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Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education

Instructional science, 2021-08, Vol.49 (4), p.515-559

2021

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Learning paths in synthesis writing: Which learning path contributes most to which learning outcome?

Instructional science, 2020-04, Vol.48 (2), p.137-157

2020

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Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality

Journal of writing research, 2015-10, Vol.7 (2), p.275-302

2015

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Collaborative writing of argumentative syntheses from multiple sources: The role of writing beliefs and strategies in addressing controversy

Journal of writing research, 2016-10, Vol.8 (2), p.205-226

2016

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Epistemological and Reading Beliefs Profiles and Their Role in Multiple Text Comprehension

Revista electrónica de investigación psicoeducativa y psicopedagógica, 2016-09, Vol.14 (2), p.226-252

2016

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Las cuestiones de dominio intersujeto e intrasujeto en el contenido de las concepciones epistemológicas en docentes universitarios

Avances en Psicología Latinoamericana, 2013, Vol.31 (3), p.586-619

2013

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Teaching to write collaborative argumentative syntheses in higher education

Reading & writing, 2019-10, Vol.32 (8), p.2037-2058

2019

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Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice

Reading & writing, 2023-04, Vol.36 (4), p.909-936

2023

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Online interventions to help college students to improve the degree of integration of their argumentative synthesis

Reading & writing, 2023-04, Vol.36 (4), p.937-963

2023

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High school boys' and girls' writing conceptions and writing self-efficacy beliefs: what is their role in writing performance?

Educational psychology (Dorchester-on-Thames), 2015-08, Vol.35 (6), p.653-674

2015

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Synthesising information from various texts: A study of procedures and products at different educational levels

European journal of psychology of education, 2009-12, Vol.24 (4), p.435-451

2009

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Improving Written Argumentative Synthesis by Teaching the Integration of Conflicting Information from Multiple Sources

Cognition and instruction, 2018-01, Vol.36 (2), p.119-138

2018

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How to improve argumentative syntheses written by undergraduates using guides and instructional rubrics

European journal of psychology of education, 2024-07

2024

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Concepciones del alumnado de secundaria y universidad sobre la escritura académica

Infancia y aprendizaje, 2009-01, Vol.32 (2), p.219-232

2009

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Faculty and student representations of academic writing at Spanish universities / Las representaciones de profesores y estudiantes sobre la escritura académica en las universidades españolas

Cultura y educacion, 2015-07, Vol.27 (3), p.477-503

2015

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Improving university argumentative writing through an online training

Journal of writing research, 2020-06, Vol.12 (vol. 12 issue 1), p.233-262

2020

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Las concepciones epistemológicas de los profesores universitarios de química

Educación química, 2018-08, Vol.18 (2), p.133

2018

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Arguing from sources: design and evaluation of a programme to improve written argumentation and its impact according to students' writing beliefs / Argumentar a partir de fuentes: diseño y evaluación de un programa para mejorar la argumentación escrita y su impacto en función de las creencias acerca de la escritura académica que mantienen los estudiantes

Infancia y aprendizaje, 2016-01, Vol.39 (1), p.49-83

2016

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Psicólogos ante el espejo: las epistemologías intuitivas de los estudiantes de psicología

Avances en Psicología Latinoamericana, 2009, Vol.27 (1), p.61-78

2009

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Reading and writing to learn in secondary education: online processing activity and written products in summarizing and synthesizing tasks

Reading & writing, 2008-10, Vol.21 (7), p.675-697

2008

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Epistemological and reading beliefs profiles and their role in multiple text comprehension

Revista electrónica de investigación psicoeducativa y psicopedagógica, 2017-12, Vol.14 (39), p.226-252

2017

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Academic Writing Practices in Spanish Universities

Revista electrónica de investigación psicoeducativa y psicopedagógica, 2017-11, Vol.10 (27), p.569-590

2017

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Reading to write an argumentation: the role of epistemological, reading and writing beliefs

Journal of research in reading, 2011-08, Vol.34 (3), p.281-297

2011

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Epistemological and reading beliefs profiles and their role in multiple text comprehension

Revista electrónica de investigación psicoeducativa y psicopedagógica, 2016-09, Vol.14 (2), p.226-252

2016

Volltextzugriff (PDF)

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Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education

Learning paths in synthesis writing: Which learning path contributes most to which learning outcome?

Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality

Collaborative writing of argumentative syntheses from multiple sources: The role of writing beliefs and strategies in addressing controversy

Epistemological and Reading Beliefs Profiles and Their Role in Multiple Text Comprehension

Las cuestiones de dominio intersujeto e intrasujeto en el contenido de las concepciones epistemológicas en docentes universitarios

Teaching to write collaborative argumentative syntheses in higher education

Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice

Online interventions to help college students to improve the degree of integration of their argumentative synthesis

Circulating tumor cells for comprehensive and multiregional non-invasive genetic characterization of multiple myeloma

High school boys' and girls' writing conceptions and writing self-efficacy beliefs: what is their role in writing performance?

Synthesising information from various texts: A study of procedures and products at different educational levels

Improving Written Argumentative Synthesis by Teaching the Integration of Conflicting Information from Multiple Sources

How to improve argumentative syntheses written by undergraduates using guides and instructional rubrics

Concepciones del alumnado de secundaria y universidad sobre la escritura académica

Faculty and student representations of academic writing at Spanish universities / Las representaciones de profesores y estudiantes sobre la escritura académica en las universidades españolas

Improving university argumentative writing through an online training

Las concepciones epistemológicas de los profesores universitarios de química

Psicólogos ante el espejo: las epistemologías intuitivas de los estudiantes de psicología

Reading and writing to learn in secondary education: online processing activity and written products in summarizing and synthesizing tasks

Epistemological and reading beliefs profiles and their role in multiple text comprehension

Academic Writing Practices in Spanish Universities

Reading to write an argumentation: the role of epistemological, reading and writing beliefs

Epistemological and reading beliefs profiles and their role in multiple text comprehension

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