- Page 2 and 3: 12 th European Conference for Resea
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- Page 11 and 12: education intended to improve quali
- Page 15 and 16: assessment cycles. Attempts to expl
- Page 17 and 18: ignored the wider findings of teach
- Page 19 and 20: individual differences, i.e., learn
- Page 21 and 22: A 628 August 2007 15:00 - 17:00Room
- Page 23 and 24: same picture. Test persons were eye
- Page 25 and 26: are oriented to by the participants
- Page 27 and 28: highly consequential situation for
- Page 29 and 30: crucial components of the learning
- Page 31 and 32: competitive sub-discourses are pres
- Page 33 and 34: hidden figures task. The results pr
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- Page 37 and 38: assistance, executive assistance or
- Page 39 and 40: The development of strategy use in
- Page 41 and 42: understand and interact with all th
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- Page 45 and 46: other equal status students (Toppin
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- Page 49 and 50: Improving self-regulated learning o
- Page 51 and 52: It has been argued that nearly all
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changes in motivation and well-bein
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control. The French school also pro
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Factors influencing the choice of a
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academic integration variables as k
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Academic help-seeking: The influenc
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conflict-orientation. Learning outc
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additional reflection prompts were
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conceptions about who is granted au
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elated to the observed performance
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interest. The repeated engagement w
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Strategy flexibility in the domain
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perspective of schema theory, and t
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The development of elementary math:
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in the Hong Kong context, the more
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We observed positive effects on mot
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esearch and practice. Participants
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integration. Inclusion skills ranke
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B 1028 August 2007 17:30 - 18:50Roo
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primary and secondary teachers aged
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implement or improve their teaching
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in their first and second languages
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the existence of inter-individual d
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1) a qualitative analysis of the de
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current attempts to define academic
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B 1728 August 2007 17:30 - 18:50Roo
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these classes. By interviewing key
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activities, their opinion about fac
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B 2028 August 2007 17:30 - 18:50Roo
- Page 113 and 114:
which were provided with a standard
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specific academic domain in the ini
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particularly the motivation in the
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was provided (generalization, discr
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Solving subtraction problems flexib
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foundation for new knowledge, 3. ne
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EyeWrite: automatically coding fixa
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Students integration of text and il
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Tharpe, 1990), through to social co
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Noel, 2001), assess five facets of
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intuition was conducted by Fischbei
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mathematics. This study was carried
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cognitive development. Preceding re
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C 829 August 2007 08:30 - 10:30Room
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Teacher learning in the context of
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actions model of abstraction in con
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C 1029 August 2007 08:30 - 10:30Roo
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there are affective costs of positi
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the students in order to let them d
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y students and by patients are desi
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interaction. Thus, if a person perf
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Approaching steering competence wit
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& Perry, 2000; Whitebread et al, 20
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immature executive processing, at N
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disciplines. Each professor was int
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Enculturation and the apparent inco
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subject prototypes). Prototype matc
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understand not only each individual
- Page 169 and 170:
students, 50 humanity students) fil
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other measures. Students who report
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and ‘moments’ in the classroom
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secondary vocational education and
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and time points enables interest de
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Assessing the development of episte
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C 2329 August 2007 08:30 - 10:30Roo
- Page 183 and 184:
Collaborative learning for teachers
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knowledge and value component of in
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C 2529 August 2007 08:30 - 10:30Roo
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language interactions in these clas
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versions of a non-idealised Newton
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D129 August 2007 11:00 - 12:20Room:
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Knowledge acquisition and opinion f
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phenomenological analysis. Criteria
- Page 199 and 200:
expectancies and to influence wheth
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The effects of learning strategies
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for many elementary school children
- Page 205 and 206:
Do students metacognitively calibra
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successful children. The questionna
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The impact of personal goals on the
