Multiple Representations | Athanasios Gagatsis | ||
| Using National Assessment for Getting a Deeper Knowledge of Students’ Mathematical Understanding | Marja van den Heuvel-Panhuizen | ||
| 99. | Postgraduate peer learning | Olga Dysthe | Symposium |
| Three Cases of Postgraduate Peer Learning Practices – Crucial Factors of Success | Akylina Samara | ||
| Communities of Learning in Postgraduate Education: a UK case study of the experiences of social science research students | Lisa Lucas | ||
| New Patterns of Doctoral Education?A Typology of Educational Patterns of German PhD-holders from the 1990s | Andrea Kottmann | ||
| Research leadership: Productive research communities and integration of research fellows | Sten Ludvigsen | ||
| 100. | Scripting computer-supported collaborative learning: Theoretical and methodological challenges | Paivi Hakkinen | Symposium |
| Do we learn through collaborative argumentation? A study on argumentation, cognitive processes and knowledge acquisition in computer-supported collaborative learning | Karsten Stegmann | ||
| The design and implementation of the ConceptGrid | Taiga Brahm | ||
| Scripting collaborative problem solving with the Cognitive Tutor Algebra: A way to promote learning in mathematics | Nikol Rummel | ||
| Dynamics of collaboration process during a scripted online course in university settings | Raija Hamalainen | ||
| Fostering university students’ knowledge construction in asynchronous discussion groups by means of the use of knowledge types | Tammy Schellens | ||
| 101. | Re-examining disciplinary specificity in university teaching and learning | Paul Blackmore | Symposium |
| Re-disciplining generic attributes | Anna Jones | ||
| Academics as creators of imaginary subjects: Academics’ ideas of their disciplinary curriculum decision – making | Gudrun Geirdottir | ||
| Problematizing the nature of the discipline: a socio-cultural approach to apprehending disciplines in higher education | Joelle Fanghanel | ||
| What is the nature of university professors’ discipline-specific pedagogical knowledge? | Denis Berthiaume | ||
| 102. | Home and preschool environments influencing young children’s language, literacy and numeracy develop | Paul Leseman | Symposium |
| Family and preschool: The influence of environmental quality on the development of school relevant competencies | Jutta von Maurice | ||
| The effects of pre-school and the home learning environment on children’s pre-literacy skills at age 5: EPPE results | Kathy Sylva | ||
| Off to a good start? Differences in characteristics of early family and classroom experiences of low income and ethnic minority children in the Netherlands | Aziza Mayo | ||
| Preschool boosts verbal and fluid intelligence of disadvantaged immigrant children | Cathy van Tuijl | ||
| 103. | Researching teachers’ constructions of student diversity in contemporary educational settings: Impli | Peter Renshaw | Symposium |
| Teachers’ (in)sensitivity to cultural and linguistic diversity in dyadic teacher-student interactions in multi-ethnic classrooms | Ed Elbers | ||
| Migrant parents learning to talk with teachers: the construction and deconstruction of institutional categories. | Mariette de Haan | ||
| Encountering pupil diversity in the multiethnic classroom: Dialogical perspectives on discourses of teaching and learning | Lutine de Wal Pastoor | ||
| “I can tell you all you need to know about diversity in just four words … everyone … is … an … individual”: Teaching understandings of diversity in teacher education programs as a collaborative practice. | Annette Woods | ||
| Teachers’ funds of knowledge for framing student diversity in the middle years: Institutional constraints and teachers’ professional agency. | Peter Renshaw | ||
| 104. | Cognitive, Metacognitive, and Instructional Issues in Learning with Hypermedia | Peter Gerjets Roger Azevedo |
Symposium |
| Knowledge, Navigation and Time: Learning from Online Resources | Kimberly Lawless | ||
| Web Navigation and Cognitive Modeling | Herre van Oostendorp | ||
| Incidental learning of hypertext structure: the role of visuo-spatial capacity | Jean-Francois Rouet | ||
| Beyond media comparison studies: The role of learner characteristics, information utilization strategies, and instructional approach in hypermedia learning | Peter Gerjets | ||
| The effectiveness of external regulating agents in facilitating students’ learning with hypermedia | Roger Azevedo | ||
| 105. | The dynamics of scaffolding: New approaches to scaffolding in the context of cognitive learning | Peter Tymms | Symposium |
| Scaffolding learning by the use of visual representations: Domain-specific and domain-general effects on scientific reasoning | Ilonca Hardy | ||
