Abstracts - Earli

More documents

Recommendations

Info

developing methods of organizing discourse-in-interaction within the learner (e.g., construction ofdiscourse objects).The characteristics of learning motivation among disadvantaged studentsJózsef Balázs Fejes, University of Szeged, HungaryThe relationship between family background and school success is well documented in theresearch literature. It is known that disadvantaged children’s skills, abilities and learning outcomesare poorer than those of their peers from general or advantaged environment (e. g. Cool and Keith,1991; Csapô, 2003), but the causes of these differences are not totally clear. Although theoriesabout the motivation deficit of the low social class school population have long been presented (e.g. Lawton, 1968), the number of studies focusing on the connections between motivation anddisadvantaged status is relatively low (Howse, Lange, Farran and Boyles, 2003). In the literature,there is no definite explanation for the motivation deficit of at-risk children, partly because of thelack of a coherent theoretical foundation (see Murphy and Alexander, 2000). Empiricalinvestigations revealed connections between some motives (e. g. attributions for success andfailure in mathematics, intrinsic motives) and socioeconomic status (Gottfried, Flaming andGottfried, 1998; Mooney and Thronton, 1999), but no connection was found others (e. g.perceived competence, attitudes toward school, worry about school) (Howse, Lange, Farran andBoyles, 2003; Stipek and Ryan, 1997). There are few investigations in Hungary, whichconcentrate on the impact of family background on learning motivation. Presumably,disadvantaged children’s motivation is low, but there is no empirical evidence. On the basis ofhypotheses, formulated in the Hungarian literature, the present study investigates the followingmotives: mastery motives, reading self-concept, math self-concept, desire of positive feedback forlearning, and the practical value of learning. Although the questionnaire used covers only afraction of possible learning motives, its complexity makes it an appropriate instrument formapping the differences between the individual students.Improving reading differentially: Teaching methods, socioeconomic status, gender and ageAndrea Bertschi-Kaufmann, Padagogische Hochschule der Fachhochschule Nordwes,SwitzerlandFollowing the results of PISA 2000 and 2003 on reading literacy, which have proved thecorrelation of low reading abilities and social background, our study is focussing the effectivenessof teaching methods for children and adolescents of different social groups. The theoreticalbackground consists of a comprehensive model for reading competence, which, in addition to thecognitive dimension, includes emotional and motivational components. Two main approaches toteaching have been developed, put into practice and evaluated: (1) Open methods aiming atindividualized reading in classrooms. These include free choices of texts and free reading timeduring regular reading lessons as well as various methods designed to bridge the distance betweenreading material and individual readers. (2) Training methods for reading strategies and skillsaimed at different levels in the hierarchy of cognitive processing. In an intervention study theeffects of the two different teaching programmes mentioned above are examined. Using a quasiexperimentalintervention design, the two teaching methods are compared for primary schoolpupils in grades 3 and 4 (39 classes, 667 pupils) and for secondary school pupils in grades 7 and 8(19 classes, 219 pupils). The project involves two experimental groups (interventions with openmethods vs. skill-based training) and one control group (no interventions, conventional methods).Over a period of 3 school years, data are collected at four points in time. Findings on therelationships between the teaching approaches, students’ literacy practices, motivation and self-– 531 –
perceived as well as objectively measured competences in reading were presented at the EARLIconference in 2005. In addition in our present paper longitudinal results of the latest point ofmeasurement will be reported and the categories Socioeconomic Status, migration status, genderand age will be focussed. In our conclusion we are going to draw conclusions concerning what werefer to as differential didactics.– 532 –
Page 2 and 3:
12 th European Conference for Resea
Page 5 and 6:
KN1 1 .............................