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attempted to examine segmentation u
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Educational uses of ICT in an onlin
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"Who else wants to get motivated by
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in each transformation. Most of the
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D629 August 2007 11:00 - 12:20Room:
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We try to explore how a threshold c
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Student-centred discussion as an on
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interviews included eliciting respo
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Evolution of five types of stress c
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lended-learning module is a four-st
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ScaMo - Studying and scaffolding mo
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Science in the mind’s eye of girl
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habits. Dressing had been found as
- Page 237 and 238:
were asked to fill a questionnaire,
- Page 239 and 240:
concerning ability to plan one’s
- Page 241 and 242:
positive interrelation between on-l
- Page 243 and 244:
variation in conceptions of excelle
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y means of these technologies. A su
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KN1 129 August 2007 12:30 - 13:30Ro
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KN1 329 August 2007 12:30 - 13:30Ro
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egulative support. Five main cluste
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critically read authentic problems,
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democratic perceptions, attitudes a
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which have evolved throughout their
- Page 259 and 260:
E 429 August 2007 14:30 - 16:30Room
- Page 261 and 262:
The scale of levels of meta-cogniti
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they perceived as providing an auto
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conducting research instead we buil
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students’ personal and social dev
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School readiness: A reliable concep
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come from interviews with 16 teache
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to offer more positive and producti
- Page 275 and 276:
The measures included children’s
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uninteresting topic) x 3 (types of
- Page 279 and 280:
manipulated for all participants. T
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is necessary, set themselves at a d
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Help-seeking in the zone of availab
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etween ideas within the lists produ
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adaptive instructional support coul
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etween research and teaching it is
- Page 291 and 292:
A closer look at split visual atten
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During learning and problem solving
- Page 295 and 296:
imagens and logogens can interact t
- Page 297 and 298:
Peer talk as cultural practice and
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synchronous discussions are gradual
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In this field, results accumulated
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study. Then, we analyze how task fa
- Page 305 and 306:
Differential achievement trajectori
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Value added in first grade of prima
- Page 309 and 310:
investigates classroom video materi
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teachers and pupils are interviewed
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education agencies can amplify and
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Assessment of self-regulated learni
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F 129 August 2007 17:00 - 18:20Room
- Page 319 and 320:
the students before starting their
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eflection. The latter were examined
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connections, especially in activiti
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commonly the centre of focus in res
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case of time, as one of the fundame
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class discussions, and fostering in
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spatial or verbal processing was re
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and conditions of given study tasks
- Page 335 and 336:
materials used in physics classes i
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Performance-approach and avoidance
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features of the academic register a
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F 1229 August 2007 17:00 - 18:20Roo
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incorporated those features of peda
- Page 345 and 346:
Promoting intercultural learning in
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The importance of teacher interpers
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the University’s mission statemen
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"Engagement in teaching" may be one
- Page 353 and 354:
Possessing the ability to use posse
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of the cognitive activities investi
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level of classes. A theoretical mod
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How can play and learning be integr
- Page 361 and 362:
tensions and disturbances we have d
- Page 363 and 364:
students (15 male, 22 female) aged
- Page 365 and 366:
assessment of comprehension. Data a
- Page 367 and 368:
Phenomenography and the variation t
- Page 369 and 370:
and motivational factors and she po
- Page 371 and 372:
G 430 August 2007 08:30 - 10:30Room
- Page 373 and 374:
access to something designed to ‘
- Page 375 and 376:
Do we learn through collaborative a
- Page 377 and 378:
activity in each phase of the scrip
- Page 379 and 380:
this topic and existing ones use be
- Page 381 and 382:
Who benefits from situated prompts
- Page 383 and 384:
G 830 August 2007 08:30 - 10:30Room
- Page 385 and 386:
Seeking and providing help in techn
- Page 387 and 388:
and researcher, which can act to fo
- Page 389 and 390:
present findings from a Canadian lo
- Page 391 and 392:
The impact of social class, languag
- Page 393 and 394:
joint activity also generates emoti
- Page 395 and 396:
practices are organized around shar
- Page 397 and 398:
suggest that the NDE changes signif
- Page 399 and 400:
Why do teachers teach the way they
- Page 401 and 402:
G 1430 August 2007 08:30 - 10:30Roo
- Page 403 and 404:
amount of autonomy, competence and
- Page 405 and 406:
Using videocases in a problem-based
- Page 407 and 408:
Tracking the Growth in Mental Compu
- Page 409 and 410:
parental valuation of specific subj
- Page 411 and 412:
alternative approaches. Those alter
- Page 413 and 414:
Evaluating implementation: What wor
- Page 415 and 416:
cognition, repositories of distribu
- Page 417 and 418:
G 2030 August 2007 08:30 - 10:30Roo
- Page 419 and 420:
and learning situations, and the cu
- Page 421 and 422:
compared to a low task variability.
