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Correlates of teachers’ classroom management self-efficacy: A systematic review and meta-analysis

Educational psychology review, 2024-06, Vol.36 (2), p.43

2024

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Right mix of chalk and emotions: Impact of emotions of nonnative English-language teachers on pedagogical practices

Social behavior and personality, 2024-04, Vol.52 (4), p.1-13

2024

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Parents as Partners: Exploring the Experiences of Teachers of Students with Disabilities

Children & schools, 2024-04, Vol.46 (2), p.75-84

Chase, Bethany L

2024

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Changing Schools, Growing Teachers, Creating Spaces for Equitable Learning: Toward a Systemic Re-envisioning of Educational Practices

The Urban review, 2024-06, Vol.56 (2), p.393-418

2024

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An exploration of the efficacy of mental health and wellbeing education initiatives in secondary schools: triangulation of student and teacher perspectives

Australian psychologist, 2024-06, Vol.59 (3), p.275-289

2024

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International comparative study of motivation: a commentary

European journal of psychology of education, 2024-06, Vol.39 (2), p.1661-1666

Eccles, Jacquelynne S.

2024

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Citizenship in the Elementary Classroom Through the Lens of Peer Relations

Educational psychology review, 2024-03, Vol.36 (1), p.34

2024

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Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence

Educational psychology review, 2024-03, Vol.36 (1), p.36

2024

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Inventory of School Supports-Parent Report (ISS-PR): Development and Validation with Military-Connected Families

Journal of child and family studies, 2024-04, Vol.33 (4), p.1309-1320

2024

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Mathematics motivation in primary education: building blocks that matter

European journal of psychology of education, 2024-06, Vol.39 (2), p.1505-1512

2024

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Occupational differences in a Dutch sample of patients with primary progressive aphasia, behavioral variant frontotemporal dementia, and Alzheimer's dementia

Applied neuropsychology. Adult, 2024-04, p.1-7

2024

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Prompts for eco-social transformation: What environmental education can learn from transformative design

The Journal of environmental education, 2024-03, Vol.55 (2), p.125-137

2024

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Making for science: a framework for the design of physical materials for science learning

Educational technology research and development, 2024-02, Vol.72 (1), p.59-82

2024

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Predicting performance in exams and deep approach to learning in first year university students: a new look at academic success

Studies in higher education (Dorchester-on-Thames), 2024-04, p.1-16

2024

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The Pedagogy of “As If”

Educational theory, 2024-04, Vol.74 (2), p.145-164

Dahlbeck, Johan

2024

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Rediscovery of Forgotten Dimensions of Pedagogical Practice from a Continental Perspective

Educational theory, 2024-04, Vol.74 (2), p.183-200

2024

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Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science

Educational psychology review, 2024-06, Vol.36 (2), p.38

2024

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The Value of Pretend Play for Social Competence in Early Childhood: A Meta-analysis

Educational psychology review, 2024-06, Vol.36 (2), p.46

2024

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The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis

Educational psychology review, 2024-06, Vol.36 (2), p.39

2024

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The Development, Testing, and Refinement of Eccles, Wigfield, and Colleagues’ Situated Expectancy-Value Model of Achievement Performance and Choice

Educational psychology review, 2024-06, Vol.36 (2), p.51

2024

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Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review

Educational psychology review, 2024-03, Vol.36 (1), p.35

2024

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Parent perceptions of social well‐being in children with special educational needs during COVID‐19: A mixed‐methods analysis

Child : care, health & development, 2024-05, Vol.50 (3), p.e13256-n/a

2024

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Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering

Educational psychology review, 2024-06, Vol.36 (2), p.53

2024

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Relationships among locus of control, academic engagement, and achievement motivation in Chinese adolescents

Social behavior and personality, 2024-05, Vol.52 (5), p.12640E-12655E

2024

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Unleashing the Power of Positivity: How Positive Instructors Benefit Learning from Instructional Videos — A Meta-analytic Review

Educational psychology review, 2024-06, Vol.36 (2), p.47

2024

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Correlates of teachers’ classroom management self-efficacy: A systematic review and meta-analysis

Right mix of chalk and emotions: Impact of emotions of nonnative English-language teachers on pedagogical practices

Parents as Partners: Exploring the Experiences of Teachers of Students with Disabilities

Changing Schools, Growing Teachers, Creating Spaces for Equitable Learning: Toward a Systemic Re-envisioning of Educational Practices

An exploration of the efficacy of mental health and wellbeing education initiatives in secondary schools: triangulation of student and teacher perspectives

International comparative study of motivation: a commentary

Citizenship in the Elementary Classroom Through the Lens of Peer Relations

Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence

Inventory of School Supports-Parent Report (ISS-PR): Development and Validation with Military-Connected Families

Mathematics motivation in primary education: building blocks that matter

Occupational differences in a Dutch sample of patients with primary progressive aphasia, behavioral variant frontotemporal dementia, and Alzheimer's dementia

Prompts for eco-social transformation: What environmental education can learn from transformative design

Making for science: a framework for the design of physical materials for science learning

Predicting performance in exams and deep approach to learning in first year university students: a new look at academic success

The Pedagogy of “As If”

Rediscovery of Forgotten Dimensions of Pedagogical Practice from a Continental Perspective

Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science

The Value of Pretend Play for Social Competence in Early Childhood: A Meta-analysis

The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis

The Development, Testing, and Refinement of Eccles, Wigfield, and Colleagues’ Situated Expectancy-Value Model of Achievement Performance and Choice

Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review

Parent perceptions of social well‐being in children with special educational needs during COVID‐19: A mixed‐methods analysis

Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering

Relationships among locus of control, academic engagement, and achievement motivation in Chinese adolescents

Unleashing the Power of Positivity: How Positive Instructors Benefit Learning from Instructional Videos — A Meta-analytic Review

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