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| Fuchs, Douglas | 2 |
| Fuchs, Lynn S. | 2 |
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Peer reviewedFuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Burch, Mindy; Hamlett, Carol L.; Owen, Rhoda; Hosp, Michelle; Jancek, Deborah – Journal of Educational Psychology, 2003
Assesses the effects of explicitly teaching for transfer by broadening the categories by which students group problems requiring the same solution methods and prompting students to search novel problems for these broad categories. This transfer treatment was combined with instruction on solution methods. Improvement on immediate- and near-transfer…
Descriptors: Elementary Education, Grade 3, Instructional Effectiveness, Learning Strategies
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Burch, Mindy; Hamlett, Carol L.; Owen, Rhoda; Schroeter, Katie – Journal of Educational Psychology, 2003
Assesses the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction, on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. Contrasts the effectiveness of transfer plus SRL to the transfer treatment alone and to teacher-designed instruction. SRL…
Descriptors: Elementary Education, Grade 3, Instructional Effectiveness, Learning Strategies