Page 9:
among teachers and peers). Pupils f
Page 12:
Investigating the continuing effect
Page 16 and 17:
Human cognitive architecture and it
Page 18 and 19:
problem solving. In the next presen
Page 20 and 21:
measured with teacher ratings, moni
Page 22 and 23:
frequently between different extern
Page 24 and 25:
A 728 August 2007 15:00 - 17:00Room
Page 26 and 27:
the moment-to-moment constitution o
Page 28 and 29:
understanding the origins of episte
Page 30 and 31:
The taxonomy of the affective domai
Page 32 and 33:
A 1028 August 2007 15:00 - 17:00Roo
Page 34 and 35:
the Odd-One-Out. Within the MID gro
Page 36 and 37:
century school. Students use them i
Page 38 and 39:
Differential influences of working
Page 40 and 41:
tasks. They scored lower than contr
Page 42 and 43:
Teachers’ competences in multicul
Page 44 and 45:
(13 studies since 1990: Van Gennip,
Page 46 and 47:
feedback content (evaluative/inform
Page 48 and 49:
self-regulated learning, separated
Page 50 and 51:
of VEL and (3) to give additional e
Page 52 and 53:
An empirical study of a complex sys
Page 54 and 55:
The effects of extrinsic feedback a
Page 56 and 57:
assessed using self-reports. Cluste
Page 58 and 59:
three different countries (Crahay &
Page 60 and 61:
about their own grade retention dec
Page 62 and 63:
When learning seems (un)important:
Page 64 and 65:
is generally defined as the theory
Page 66 and 67:
of majors. Preliminary analyses con
Page 68 and 69:
structure-property relations? Desig
Page 70 and 71:
Instructional methods and their rel
Page 72 and 73:
from the assumption that all three
Page 74 and 75:
B 228 August 2007 17:30 - 18:50Room
Page 76 and 77:
certain quantity of students prefer
Page 78 and 79:
analyzed using a multilevel techniq
Page 80 and 81:
activities, whether they have condu
Page 82 and 83:
Effects of age and schooling on the
Page 84 and 85:
Self processes of school friendship
Page 86 and 87:
dual need to modify instructional p
Page 88 and 89:
The aim of the present study was to
Page 90 and 91:
irregular from a letter-sound corre
Page 92 and 93:
Naming speed and the development of
Page 94 and 95:
Identity construction of teacher-me
Page 96 and 97:
What do Mexican science teachers kn
Page 98 and 99:
and vocational training interaction
Page 100 and 101:
Enhancing educational argumentation
Page 102 and 103:
Developing a research community in
Page 104 and 105:
emphasised than post-lesson confere
Page 106 and 107:
teaching reading in Hungary. The ex
Page 108 and 109:
analysis. Our main finding is that
Page 110 and 111:
A study of students’ experiences
Page 112 and 113:
presented independent learning abil
Page 114 and 115:
An evaluation of accredited teacher
Page 116 and 117:
enhance self-regulated learning. Wi
Page 118 and 119:
B 2328 August 2007 17:30 - 18:50Roo
Page 120 and 121:
C 129 August 2007 08:30 - 10:30Room
Page 122 and 123:
knowledge about relatively simple m
Page 124 and 125:
different domains of learning and a
Page 126 and 127:
Writers juggling error-detecting wi
Page 128 and 129:
of SRL process. In addition to cont
Page 130 and 131:
strategies into task-related "actio
Page 132 and 133:
system, which is essential for the
Page 134 and 135:
Proportional reasoning as a heurist
Page 136 and 137:
tutors’ tactics and moves and tut
Page 138 and 139:
feasible as there is often a cleare
Page 140 and 141:
teaching practice placement period
Page 142 and 143:
C 929 August 2007 08:30 - 10:30Room
Page 144 and 145:
productions: words (oral or written
Page 146 and 147:
Similarly, the accurate group showe
Page 148 and 149:
enacting science inquiry, and to in
Page 150 and 151:
C 1229 August 2007 08:30 - 10:30Roo
Page 152 and 153:
classrooms and classroom instructio
Page 154 and 155:
Multiple contemporaneous graphical
Page 156 and 157:
observation/experiences to inventin
Page 158 and 159:
Non-verbal indicators of metacognit
Page 160 and 161:
