Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 37, 2017 - Issue 10
426
Views
0
CrossRef citations to date
0
Altmetric

References

  • Chimoni, M., & Pitta-Pantazi, D. (2017). Parsing the notion of algebraic thinking within a cognitive perspective. Educational Psychology, 37(10), 1186–1205.
  • Holliman, A. J., Mundy, I. R., Wade-Woolley, L., Wood, C., & Bird, C. (2017). Prosodic awareness and children’s multisyllabic word reading. Educational Psychology, 37(10), 1222–1241.
  • Lem, S., Baert, K., Ceulemans, E., Onghena, P., Verschaffel, L., & Van Dooren, W. (2017). Refutational text and multiple external representations as a method to remediate the misinterpretation of box plots. Educational Psychology, 37(10), 1281–1300.
  • Mak, S.-K., Cheung, K.-C., Soh, K., Sit, P.-S., & Ieong, M. (2017). An examination of student- and across-level mediation mechanisms accounting for gender differences in reading performance: A multilevel analysis of reading engagement. Educational Psychology, 37 (10), 1206–1221.
  • Mok, M. M. C., Zhu, J., & Law, C. L. K. (2017). Cross-lagged cross-subject bidirectional predictions among achievements in mathematics, English language and Chinese language of school children. Educational Psychology, 37(10), 1259–1280.
  • Mullis, I. V. S. (2013). TIMSS 2015: 20 years of monitoring trends. In I. V. S. Mullis & M. O. Martin (Eds.), TIMSS 2015 assessment frameworks. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, and International Association for the Evaluation of Educational Achievement.
  • Rambo-Hernandez, K. E., Atadero, R. A., & Balgopal, M. (2017). The impact of group design projects in engineering on achievement goal orientations and academic outcomes. Educational Psychology, 37(10), 1242–1258.
  • Vukovic, R. K. & Lesaux, N. K. (2014). The language of mathematics: Investigating the ways language counts for children’s mathematical development. Journal of Experimental Child Psychology, 115, 227–244.
  • Weyns, A., Van Dooren, W., Dewolf, T., & Verschaffel, L. (2017). The effect of emphasising the realistic modelling complexity in the text or picture on pupils’ realistic solutions of P-items. Educational Psychology, 37(10), 1173–1185.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.