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Instructional Science: An International Journal of the Learning Sciences

March 2013 Volume 41, Number 2

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Table of Contents

Number of articles: 10

  1. An Analytical Framework for Analyzing Student Teachers' Verbal Interaction in Learning Situations

    Victoria Sanchez, Mercedes Garcia & Isabel Escudero

    This paper focuses on the study of student teachers' verbal interaction in learning situations generated in a classroom corresponding to a mathematics methods course. In our work, we incorporate... More

    pp. 247-269

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  2. On the Role of Discipline-Related Self-Concept in Deep and Surface Approaches to Learning among University Students

    Michael J. Platow, Kenneth I. Mavor & Diana M. Grace

    The current research examined the role that students' discipline-related self-concepts may play in their deep and surface approaches to learning, their overall learning outcomes, and continued... More

    pp. 271-285

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  3. Facilitating Team Learning through Transformational Leadership

    Elisabeth Raes, Stefan Decuyper, Bart Lismont, Piet Van den Bossche, Eva Kyndt, Sybille Demeyere & Filip Dochy

    This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social... More

    pp. 287-305

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  4. Primary Mathematics Teachers' Goal Orientations and Student Achievement

    Inger Throndsen & Are Turmo

    Primary mathematics teachers' (N = 521) personal goal orientation and instructional practices were examined based on questionnaire responses. The teachers (grades 2 and 3) were oriented towards... More

    pp. 307-322

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  5. Broadening the Notion of Participation in Online Discussions: Examining Patterns in Learners' Online Listening Behaviors

    Alyssa Friend Wise, Jennifer Speer, Farshid Marbouti & Ying-Ting Hsiao

    While a great deal of research has studied the messages students contribute to electronic discussion forums, productive participation in online learning conversations requires more than just making... More

    pp. 323-343

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  6. From the Lab to the Dorm Room: Metacognitive Awareness and Use of Spaced Study

    Jonathan A. Susser & Jennifer McCabe

    Laboratory studies have demonstrated the long-term memory benefits of studying material in multiple distributed sessions as opposed to one massed session, given an identical amount of overall study... More

    pp. 345-363

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  7. Audio-Based versus Text-Based Asynchronous Online Discussion: Two Case Studies

    Khe Foon Hew & Wing Sum Cheung

    The main objective of this paper is to examine the use of audio- versus text-based asynchronous online discussions. We report two case studies conducted within the context of semester-long teacher ... More

    pp. 365-380

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  8. The Effects of Skill Diversity on Commenting and Revisions

    Melissa M. Patchan, Brandi Hawk, Christopher A. Stevens & Christian D. Schunn

    The use of peer assessment to evaluate students' writing is one recommended method that makes writing assignments possible in large content classes (i.e., more than 75 students). However, many... More

    pp. 381-405

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  9. The Expertise Reversal Effect Concerning Instructional Explanations

    Gunter Daniel Rey & Andreas Fischer

    The expertise reversal effect occurs when learner's expertise moderates design principles derived from cognitive load theory. Although this effect is supported by numerous empirical studies,... More

    pp. 407-429

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  10. Convergent Cognition

    Peter J. Rich, Keith R. Leatham & Geoffrey A. Wright

    In an attempt to address shortcomings revealed in international assessments and lamented in legislation, many schools are reducing or eliminating elective courses, applying the rationale that... More

    pp. 431-453

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