Publication Date
| In 2025 | 0 |
| Since 2024 | 6 |
| Since 2021 (last 5 years) | 35 |
| Since 2016 (last 10 years) | 77 |
| Since 2006 (last 20 years) | 127 |
Descriptor
| Instructional Effectiveness | 211 |
| Teaching Methods | 69 |
| Elementary School Students | 50 |
| Foreign Countries | 48 |
| Pretests Posttests | 42 |
| Intervention | 37 |
| Learning Strategies | 35 |
| Mathematics Instruction | 35 |
| Problem Solving | 34 |
| College Students | 30 |
| Comparative Analysis | 27 |
| More ▼ | |
Source
| Journal of Educational… | 211 |
Author
| Mayer, Richard E. | 16 |
| Fuchs, Lynn S. | 7 |
| Graham, Steve | 7 |
| Fuchs, Douglas | 6 |
| Hamlett, Carol L. | 5 |
| Fiorella, Logan | 4 |
| Hoogerheide, Vincent | 4 |
| Renkl, Alexander | 4 |
| Williams, Joanna P. | 4 |
| van Gog, Tamara | 4 |
| Abrami, Philip C. | 3 |
| More ▼ | |
Publication Type
| Journal Articles | 211 |
| Reports - Research | 173 |
| Information Analyses | 22 |
| Reports - Evaluative | 19 |
| Speeches/Meeting Papers | 7 |
| Tests/Questionnaires | 4 |
| Opinion Papers | 2 |
| Numerical/Quantitative Data | 1 |
Education Level
Audience
| Students | 1 |
Location
| Germany | 13 |
| Netherlands | 6 |
| Australia | 4 |
| Canada | 4 |
| China | 4 |
| Florida | 4 |
| Indiana | 4 |
| Pennsylvania | 4 |
| Kentucky | 3 |
| Switzerland | 3 |
| California | 2 |
| More ▼ | |
Laws, Policies, & Programs
| Education Consolidation… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 18 |
| Meets WWC Standards with or without Reservations | 28 |
| Does not meet standards | 3 |
Peer reviewed
Direct linkElla James-Brabham; Tim Jay; Francesco Sella – Journal of Educational Psychology, 2024
Early numerical skills are important not only for later mathematical achievement but for overall achievement and are associated with later income, health, and quality of life. Socioeconomic disparities in numerical skills are visible before children begin school, and widen throughout schooling. It is, therefore, important to support the…
Descriptors: Numeracy, Mathematics Skills, Skill Development, Educational Games
Douglas M. Mosher; Mary A. Burkhauser; James S. Kim – Journal of Educational Psychology, 2024
This mixed-methods study explores the relationship between early elementary students' domain-specific vocabulary knowledge and their ability to comprehend grade-level reading passages on unfamiliar science topics. Specifically, this study used (a) structural equation modeling (SEM) to examine the extent to which students' networks of…
Descriptors: Grade 2, Elementary School Students, Reading Comprehension, Literacy Education
Marianne Rice; Kausalai Wijekumar – Journal of Educational Psychology, 2024
Theoretical models of reading comprehension have consistently highlighted the importance of inference generation in the meaning-making process. Additionally, previous research has indicated that instruction in making inferences is effective at improving inference ability and general reading comprehension. In this meta-analysis, we aimed to further…
Descriptors: Inferences, Reading Skills, Reading Comprehension, Instructional Effectiveness
Lo, Meng-Ting; Xu, Menglin – Journal of Educational Psychology, 2022
Although substantial research has established how to teach word reading, the research base for teaching skills related to language and reading comprehension is more limited. We report a multistate experiment of a supplemental, whole-class, language-focused curriculum delivered in prekindergarten and kindergarten classrooms that was designed to…
Descriptors: Curriculum Evaluation, Preschool Children, Kindergarten, Language Skills
Ocyna Rudmann; Anatolia Batruch; Emilio Paolo Visintin; Nicolas Sommet; Pascal Bressoux; Céline Darnon; Marinette Bouet; Marco Bressan; Genavee Brown; Carlos Cepeda; Anthony Cherbonnier; Marie Demolliens; Anne-Laure De Place; Olivier Desrichard; Théo Ducros; Luc Goron; Brivael Hemon; Pascal Huguet; Eric Jamet; Ruben Martinez; Vincent Mazenod; Nathalie Mella; Estelle Michinov; Nicolas Michinov; Nana Ofosu; Pascal Pansu; Laurine Peter; Benoit Petitcollot; Celine Poletti; Isabelle Régner; Mathilde Riant; Anais Robert; Camille Sanrey; Arnaud Stanczak; Farouk Toumani; Simon Vilmin; Eva Vives; Fabrizio Butera – Journal of Educational Psychology, 2024
Considering the evolving and unpredictable job market, adaptability is an important skill for young adults. Such adaptability implies that schools need to teach key social competences, like communication, collaboration, or problem-solving. In this area, a gender gap has consistently been found, showing that boys display social competences less…
Descriptors: Cooperative Learning, Gender Differences, Interpersonal Competence, Longitudinal Studies
Graham, Steve; Kim, Young-Suk; Cao, Yucheng; Lee, Will; Tate, Tamara; Collins, Penelope; Cho, Minkyung; Moon, Youngsun; Chung, Huy Quoc; Olson, Carol Booth – Journal of Educational Psychology, 2023
There is considerable concern that many adolescents do not attain the writing competence needed to be successful in school, their personal lives, or the workplace. Ensuring that students acquire this competence is a basic responsibility of schools. In order to meet this objective, teachers need access to effective practices for teaching writing.…