understandings of the discipline ca
Page 162 and 163:
teaching and learning and yet there
Page 164 and 165:
communities in science) of early in
Page 166 and 167:
goal is to help students to develop
Page 168 and 169:
C 1829 August 2007 08:30 - 10:30Roo
Page 170 and 171:
some data of a broader study conduc
Page 172 and 173:
VideoPaper technology in supporting
Page 174 and 175:
University of Toronto, Canada descr
Page 176 and 177:
topic over the baseline results for
Page 178 and 179:
Interest and Asperger’s Syndrome:
Page 180 and 181:
Boundary-crossing in the training o
Page 182 and 183:
elieve that capitalizing on previou
Page 184 and 185:
the phases while different tools, i
Page 186 and 187:
of interrelations between the devel
Page 188 and 189:
multi-method longitudinal study we
Page 190 and 191:
visualisations are not limited to s
Page 192 and 193:
well as interactive participants wh
Page 194 and 195:
Can differences in students’ math
Page 196 and 197:
circuits, and to compare the effect
Page 198 and 199:
question, the generated multimedia-
Page 200 and 201:
The role of individual’s intellig
Page 202 and 203:
in the people with mental handicapp
Page 204 and 205:
ead around the syllabus. The study
Page 206 and 207:
scores were subjected to a 5x3 (gro
Page 208 and 209:
Coeducational or single-sex school:
Page 210 and 211:
Re-reading during writing: The effe
Page 212 and 213:
Theoretically we aim to contribute
Page 214 and 215:
the paper is to explore possible wa
Page 216 and 217:
ideas have accelerated the loss of
Page 218 and 219:
A study of pupils’ science learni
Page 220 and 221:
What do they mean to and for studen
Page 222 and 223:
Students’ stories as a promoter o
Page 224 and 225:
Supervising Masters research studen
Page 226 and 227:
authenticity and complexity in the
Page 228 and 229:
Community of knowledge- a conferenc
Page 230 and 231:
their students. The teachers provid
Page 232 and 233:
The evaluation of an educational sy
Page 234 and 235:
curriculum. They call it family stu
Page 236 and 237:
D929 August 2007 11:00 - 12:20Room:
Page 238 and 239:
Epistemological beliefs in child ca
Page 240 and 241:
Collaborative peer groups in large
Page 242 and 243:
Transitions in VET; the switch betw
Page 244 and 245:
een used to analyse the structure o
Page 246 and 247:
situation concerning students’ re
Page 248 and 249:
KN1 229 August 2007 12:30 - 13:30Ro
Page 250 and 251:
E 129 August 2007 14:30 - 16:30Room
Page 252 and 253:
Adventure". It is an adventure type
Page 254 and 255:
cultures, awareness about stereotyp
Page 256 and 257:
E 329 August 2007 14:30 - 16:30Room
Page 258 and 259:
scale project which was funded from
Page 260 and 261:
optimism in boys and uncertainty in
Page 262 and 263:
adaptive learning behaviour in lear
Page 264 and 265:
places less emphasis on the content
Page 266 and 267:
defending an interpretation of teac
Page 268 and 269:
Links between children’s starting
Page 270 and 271:
E 829 August 2007 14:30 - 16:30Room
Page 272 and 273:
used by the teacher to defend parti
Page 274 and 275:
effects of after-school care and ed
Page 276 and 277:
E 1029 August 2007 14:30 - 16:30Roo
Page 278 and 279:
situational interest, and class per
Page 280 and 281:
different learner characteristics h
Page 282 and 283:
math. Responses to survey measures
Page 284 and 285:
E 1329 August 2007 14:30 - 16:30Roo
Page 286 and 287:
Metacognitive reflection and revisi
Page 288 and 289:
teaching and research is limited. I
Page 290 and 291:
E 1529 August 2007 14:30 - 16:30Roo
Page 292 and 293:
discussed in terms of the opportuni
Page 294 and 295:
as a control measure. Children with
Page 296 and 297:
Language drills as peer-group L2
Page 298 and 299:
Thinking aboput history in small gr
Page 300 and 301:
activities have been conducted: a d
Page 302 and 303:
Early language learning in Ireland:
Page 304 and 305:
interviews and lesson observations.