| The meaning of scaffolding when students choose strategy when doing math | Geerdina van der Aalsvoort | ||
| Successful scaffolding and self-scaffolding: Implications for learning and instruction | Nira Granott | ||
| A dynamic systems approach to teacher-pupil scaffolding processes during early mathematics in a special education setting | Henderien Steenbeek | ||
| Scaffolding and analogical reasoning in young children: A microgenetic study | Erika Tunteler | ||
| 106. | Assessing teaching approaches in higher education: the influence of personal and contextual factors | Peter Van Petegem | Symposium |
| Effects of university teachers’ approaches to teaching on students’ approaches to learning in a problem based learning environment | Jeanette Hommes | ||
| Teaching approaches in higher education: relations between conceptions of learning and teaching and teaching strategies | Vincent Donche | ||
| Quantitative and qualitative analysis of the effect of pedagogical training on teaching in higher education | Liisa Postareff | ||
| Why do teachers teach the way they do? Approaches to teaching in relation to context and demographic teacher characteristics | Ann Stes | ||
| 107. | The potential cognitive abilities in explaining the early numeracy performance | Pirjo Aunio | Symposium |
| The working memory capacity in explaining children’s early numeracy | Pirjo Aunio | ||
| The role of executive functioning and inhibition in early mathematics | Jose I. Navarro | ||
| Precursors of early mathematics learning | Maria Chiara Passolunghi | ||
| The role of executive functions in the development of preparatory math | Evelyn H. Kroesbergen | ||
| References for the symposium The potential cognitive abilities in explaining the early numeracy performance | Pirjo Aunio | ||
| 108. | Learning to Write and Writing to Learn: Effects of Learning Environment and Individual Writing Style | Rainer Bromme Gert Rijlaarsdam |
Symposium |
| Constructing Knowledge Objects though Writing | David Galbraith | ||
| Metacognitive Reflection and Revision: The Impact of Audience Awareness and Content | Petra Schulte-Loebbert | ||
| The Pitfalls of Overprompting in Writing-to-Learn with New Media | Sandra Huebner | ||
| Increasing the Effects of Writing-to-Learn: Adapting a Writing Course to Students’ Writing Strategies | Marleen Kieft | ||
| Writing Hypertexts versus Linear Texts: Learning and Transfer Effects | Martine Braaksma | ||
| 109. | New methods for old problems – A deeper look at the cognitive processes related to problem solving | Reuven Babai Wim Van Dooren |
Symposium |
| Studying Advanced Mathematics is Correlated with Analytical Reasoning on the Wason Selection Task | Matthew Inglis | ||
| Proportional Reasoning as a Heuristic-Based Process: In Search for Evidence in Students' Reaction Times | Ellen Gillard | ||
| Brain Imaging Study of Intuitive Interference in Quantitative Reasoning | Ruth Stavy | ||
| Can we Inhibit Intuitive Interference by Cognitive Conflict Training? A Reaction Time Study | Reuven Babai | ||
| 110. | Academic regulation and identity: Sociocultural perspectives and research | rica Sainsbury | Symposium |
| Sociocultural perspectives on academic regulation and identity: Theoretical issues | Richard Walker | ||
| The role of co-regulation in enhancing self-regulated learning and academic outcomes: A sociocultural study | Lynette Arnold | ||
| Self-regulation and transfer in a problem based learning medical program | Sarah Hyde | ||
| Enhancing SRL in a Tertiary Level Module: The Role of Instructional Discourse and Cultural Models about Learner Identities | Stefanie Chye | ||
| A sociocultural view of self-regulatory reflective practice in teacher education: Resistance and dis-identification | Michael Middleton | ||
| 111. | Visualization and Science Learning | Richard Duschl | Symposium |
| Implementing a framework for conceptual change in engineering science | James Slotta | ||
| Sequencing Multiple Dynamic Representations: Supporting students' learning with multiple representations in a dynamic simulation-based learning environment | Jan van der Meij | ||
| Visualizing Science | Marcia Linn | ||
| The effects of visualization on generating alternative solutions that support design projects | Bat-Sheva Eylon | ||
| 112. | Building Dynamic Mental Models from Visualizations (II) | Richard K. Lowe | Symposium |
| Understanding dynamic mental models from learners' visualizations | Barbara Tversky | ||
| Learning about dynamic systems by drawing for yourself and for others | Shaaron Ainsworth | ||