Descriptors: Meta Analysis, Writing Instruction, Intervention, Secondary School Students
Roberts, Greg; Vaughn, Sharon; Wanzek, Jeanne; Furman, Gleb; Martinez, Leticia; Sargent, Katherine – Journal of Educational Psychology, 2023
Promoting Adolescents' Comprehension of Text (PACT) is a text- and discourse-based set of instructional practices that engage students with disciplinary texts as a means of building content knowledge and improving reading comprehension. PACT)s "efficacy" has been the subject of extensive previous trials. The purpose of this study was to…
Descriptors: Middle School Students, History Instruction, United States History, Reading Comprehension
Sinha, Tanmay; Kapur, Manu; West, Robert; Catasta, Michele; Hauswirth, Matthias; Trninic, Dragan – Journal of Educational Psychology, 2021
Unscaffolded problem-solving before receiving instruction can give students opportunities to entertain their exploratory hypotheses at the expense of experiencing initial failures. Prior literature has argued for the efficacy of such preparatory activities in preparing students to learn from instruction. Despite growing understanding of the…
Descriptors: Scaffolding (Teaching Technique), Problem Solving, Failure, Success
Douglas H. Clements; Julie Sarama; Arthur J. Baroody; Traci S. Kutaka; Pavel Chernyavskiy; Candace Joswick; Menglong Cong; Ellen Joseph – Journal of Educational Psychology, 2021
Although basing instruction on a learning trajectory (LT) is often recommended, there is little evidence regarding a premise of a LT approach--that to be maximally meaningful, engaging, and effective, instruction is best presented 1 LT level beyond a child's present level of thinking. We evaluated this hypothesis using an empirically validated LT…
Descriptors: Arithmetic, Mathematics Instruction, Educational Objectives, Thinking Skills
Zhao, Qin – Journal of Educational Psychology, 2022
There is limited and inconsistent evidence on whether absolute or relative standing feedback is more influential. Three experiments were conducted to compare the effects of absolute and relative standing feedback on self-evaluative and affective responses. College students completed math tests in a lab setting. They were randomly assigned to one…
Descriptors: Feedback (Response), Teaching Methods, Instructional Effectiveness, Self Evaluation (Individuals)
Bustamante, Andres S.; Begolli, Kreshnik Nasi; Alvarez-Vargas, Daniela; Bailey, Drew H.; Richland, Lindsey Engle – Journal of Educational Psychology, 2022
This study tested a novel approach to capitalizing on the benefits of play for informal math learning. Two experiments evaluated a platform called "Fraction Ball," that provides an embodied, playful, and physically active learning experience by modifying the lines on a basketball court to support rational number learning. In the Pilot…
Descriptors: Play, Physical Activities, Fractions, Arithmetic
Stanczak, Arnaud; Darnon, Céline; Robert, Anaïs; Demolliens, Marie; Sanrey, Camille; Bressoux, Pascal; Huguet, Pascal; Buchs, Céline; Butera, Fabrizio – Journal of Educational Psychology, 2022
"Jigsaw" is a peer learning procedure derived from social interdependence theory, which suggests that individuals positively linked by a common goal can benefit from positive and promotive social interactions (Aronson & Patnoe, 2011). Although jigsaw has often been presented as an efficient way to promote learning, empirical research…
Descriptors: Cooperative Learning, Outcomes of Education, Meta Analysis, Instructional Effectiveness
Ding, Meixia; Byrnes, James; Ke, Xiaojuan – Journal of Educational Psychology, 2023
This exploratory study examined whether instruction aligned with the Institute of Education Sciences recommendations (i.e., use of worked examples, representations, deep questions) predicts student learning of early algebra, particularly inverse relations, in elementary classrooms. Instructional quality was determined through an…
Descriptors: Educational Quality, Mathematics Instruction, Mathematics Achievement, Algebra
O'Day, Garrett M.; Karpicke, Jeffrey D. – Journal of Educational Psychology, 2021
Retrieval practice enhances the learning of educational materials, and prior work has shown that practicing retrieval can enhance learning as much as or more than creating concept maps. Few studies have combined retrieval practice with other learning activities, and no prior work has explored whether concept mapping and retrieval practice might…
Descriptors: Recall (Psychology), Concept Mapping, Learning Strategies, Study
Muhammed K. V.; Mercian Gloria Vivera – Journal of Educational Psychology, 2024
This study assessed the efficacy of the spaced learning method compared to the activity-oriented method in improving chemistry achievement among high school students, focusing on different cognitive domains. An experimental design involving pre and post-test control groups was employed, with 106 students from two schools participating. The…
Descriptors: High School Students, High School Teachers, Science Instruction, Chemistry