Page 306 and 307:
effects ought to be taken into acco
Page 308 and 309:
fourth paper revisits the notion of
Page 310 and 311:
organizing new experiences in a plo
Page 312 and 313:
E 2329 August 2007 14:30 - 16:30Roo
Page 314 and 315:
E 2429 August 2007 14:30 - 16:30Roo
Page 316 and 317:
a chat interface, and perform other
Page 318 and 319:
science show that first-generation
Page 320 and 321:
alerting teachers to the warning si
Page 322 and 323:
Values, Beliefs, Norms And the Disp
Page 324 and 325:
following tests were administered t
Page 326 and 327:
used physically in the situation. F
Page 328 and 329:
F 629 August 2007 17:00 - 18:20Room
Page 330 and 331:
F 729 August 2007 17:00 - 18:20Room
Page 332 and 333:
esearch and intends to produce new
Page 334 and 335:
If we teach students how to learn w
Page 336 and 337:
many girls turn away from science.
Page 338 and 339:
Motivated strategies for learning,
Page 340 and 341:
Relations between parents’ educat
Page 342 and 343:
outines, schemes, habits have learn
Page 344 and 345:
also enriching their learning envir
Page 346 and 347:
thinking. Video recordings of think
Page 348 and 349:
F 1529 August 2007 17:00 - 18:20Roo
Page 350 and 351:
community, but it is negatively rel
Page 352 and 353:
theory (Strauss & Corbin, 1990).The
Page 354 and 355:
F 1829 August 2007 17:00 - 18:20Roo
Page 356 and 357:
F 1929 August 2007 17:00 - 18:20Roo
Page 358 and 359:
F 2029 August 2007 17:00 - 18:20Roo
Page 360 and 361:
Invisible Differences: On the model
Page 362 and 363:
F 2229 August 2007 17:00 - 18:20Roo
Page 364 and 365:
G 130 August 2007 08:30 - 10:30Room
Page 366 and 367:
studying working memory processes i
Page 368 and 369:
New wine in an old jar: Israeli Jew
Page 370 and 371:
conceptual change. In this presenta
Page 372 and 373:
procedures. Journalists in particul
Page 374 and 375:
each other questions, explaining an
Page 376 and 377:
University of St. Gallen/Switzerlan
Page 378 and 379:
(N=116) is related to working memor
Page 380 and 381:
252. Ashcraft, M. H. (1996). Cognit
Page 382 and 383:
group (n=27) were not trained why a
Page 384 and 385:
an effective way. The results will
Page 386 and 387:
G 930 August 2007 08:30 - 10:30Room
Page 388 and 389:
questions, methodology and methods,
Page 390 and 391:
2000). The present study investigat
Page 392 and 393:
G 1130 August 2007 08:30 - 10:30Roo
Page 394 and 395:
where participants create common ob
Page 396 and 397:
fourth talk will address the questi
Page 398 and 399:
of varying intelligence and experti
Page 400 and 401:
Quantitative and qualitative analys
Page 402 and 403:
contextual as well as individual re
Page 404 and 405:
expanded, deliberated, and can beco
Page 406 and 407:
mathematical abilities over time. E
Page 408 and 409:
homework is the absence of a teache
Page 410 and 411:
y providing students with training
Page 412 and 413:
Think globally, act locally: How a
Page 414 and 415:
the portfolio instrument. Results o
Page 416 and 417:
y the students as significant to th
Page 418 and 419:
42 participants and the variation o
Page 420 and 421:
The usage of learner control and pr
Page 422 and 423:
effectiveness of their choices. The