| Why situation models are dynamic ? Some theoretical, empirical and pedagogical arguments | Isabelle Tapiero | ||
| Understanding locomotion of fish from static and dynamic visualizations | Peter Gerjets | ||
| Understanding the dynamic of a human desaster | Wolfgang Schnotz | ||
| 113. | Interest and Development in Practice | Richard Walker | Symposium |
| Investigating interest development in practice: Insights into how we conceptualise situational and individual interest | Richard Walker | ||
| Student Perceptions of Science, Interest and Self-efficacy: A Short-longitudinal, Cross-sectional Study | K. Ann Renninger | ||
| Interest and Identity in the Practice of Beginning Teachers | Susan B. Nolen | ||
| Interest and Asperger’s Syndrome: Theoretical and Practical Implications | Idit Katz | ||
| 114. | The role of self-regulation in writing | Ron Oostdam | Symposium |
| More than just Error Correction: Children’s Metacognitive Understanding of Online Revision Processes | Debral Myhill | ||
| The influence of text type and language on self-regulation in writing | Eva Lindgren | ||
| Effects of instruction in self-regulation for writing | Amos van Gelderen | ||
| Co-constructing writing strategies and plans: ‘Expert’ and ‘struggling’ writers in socially mediated contexts of instruction | Triantafillia Kostouli | ||
| Cognitive strategy training for writing - Does it work, and if so how? | Mark Torrance | ||
| 115. | Computer support for face-to-face collaborative problem solving | rry Andriessen | Symposium |
| The conditions of classroom discussion: challenges for ICT re-mediation | Giulia Gelmini | ||
| Design Issues for a Co-located Collaborative Learning System | Ilaria Manno | ||
| Collaborative learning for teachers in Italian educational contexts: knowledge and practices | Barbara Maroni | ||
| Tool Appropriation in Face-to-Face Collaborative Learning | Maarten Overdijk | ||
| Analysing Face to Face Computer-mediated Interactions | George Dyke | ||
| 116. | Understanding Classrooms: Alternative Theoretical Perspectives | Ruhama Even | Symposium |
| The Optimisation of Learning in Science Classrooms from the Perspective of Distributed Cognition | Li Hua Xu | ||
| Connecting student learning and classroom teaching through the variation framework | Ference Marton | ||
| Researching Classrooms: Complexity and Chaos | Mike Radford | ||
| 117. | Online Reflective Dialogues: Integrating Social and Cognitive Dimensions | Rupert Wegerif Baruch Schwarz |
Symposium |
| Socio-cognitive tension and relaxation: an analysis of the maintenance of a collaborative working relation in multi-channel computer-supported problem-solving | Jerry Andriessen | ||
| Pictorial knowledge representations and technology tools for regulating collaborative learning | Piia Naykki | ||
| Pedagogical principles in education for critical thinking based on CSCL tools | Baruch Schwarz | ||
| A networked dialogic learning design framework for teaching thinking | Rupert Wegerif | ||
| 118. | Improving teaching and learning in the middle years: The role of subject cultures | Russell Tytler | Symposium |
| Multiple Engagements: Teachers and the characteristics of effective mathematics teaching practice | Brian Doig | ||
| A Model for School Innovation in the Middle Years – Effecting teacher and school change | Russell Tytler | ||
| Cultural scripts for action: Understanding the relationship between subject cultures and pedagogies surrounding mathematics and science | Linda Darby | ||
| Student attitudes and perceptions and the change process | Annette Gough | ||
| The Role of Subject Cultures in Middle Years Pedagogy | Susie Groves | ||
| 119. | Experience as a basis for teachers' pre-service and in-service learning | Sanneke Bolhuis | Symposium |
| Using Videocases in a Problem-based Course for Preservice Teachers | Cindy Hmelo-Silver | ||
| Stimulating teachers’ professional development using video feedback with reciprocal peer coaching | Rita Schildwacht | ||
| In-service teacher conversations as learning experiences? | June Junge | ||
| 120. | From dialogical to trialogical learning:Knowledge practices in higher education and teacher training | Sarah Schrire | Symposium |
| Pedagogical Design for Trialogical Approach on Learning | Minna Lakkala | ||
| Using shared artifacts and web-based learning environments to foster collective reflection among students in internships: A design-experiment | Christoph Richter | ||
| Developing Skills to Observe and Analyze Communication and Teamwork in Pediatric Team Training Simulations | Klas Karlgren | ||
| A trialogical approach on teaching and learning argumentation in science at University: how do new conceptual knowledge and practice-bound knowledge evolve? | Nathalie Muller Mirza | ||
