| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading
|
Fletcher, Jack M.
|
|
|
33 |
3 |
p. 1249-1274
|
article
|
| 2 |
A Complete SMOCkery: Daily Online Testing Did Not Boost College Performance
|
Robinson, Daniel H.
|
|
|
33 |
3 |
p. 1213-1220
|
article
|
| 3 |
Activity Achievement Emotions and Academic Performance: A Meta-analysis
|
Camacho-Morles, Jesús
|
|
|
33 |
3 |
p. 1051-1095
|
article
|
| 4 |
A Meta-Analytic Review of the Benefit of Spacing out Retrieval Practice Episodes on Retention
|
Latimier, Alice
|
|
|
33 |
3 |
p. 959-987
|
article
|
| 5 |
A Model of Technology Incidental Learning Effects
|
Greene, Jeffrey A.
|
|
|
33 |
3 |
p. 883-913
|
article
|
| 6 |
An Interview with Kenneth A. Kiewra
|
Robinson, Daniel H.
|
|
|
33 |
3 |
p. 1275-1294
|
article
|
| 7 |
Detecting Instruction Effects—Deciding Between Covariance Analytical and Change-Score Approach
|
Köhler, Carmen
|
|
|
33 |
3 |
p. 1191-1211
|
article
|
| 8 |
Developing Personalized Education: A Dynamic Framework
|
Tetzlaff, Leonard
|
|
|
33 |
3 |
p. 863-882
|
article
|
| 9 |
Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis
|
Castro-Alonso, Juan C.
|
|
|
33 |
3 |
p. 989-1015
|
article
|
| 10 |
Effects of Elaborations Included in Textbooks: Large Time Cost, Reduced Attention, and Lower Memory for Main Ideas
|
Daley, Nola
|
|
|
33 |
3 |
p. 1165-1189
|
article
|
| 11 |
Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist?
|
Kulkarni, Tara
|
|
|
33 |
3 |
p. 915-936
|
article
|
| 12 |
Investigating the Unique Predictors of Word-Problem Solving Using Meta-Analytic Structural Equation Modeling
|
Lin, Xin
|
|
|
33 |
3 |
p. 1097-1124
|
article
|
| 13 |
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning
|
Rivers, Michelle L.
|
|
|
33 |
3 |
p. 823-862
|
article
|
| 14 |
Null and Void? Errors in Meta-analysis on Perceptual Disfluency and Recommendations to Improve Meta-analytical Reproducibility
|
Weissgerber, Sophia C.
|
|
|
33 |
3 |
p. 1221-1247
|
article
|
| 15 |
One Instructional Sequence Fits all? A Conceptual Analysis of the Applicability of Concreteness Fading in Mathematics, Physics, Chemistry, and Biology Education
|
Kokkonen, Tommi
|
|
|
33 |
3 |
p. 797-821
|
article
|
| 16 |
Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis
|
Li, Qian
|
|
|
33 |
3 |
p. 1017-1049
|
article
|
| 17 |
The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality
|
Makransky, Guido
|
|
|
33 |
3 |
p. 937-958
|
article
|
| 18 |
The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis
|
McBreen, Miriam
|
|
|
33 |
3 |
p. 1125-1163
|
article
|
Journal description