Page 424 and 425:
this specific learning context has
Page 426 and 427:
students from different countries a
Page 428 and 429:
contribution, we report on a study
Page 430 and 431:
H130 August 2007 11:00 - 12:20Room:
Page 432 and 433:
perception and teachers’ learning
Page 434 and 435:
the learning group? Data analysis w
Page 436 and 437:
Data-texts in science educationRich
Page 438 and 439:
and understanding graphs, D-Fitting
Page 440 and 441:
A review of edutainment-softwareCla
Page 442 and 443:
can potentially better the elderly
Page 444 and 445:
Developing students’ learning pot
Page 446 and 447:
Sibren Fetter, Maastricht Universit
Page 448 and 449:
Personality factors PF of medical s
Page 450 and 451:
esponse tasks was developed and adm
Page 452 and 453:
Spanish piano teachers’ conceptio
Page 454 and 455:
position in company and family memb
Page 456 and 457:
H630 August 2007 11:00 - 12:20Room:
Page 458 and 459:
integrative curriculum by a profess
Page 460 and 461:
forum for comparing the similaritie
Page 462 and 463:
hierarchical linear modeling (HLM)
Page 464 and 465:
the adult learners have positive at
Page 466 and 467:
H830 August 2007 11:00 - 12:20Room:
Page 468 and 469:
Teachers’ beliefs about the natur
Page 470 and 471:
on Pekrun’s Control-Value Theory,
Page 472 and 473:
KN2 230 August 2007 12:30 - 13:30Ro
Page 474 and 475:
I 130 August 2007 14:30 - 16:30Room
Page 476 and 477:
strongly dependent not only on cogn
Page 478 and 479:
The stepwise unlocking of meanings:
Page 480 and 481:
also considered. Both the individua
Page 482 and 483: traditions offer radically differen
Page 484 and 485: epresentation of a transformer to b
Page 486 and 487: was natural selection and animal ev
Page 488 and 489: with congruent assessment methods.
Page 490 and 491: I 730 August 2007 14:30 - 16:30Room
Page 492 and 493: construction of the Wýrzburg Phono
Page 494 and 495: contribute to these movement diffic
Page 496 and 497: epistemological beliefs, based on a
Page 498 and 499: of variability. Van der Aalsvoort p
Page 500 and 501: A dynamic systems approach to teach
Page 502 and 503: contradictions on different timesca
Page 504 and 505: I 1230 August 2007 14:30 - 16:30Roo
Page 506 and 507: episodes of exploratory talk, and t
Page 508 and 509: classroom goals and clear procedura
Page 510 and 511: children’s drawing, we now bring
Page 514 and 515: Speeding up or slowing down the ani
Page 516 and 517: troublesome knowledge and builds on
Page 518: the learning sciences. Moreover, a
Page 521 and 522: schooling). A combination of both a
Page 523 and 524: examine individual and contextual a
Page 527 and 528: Academic developers across Europe:
Page 529 and 530: understanding socially situated pra
Page 531: theoretical background consists of
Page 535 and 536: strengths and shortcomings of teach
Page 537 and 538: environmental sensitivity: (1) Love
Page 539 and 540: European countries) and the lowest
Page 541 and 542: Students’ understanding about the
Page 543 and 544: Expertise development in law: Acqui
Page 545 and 546: Examining the effects of electronic
Page 547 and 548: of the children’s preschool year.