- Page 423 and 424:
goal into a comprehensive framework
- Page 425 and 426:
the constructive role of competitio
- Page 427 and 428:
children to achieve beyond their ow
- Page 429 and 430:
learning and change. Research that
- Page 431 and 432:
A valued and valuable professional
- Page 433 and 434:
Layers of change at a teacher educa
- Page 435 and 436:
A paradigm shift in inclusion: Towa
- Page 437 and 438:
institutional levels and with very
- Page 439 and 440:
How can different mentoring styles
- Page 441 and 442:
training, all the participating chi
- Page 443 and 444:
In order to implement new curricula
- Page 445 and 446:
Workplace changes and workplace lea
- Page 447 and 448:
Maria Luisa Pedditzi, University of
- Page 449 and 450:
questionnaire on intimate skills an
- Page 451 and 452:
This longitudinal study comes about
- Page 453 and 454:
that nourish ties to knowledge cult
- Page 455 and 456:
The learning professional’s role
- Page 457 and 458:
Exploring the development of scient
- Page 459 and 460:
Dutch: Collective Educational Resea
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H730 August 2007 11:00 - 12:20Room:
- Page 463 and 464:
and developers’ stated intentions
- Page 465 and 466:
might be explained by their longer
- Page 467 and 468:
discussed in light of trends in the
- Page 469 and 470:
The impact of innovative pedagogica
- Page 471 and 472:
KN2 130 August 2007 12:30 - 13:30Ro
- Page 473 and 474:
KN2 330 August 2007 12:30 - 13:30Ro
- Page 475 and 476:
tasks has been used with classes fr
- Page 477 and 478:
phenomenography and variation theor
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I 330 August 2007 14:30 - 16:30Room
- Page 481 and 482:
and learning, and to identify the g
- Page 483 and 484:
a framework for the processes and s
- Page 485 and 486:
the scientific explanation as a pla
- Page 487 and 488:
continuing his reading. In this stu
- Page 489 and 490:
assessment practice influencing stu
- Page 491 and 492:
Design-research: Waltzing with an o
- Page 493 and 494:
Assessing the instruction of self-r
- Page 495 and 496:
I 930 August 2007 14:30 - 16:30Room
- Page 497 and 498:
groups did not differ with respect
- Page 499 and 500:
structuring than strategy compared
- Page 501 and 502:
interventions. The five papers high
- Page 503 and 504:
proceeds first by identifying seque
- Page 505 and 506:
stances needs to be in place in ord
- Page 507 and 508:
the intricacies of defining its pro
- Page 509 and 510:
instructional practice. A plethora
- Page 511 and 512:
level, and drawing development. Stu
- Page 513 and 514:
striking individual differences in
- Page 515 and 516:
I 1630 August 2007 14:30 - 16:30Roo
- Page 517 and 518:
I 1730 August 2007 14:30 - 16:30Roo
- Page 520 and 521:
achievement is indispensable if sch
- Page 522 and 523:
The effect of schools on the motiva
- Page 524 and 525:
Developing the organizational capac
- Page 526 and 527:
and programs across the countries a
- Page 528 and 529:
I 2130 August 2007 14:30 - 16:30Roo
- Page 530 and 531:
collaborative learning have demonst
- Page 532 and 533:
developing methods of organizing di
- Page 534 and 535:
J 130 August 2007 17:00 - 18:20Room
- Page 536 and 537:
examinations of socially differenti
- Page 538 and 539:
visual- auditory discrimination tes
- Page 540 and 541:
J 430 August 2007 17:00 - 18:20Room
- Page 542 and 543:
J 530 August 2007 17:00 - 18:20Room
- Page 544 and 545:
team will analyse the different dim
- Page 546 and 547:
J 730 August 2007 17:00 - 18:20Room
- Page 548 and 549:
early training supported the develo
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J 930 August 2007 17:00 - 18:20Room
- Page 552 and 553:
J 1030 August 2007 17:00 - 18:20Roo
- Page 554 and 555:
provided that metacognition is belo
- Page 556 and 557:
The dynamics of sociometric and sel
- Page 558 and 559:
levels of academic achievement at t
- Page 560 and 561:
which they were asked to evaluate o
- Page 562 and 563:
instruction in comprehension strate
- Page 564 and 565:
Interventionist writing in research
- Page 566 and 567:
understanding that mastery-goals as
- Page 568 and 569:
accounted for the positive effect o
- Page 570 and 571:
The rise of the telecommuterHeather
- Page 572 and 573:
perspective on learning (Wertsch, 1
- Page 574 and 575:
tests. School grades were obtained
- Page 576 and 577:
individual interviews, participant
- Page 578 and 579:
competencies for lifelong learning?