| Teaching what you learn; learning from what you teach | Sarah Schrire | ||
| 121. | When learners can control: Guidelines for effective learner-controlled instruction | Saskia Brand-Gruwel | Symposium |
| Portfolio as a means of promoting autonomous learning:A quasi-experimental study | Wil Meeus | ||
| Effects of task-selection advice on students’ choices in learner-controlled instruction | Wendy Kicken | ||
| Learner Control and Learners’ Confidence in Instructional Animation: Exploring the “False Confidence” Hypothesis | Beatrice Susanne Hasler | ||
| Learner Control and Task Variability: Improving Transfer and Task Involvement on Genetics Problems | Gemma Corbalan | ||
| The usage of learner control and program control in a web-didactics based LMS | Christian Swertz | ||
| 122. | Digital concept maps for the integrative visualization and communication of knowledge and informatio | Sigmar-Olaf Tergan | Symposium |
| NatureGate® a R&D; and business program in progress: content knowledge, information, digital concept mapping | Mauri Ahlberg | ||
| A study of the use of concept maps and knowledge models to organize and communicate a complex technical knowledge domain | John W. Coffey | ||
| Concept-map based knowledge and information visualization for fostering computer-supported collaboration | Tanja Engelmann | ||
| Digital concept maps for the visualization and communication of knowledge and information in online educational counseling scenarios | Sigmar-Olaf Tergan | ||
| 123. | Learning across sites; new tools, infrastructures and practices | Sten Ludvigsen | Symposium |
| The mediation of collaborative learning relationships in higher education | Charles Crook | ||
| Cultivating Collective Expertise within Innovative Knowledge Networks (IKPNs) | Kai Hakkarainen | ||
| Multiplicity and intersecting trajectories of participation; temporality and learning | Ingvill Rasmussen | ||
| Breakdowns between teachers, educators and designers in elaborating new technologiesas precursors of change in education to dialogic thinking | Baruch Schwartz | ||
| Changing objects in knowledge creating practices | Andreas Lund | ||
| 124. | Exploring the Nature of the Refutation Text Effect in Conceptual Change | Suzanne H. Broughton | Symposium |
| Tracing the process of conceptual change in reading science text | Mirjamaija Mikkila-Erdmann | ||
| The Influence of Refutational & Categorical Information on Children’s Scientific Understanding | Irini Skopeliti | ||
| Refutational Text, Epistemic Beliefs and Interest: The Interplay of Instructional and Individual Characteristics in the Process of Conceptual Change | Lucia Mason | ||
| Attention Allocation, Background Knowledge and the Refutation Text Effect | Suzanne H. Broughton | ||
| 125. | Instructional Approaches and Affordances of Representations in Multimedia Learning Environments | Tessa Eysink | Symposium |
| The influence of representational format on learner-generated domain representations and mathematical understanding | Bas Kolloffel | ||
| How to optimize learning from animated expert models? | Pieter Wouters | ||
| Supporting navigational and representational choices in hypermedia learning environments | Maria Opfermann | ||
| Multiple representations and two instructional support procedures foster conceptual knowledge, but not procedural knowledge | Kirsten Bertold | ||
| Instructional approaches and affordances of representations | Tessa Eysink | ||
| 126. | Consequences of perspectives on the future for student's functioning | Thea Peetsma | Symposium |
| Psychology students’ interest in subject-matters and perceived instrumentality: What relationship? | Pietro Boscolo | ||
| Connecting With the Future: Measuring Future Time Perspective in Science and Engineering Students | Jenefer Husman | ||
| The developments in students' future time perspectives on different life domains, school investment and achievement | Thea Peetsma | ||
| Cognitive and Affective Insensitivity to Future Consequences: An Investigation of Determinants of Antisocial Attributes and Aggressive Behavior | Gunnar Bjornebekk | ||
| 127. | Benefits and risks of bias in self-evaluations of academic competence | Therese Bouffard | Symposium |
| Prediction, stability and consequences of biases of self-evaluation among elementary school children | Therese Bouffard | ||
| Accuracy of self-efficacy, and satisfaction with performance: Are there affective costs of positive self-efficacy biases? | Susanne Narciss | ||
| Positive biases in self-evaluation, achievement goals, and performance among high-school students | Caroline Dupeyrat | ||