Page 549 and 550: Picturing colligatory concepts in h
Page 551 and 552: Investigating teachers’ approache
Page 553 and 554: esults are discussed with reference
Page 555 and 556: a meaning to their mathematical kno
Page 557 and 558: how they performed in their daily l
Page 559 and 560: J 1330 August 2007 17:00 - 18:20Roo
Page 561 and 562: However, good procedures for learni
Page 563 and 564: four research-based principles of m
Page 565 and 566: previous study it appeared that pro
Page 567 and 568: The role of social integration and
Page 569 and 570: instructional approaches in develop
Page 571 and 572: acquired more domain-specific knowl
Page 573 and 574: length, information value, elaborat
Page 575 and 576: J 2130 August 2007 17:00 - 18:20Roo
Page 577 and 578: expertise about the teaching to the
Page 579 and 580: graphophonological processing, in b
Page 581 and 582: etrospective to task performance, w
Page 583 and 584:
SIG Invited SymposiumSocial and psy
Page 585 and 586:
Taking account of learner diversity
Page 587 and 588:
interpretive zone. This analysis wi
Page 589 and 590:
visible that collaboration processe
Page 591 and 592:
the students in the small groups. P
Page 593 and 594:
automatically display beneficial le
Page 595 and 596:
eliefs. In this symposium the advan
Page 597 and 598:
K 731 August 2007 08:30 - 10:30Room
Page 599 and 600:
learning. However in order to engag
Page 601 and 602:
examples, efficiency continued to i
Page 603 and 604:
young people and prevent their soci
Page 605 and 606:
K 1031 August 2007 08:30 - 10:30Roo
Page 607 and 608:
pseudo-proportional problems and im
Page 609 and 610:
solved an information problem while
Page 611 and 612:
democracy of children and adolescen
Page 613 and 614:
ehaviors (Ichilov, 2000; Torney-Pur
Page 615 and 616:
difficulties to regulate phases of
Page 617 and 618:
perspectives - the scripting of rol
Page 619 and 620:
The dynamics of social roles within
Page 621 and 622:
Co-regulation of students’ writin
Page 623 and 624:
The Sparkling School: A secondary s
Page 625 and 626:
structure of information are sugges
Page 627 and 628:
K 1831 August 2007 08:30 - 10:30Roo
Page 629 and 630:
perspective regarding leisure time
Page 631 and 632:
The students had to fill out a lear
Page 633 and 634:
Spontaneous focusing on numerosity
Page 635 and 636:
later step, be used for teacher for
Page 637 and 638:
K 2231 August 2007 08:30 - 10:30Roo
Page 639 and 640:
Concepts of gender, subjectivity, e
Page 641 and 642:
and show structure and relations. H
Page 643 and 644:
Understanding dynamic mental models
Page 645 and 646:
mentally integrate information from
Page 647 and 648:
Effects of web-based training exerc
Page 649 and 650:
latter factor is used to study the
Page 651 and 652:
of this two-year study will be disc
Page 653 and 654:
killed human beings for different r
Page 655 and 656:
test persons. Concerning the evalua
Page 657 and 658:
Schools with a plurilingual/multicu
Page 659 and 660:
L431 August 2007 11:00 - 12:20Room:
Page 661 and 662:
Effects of implementing a relationa
Page 663 and 664:
level. Our third goal was to relate
Page 665 and 666:
findings of Study 1 with a differen
Page 667 and 668:
L631 August 2007 11:00 - 12:20Room:
Page 669 and 670:
programme offered by Örebro Univer
Page 671 and 672:
a regional level is still not estab
Page 673 and 674:
development of practice-based resea
Page 675 and 676:
that is, sentence verification, inf
Page 677 and 678:
Learning from critical incidents in
Page 679 and 680:
A deliberative inquiry with experts
Page 681 and 682:
elate textbook knowledge to a real
Page 683 and 684:
individually with a sample of child
Page 685 and 686:
KN3 231 August 2007 12:30 - 13:30Ro
Page 687 and 688:
M 131 August 2007 14:35 - 15:55Room
Page 689 and 690:
approaches to solve them. All analy
Page 691 and 692:
eceived human mediation based on cl
Page 693 and 694:
administered to 196 UK students age
Page 695 and 696:
content analysis revealed three dis
Page 697 and 698:
level undergraduate courses. Comput
Page 699 and 700:
A model of basic literacy for forei
Page 701 and 702:
affect the recall of earlier memori
Page 703 and 704:
Students’ conceptions of assessme
Page 705 and 706:
a group of effective self-regulator
Page 707 and 708:
Teachers as designers of inquiry-ba
Page 709 and 710:
Quebec preservice teachers and thei