- Page 580 and 581:
K 131 August 2007 08:30 - 10:30Room
- Page 582 and 583:
Assessing metacognitive activities:
- Page 584 and 585:
with withdrawing from social intera
- Page 586 and 587:
K 331 August 2007 08:30 - 10:30Room
- Page 588 and 589:
classroom level, our disciplinary a
- Page 590 and 591:
The intertwining of cognitive, soci
- Page 592 and 593:
is having learners externalize thei
- Page 594 and 595:
Instructional approaches and afford
- Page 596 and 597:
still in progress, but internal con
- Page 598 and 599:
strategies. This rich source of dat
- Page 600 and 601:
K 831 August 2007 08:30 - 10:30Room
- Page 602 and 603:
learn geometry. In Experiment 1 (n
- Page 604 and 605:
accountable professionals. On a met
- Page 606 and 607:
correctly with lower magnitudes tha
- Page 608 and 609:
K 1131 August 2007 08:30 - 10:30Roo
- Page 610 and 611:
systems (Dustdar & Gall, 2003). The
- Page 612 and 613:
suggest that the acceptance of auth
- Page 614 and 615:
comprehension of different processe
- Page 616 and 617:
discussion (Gunawardena et al, 1997
- Page 618 and 619:
Roles as structuring tool in online
- Page 620 and 621:
Towards Self-regulated Academic Wri
- Page 622 and 623:
Initiating students into a knowledg
- Page 624 and 625:
conditions are suggested as constit
- Page 626 and 627:
organizer for this course. The new
- Page 628 and 629:
working and leisure activities) is
- Page 630 and 631:
support reactivity effects due to s
- Page 632 and 633:
diary, without any other kind of in
- Page 634 and 635:
Preschoolers’ induction of the co
- Page 636 and 637:
Connecting student learning and cla
- Page 638 and 639:
identity. In this paper we will pre
- Page 640 and 641:
K 2331 August 2007 08:30 - 10:30Roo
- Page 642 and 643:
investigated how different prior kn
- Page 644 and 645:
the situation model leads the reade
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L131 August 2007 11:00 - 12:20Room:
- Page 648 and 649:
functions were expected to be found
- Page 650 and 651:
L231 August 2007 11:00 - 12:20Room:
- Page 652 and 653:
this domain. Further, the visual in
- Page 654 and 655:
L331 August 2007 11:00 - 12:20Room:
- Page 656 and 657:
can not only be useful to evaluate
- Page 658 and 659:
Which actors are nearest in their r
- Page 660 and 661:
showed that all the ten scales were
- Page 662 and 663:
theory is represented in the authen
- Page 664 and 665:
The interplay of cognitive and affe
- Page 666 and 667:
changes in personal and contextual
- Page 668 and 669:
opinions of relevant stakeholders.
- Page 670 and 671:
There were two conditions to this t
- Page 672 and 673:
L731 August 2007 11:00 - 12:20Room:
- Page 674 and 675:
development estimated by the cross-
- Page 676 and 677:
these 46 strategies are very seldom
- Page 678 and 679:
Different study ways, diverse stude
- Page 680 and 681:
graduate students. However, we bega
- Page 682 and 683:
Evaluation at the service of the ed
- Page 684 and 685:
KN3 131 August 2007 12:30 - 13:30Ro
- Page 686 and 687:
KN3 331 August 2007 12:30 - 13:30Ro
- Page 688 and 689:
processing, is an iterative process
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provide a means of illuminating wha
- Page 692 and 693:
In search of mentor teachers’ ref
- Page 694 and 695:
compared to those for false answers
- Page 696 and 697:
core beliefs that stand in the cent
- Page 698 and 699:
mathematics problems of the six dif
- Page 700 and 701:
search for correlations between thi
- Page 702 and 703:
modelled the process of concept map
- Page 704 and 705:
already shown that teacher beliefs
- Page 706 and 707:
Interest for historical matters is
- Page 708 and 709:
satisfaction. Two cohorts of prospe
- Page 710 and 711:
Above all, scholars in the field of
- Page 712 and 713:
with each statement, using a five-
- Page 714 and 715:
age. The explicitation of the rules
- Page 716 and 717:
effectiveness as far as learning-to
- Page 718 and 719:
complicated. Students made links sy
- Page 720 and 721:
theoretical innovation is based on
- Page 722 and 723:
over multiple curriculum reforms in
- Page 724 and 725:
still populated with students who a
- Page 726 and 727:
effort; and is continuous or ongoin
- Page 728 and 729:
Measuring citizenship competence of
- Page 730 and 731:
Peer reviewers’ perspectives of t
- Page 732 and 733:
limit the parents’ and the pupil
- Page 734 and 735:
“Sofia doesn’t speak during tea
- Page 736 and 737:
preferential strategy on each item,
- Page 738 and 739:
student achievement at classroom le
- Page 740 and 741:
N 831 August 2007 16:00 - 17:20Room
- Page 742 and 743:
N 931 August 2007 16:00 - 17:20Room
- Page 744 and 745:
N 1031 August 2007 16:00 - 17:20Roo
- Page 746 and 747:
period. A radical decrease in the n
- Page 748 and 749:
primary students. Data analysis sho
- Page 750 and 751:
methods to enable the beginner to t
- Page 752 and 753:
presents how each of these three ha
- Page 754 and 755:
learning from worked examples have
- Page 756 and 757:
N 1631 August 2007 16:00 - 17:20Roo
- Page 758 and 759:
understanding of the concepts of li
- Page 760 and 761:
y goal structures in 6-year-olds an
- Page 762 and 763:
N 1931 August 2007 16:00 - 17:20Roo
- Page 764 and 765:
environment consisting of physical,
- Page 766 and 767:
N 2131 August 2007 16:00 - 17:20Roo
- Page 768 and 769:
N 2231 August 2007 16:00 - 17:20Roo
- Page 770 and 771:
evealed different writing profiles
- Page 772 and 773:
CTA including a meta-analysis of CT
- Page 774 and 775:
perceived cooperativeness within et
- Page 776 and 777:
verbal and gesture production in pr
- Page 778 and 779:
was used in these two studies and t
- Page 780 and 781:
Embedded assessment in sciences: En
- Page 782 and 783:
Blended problem-based learningRoisi
- Page 784 and 785:
empirical studies which follow in t
- Page 786 and 787:
O 701 September 2007 08:30 - 10:30R
- Page 788 and 789:
competence-based education. A quest
- Page 790 and 791:
trajectory was found to be determin
- Page 792 and 793:
O 901 September 2007 08:30 - 10:30R
- Page 794 and 795:
Plastic general abilities: The conc
- Page 796 and 797:
Replacing an instructional animatio
- Page 798 and 799:
within Cognitive Tutor technology,
- Page 800 and 801:
O 1201 September 2007 08:30 - 10:30
- Page 802 and 803:
on whether it is possible to illust
- Page 804 and 805:
differences between the eight Itali
- Page 806 and 807:
proposed by Paavola and Hakkarainen
- Page 808 and 809:
argumentation "by doing (collective
- Page 810 and 811:
actively, do not facilitate the can
- Page 812 and 813:
O 1601 September 2007 08:30 - 10:30
- Page 814 and 815:
hosted) and for each of them studen
- Page 816 and 817:
and validation of such tools is a c
- Page 818 and 819:
O 1801 September 2007 08:30 - 10:30
- Page 820 and 821:
language achievement, tend to be al
- Page 822 and 823:
enefits for text quality, but it re
- Page 824 and 825:
P 101 September 2007 11:00 - 12:20R
- Page 826 and 827:
potential of ‘test paper review
- Page 828 and 829:
Culture differences and cognitive e
- Page 830 and 831:
an example of something before one
- Page 832 and 833:
up from r = .54 (structure) over r
- Page 834 and 835:
Polish adaptation of the Jan Vermun
- Page 836 and 837:
P 701 September 2007 11:00 - 12:20R
- Page 838 and 839:
P 801 September 2007 11:00 - 12:20R
- Page 840 and 841:
(Dweck, 1999). Results provided sup
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their classmates and teachers to be
- Page 844 and 845:
information because listeners who w
- Page 846 and 847:
foci are different, the reference t
- Page 848 and 849:
account when considering instructio
- Page 850 and 851:
Relationships between students’ s
- Page 852 and 853:
Keyboard typing or handwriting: Whi
- Page 854 and 855:
esults showed how participants’ e
- Page 856 and 857:
P 1601 September 2007 11:00 - 12:20
- Page 858 and 859:
P 1701 September 2007 11:00 - 12:20
- Page 860 and 861:
P 1801 September 2007 11:00 - 12:20
- Page 862 and 863:
The development of self-regulated l
- Page 864 and 865:
okerage between users and developer
- Page 866 and 867:
KN4 101 September 2007 12:30 - 13:3