| Motivational patterns of learning among adolescents: The role of overestimation, underestimation, and accuracy of self-efficacy beliefs. | Eleftheria N. Gonida | ||
| 128. | Antecedents of Emotions in Education | Thomas Goetz Anne Frenzel |
Symposium |
| Achievement Emotions in Germany and China: A Cross-Cultural Validation of the Academic Emotions Questionnaire-Mathematics (AEQ-M) | Anne Frenzel | ||
| The effects of extrinsic feedback and goal orientation instructions on performance, positive affect, and state anxiety | Fotini Dina | ||
| Emotion regulation in social learning situation - do students regulate their emotions together ? | Hanna Jaervenoja | ||
| Do Intelligent Students Feel Better in Testing Situations? Emotional Experiences of Different Ability Groups during an Academic Achievement Test | Thomas Goetz | ||
| 129. | Understanding Understanding as an Interactional Matter | Timothy Koschmann | Symposium |
| Embodying understanding: Training and the body in clinical situations | Jon Hindmarsh | ||
| Understanding and formulations of understanding in their interactional sequences: Students carrying out structured tasks in higher education | Oskar Lindwall | ||
| Reference in explanation: An aspect of prenatal examinations in Japanese obstetric settings | Aug Nishizaka | ||
| Understanding understanding as an instructional matter | Douglas Macbeth | ||
| Understanding as participation | Alan Zemel | ||
| 130. | Science teaching in four countries – Findings from International Video Studies beyond TIMSS | Tina Seidel | Symposium |
| The Structure of Physics Instruction in the Czech Republic: The research approach and results form CPV video study | Tomas Janik | ||
| Learning and teaching physics: Results of a Swiss video study | Martina Bruggmann | ||
| The role of content in inquiry-based science lessons: An analysis of beliefs and enactment among two samples of US teachers | Erin Furtak | ||
| Opportunities for scientific inquiry in German Physics Classrooms – A case-based analysis | Mareike Kobarg | ||
| 131. | Networking a variety of theories within a scientific domain - the case of mathematics education | Tommy Dreyfus | Symposium |
| Potential and problems with networking theories in view of the role of verbal and nonverbal communication in different theories | Ferdinando Arzarello | ||
| "Sensitizing concepts" as heuristics to compare and connect different theories | Angelika Bikner-Ahsbahs | ||
| Potential and problems with networking theories in view of the role of cognition in different theories | Tommy Dreyfus | ||
| Potential and problems with networking theories in view of the role of context in different theories | Ivy Kidron | ||
| Epistemic actions in modelling processes: Potentials and perspectives | Stefan Halverscheid | ||
| 132. | Assessing development and learning: Rasch measurement of learning potential | Trevor Bond | Symposium |
| Tracking the Growth in Mental Computation | Moritz Heene | ||
| Critical role of the IRT in studying construction and co-construction of new cognitive competencies | Aleksandar Baucal | ||
| Linking indicators of cognitive development: Across tests, across stages, across countries | Trevor Bond | ||
| Constructing complex problem solving competency scales by IRT models using data of different age groups | Gyongyver Molnar | ||
| 133. | Can We Be Intelligent About Intelligence? | Trevor Bond | Symposium |
| Some characteristics of ‘general intelligence’, and its problematic image | Philip Adey | ||
| Models of the cognitive process and education | Andreas Demetriou | ||
| Assessing reason and intellect, school achievement and learning-to-learn: complex cross-sectional and developmental relations of heterogeneous measures | Jarkko Hautamaki | ||
| Plastic general abilities: The conception that bridges the gap between the new goals and old practices of education | Beno Csapo | ||
| 134. | Self-Regulation and Homework Behavior: The Role of Self-Related Cognitions, Homework Quality, Parent | Ulrich Trautwein | Symposium |
| At-school and at-home reading – Review of an intervention program promoting the development of reading skills | Caroline Villiger | ||
| Homework behaviour: The impact of personality and friends | Miranda J. Lubbers | ||
| Students’ self-reported effort and time on homework in six school subjects: Evidence for between-student differences and within-student variation | Ulrich Trautwein | ||
| Process-related analyses of students’ self-regulated homework behavio | Michaela Schmidt | ||
| Homework quality in French as a foreign language | Inge Schnyder | ||
| 135. | The Positive Side of Teacher Motivation: Why are Some Teachers Engaged and Satisfied With their Jobs | Uta Klusmann | Symposium |