Page 711 and 712:
higher degree of reflective learnin
Page 713 and 714:
to foster deep and meaningful learn
Page 715 and 716:
Although the ability to read litera
Page 717 and 718:
molecule). The visual and haptic re
Page 719 and 720:
field of ICT by drawing on socio-cu
Page 721 and 722:
Construction and validation of an i
Page 723 and 724:
loosing the gaming experience is a
Page 725 and 726:
N 131 August 2007 16:00 - 17:20Room
Page 727 and 728:
hierarchical models were fitted to
Page 729 and 730:
which factors could explain the dif
Page 731 and 732:
N 431 August 2007 16:00 - 17:20Room
Page 733 and 734:
and direction of this shift? The sa
Page 735 and 736:
minority language course at school
Page 737 and 738:
global/meta-level activities in one
Page 739 and 740:
effectiveness research (EER), the s
Page 741 and 742:
Effects of metacognitive strategy t
Page 743 and 744:
The results indicate that, after st
Page 745 and 746:
students’ self-evaluations. The m
Page 747 and 748:
The aim of our cross-sectional rese
Page 749 and 750:
Development of teacher students’
Page 751 and 752:
constitutes a valuable framework fo
Page 753 and 754:
that the instructional design diffi
Page 755 and 756:
eality. It draws on the experiences
Page 757 and 758:
which higher education is experienc
Page 759 and 760:
Visualization and verbalization of
Page 761 and 762:
and provide specific scaffolds to h
Page 763 and 764:
manufacturers would benefit from th
Page 765 and 766:
and advice from experienced colleag
Page 767 and 768:
students’ perceptions and represe
Page 769 and 770:
gender, parental education levels,
Page 771 and 772:
O 101 September 2007 08:30 - 10:30R
Page 773 and 774:
O 201 September 2007 08:30 - 10:30R
Page 775 and 776:
more willing to approach the teache
Page 777 and 778:
Analysis of verbal and gesture prod
Page 779 and 780:
Teachers’ and students’ percept
Page 781 and 782:
provides evidence from qualitative
Page 783 and 784:
O 601 September 2007 08:30 - 10:30R
Page 785 and 786:
effect an individuals’ perceived
Page 787 and 788:
assessment instrument we measured t
Page 789 and 790:
development practices (see also Kem
Page 791 and 792:
participants were 100 advanced doct
Page 793 and 794:
Models of the cognitive process and
Page 795 and 796:
understanding of a narrated explana
Page 797 and 798:
version of a learning environment a
Page 799 and 800:
experiment. First-year students in
Page 801 and 802:
Acquisition of professional knowled
Page 803 and 804:
O 1301 September 2007 08:30 - 10:30
Page 805 and 806:
other domestic activities. At the s
Page 807 and 808:
has been inspired by the knowledge
Page 809 and 810:
O 1501 September 2007 08:30 - 10:30
Page 811 and 812:
esearch grants. They all work withi
Page 813 and 814:
collaboration, discourse and culmin
Page 815 and 816:
in the middle years. The Improving
Page 817 and 818:
Cultural scripts for action: Unders
Page 819 and 820:
Teaching characteristics as moderat
Page 821 and 822:
O 1901 September 2007 08:30 - 10:30
Page 823 and 824:
More than just error correction: Ch
Page 825 and 826:
therefore the given codes can be in
Page 827 and 828:
The effects of hands-on experience
Page 829 and 830:
Dialogical teachers. Narrative and
Page 831 and 832:
Developing potentials for learning
Page 833 and 834:
analogous relationships on the scho
Page 835 and 836:
opinion) and indicated their planne
Page 837 and 838:
etrieval-feedback trials. We tested
Page 839 and 840:
achievement. Those findings were ob
Page 841 and 842:
perceptions of belongingness to the
Page 843 and 844:
than from unshared information. Ins
Page 845 and 846:
P 1101 September 2007 11:00 - 12:20
Page 847 and 848:
P 1201 September 2007 11:00 - 12:20
Page 849 and 850:
located at, the intersection of the
Page 851 and 852:
commencement, and more linkage betw
Page 853 and 854:
The aim of the present study was to
Page 855 and 856:
members of this knowledge building
Page 857 and 858:
learning from a simulation took les
Page 859 and 860:
studies of pedagogical design are u
Page 861 and 862:
conceptualization of the concept of
Page 863 and 864:
produced. The results point to seve
Page 865 and 866:
P 2001 September 2007 11:00 - 12:20
Page 867:
KN4 201 September 2007 12:30 - 13:3
show all

Abstracts - Earli

Create successful ePaper yourself

Delete template?

Save as template?