| Teachers’ Intrinsic Need Satisfaction: Its Meaning for Their Well-Being and Instructional Behaviour | Mareike Kunter | ||
| Student Teachers’ Motivation, Action-Control Beliefs, and Behavior | Lars-Erik Malmberg | ||
| Goal Orientations for Teaching: How Teachers’ Achievement Goals are Influenced by the School Context and Influence Teacher Enthusiasm and burnout. | Ruth Butler | ||
| Engagement and Emotional Exhaustion in Teachers: A Multilevel Perspective on the Role of Contextual and Individual Characteristics | Uta Klusmann | ||
| 136. | Improving Reading | Wassilis Kassis | Symposium |
| Reading socialization: A complex process between school, family and peers | Wassilis Kassis | ||
| Disenchanting Plurilingualisms of Promise: Two Cases of Early Classroom Talk Revealing Potentials for Learning Languages at Primary School | Gudrun Ziegler | ||
| The characteristics of learning motivation among disadvantaged students | Jozsef Balazs Fejes | ||
| Improving reading differentially: Teaching methods, Socioeconomic Status, gender and age | Andrea Bertschi-Kaufmann | ||
| 137. | Science and mathematics education as enculturation | Wim Jochems | Symposium |
| Changes in the meaning of mathematical correctness during the enculturation of graduate students in physics: conflicts and tensions | Mario Natiello | ||
| Enculturation and the apparent incompatibility of religion and the theory of evolution | Mariska Schilders | ||
| Does science suit me? How perceived cultural prototypes influence students' commitment to a school subject | Ruurd Taconis | ||
| Enculturation in mathematics: Shifts in Students’ View and Attitude | Jacob Perrenet | ||
| 138. | Building Dynamic Mental Models from Visualizations (I) | Wolfgang Schnotz | Symposium |
| Temporal Manipulations for Instructional Design: Effects of Presentation Speed | Sebastian Fischer | ||
| Animations and temporal manipulation: Supporting comprehension of complex dynamic information | Richard K. Lowe | ||
| Building dynamic mental models from animation: effect of user control on exploration behaviours | Mireille Betrancourt | ||
| Reasoning with interactive visualizations: The importance of individual differences among users | Madeleine Keehner | ||
| Focusing Prospective Teachers’ Attention on Relevant Procedural Knowledge: The Effects of Signaling and Segmenting Instructional Videos and Animations | Roxana Moreno | ||
| 139. | Quality and effects of extra-familial care and education on children’s development | Wolfgang Tietze | Symposium |
| Educational quality of all-day schools | Natalie Fischer | ||
| Importance of quality characteristics in kindergarten settings as rated by teachers and parents. A cross-cultural study conducted in Germany and Vietnam. | Tran Thi Bich Tra | ||
| Short-term and long-term effects of quality characteristics in families | Wolfgang Tietze | ||
| EduCare - Study on the Quality and Effectiveness of Education and Care for Primary-School-Age Children (age 6 – 8) in Family and Institutional Settings | Marianne Schuepbach | ||
| Quality of stimulation in preschools from an individual child perspective: assessing environmental conditions of early childhood development | Susanne Kuger | ||
| 140. | International Perspectives on Mathematics Teaching and Lesson Structure | Yoshinori Shimizu | Symposium |
| Addressing the Challenge of Legitimate International Comparisons of Classroom Practice | David Clarke | ||
| Historical and international comparisons of students’ and teacher’s participation in repair sequences in whole-class teaching | Fritjof Sahlstrom | ||
| Proof, authority, and Agency: intimations from an 8th grade mathematics classroom in Israel | Miriam Amit | ||
| Teacher and Student Perspectives on Mathematics Lessons: A Shanghai Case Study | Ida Ah Chee Mok | ||
| 141. | Research on Technology Enhanced Inquiry Learning Environments | Zacharias Zacharia | Symposium |
| Multiple contemporaneous graphical formalisms in inquiry learning environments: a blessing in disguise? | Erica de Vries | ||
| An analysis of students’ spontaneous computer-mediated questioning: A step toward the design of ecological supporting tools for inquiry learning environments | Minna Puustinen | ||
| Approaching Steering Competence within Web-Based Enterprise Simulations | Klaus Breuer | ||
| Nascent student inquiry in the elementary science classroom: The case of modeling combined projectiles and relative motion with Stagecast Creator | Loucas Louca | ||
| Enacting inquiry through modeling: The added value of two modeling-based approaches in the development of student understanding of ecosystems | Marios Papaevripidou |
