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Powerful environments for promoting deep conceptual and strategic learning / ed. L. Verschaffel, E. De Corte, G. Kanselaar, M. Valcke Nível de parte analítica: Using representational tools to support historical reasoning in CSCL • The impact of external graphical representations in different knowledge domains : is there a domain effect? • Learner control over information presentation in powerful electronic learning rnvironments used in physics education • Teaching-learning invironments and student learning in electronic engineering • Teaching percentages in the primary school : a four country comparative study • Improving procedural transfer in mathematics with interactive animations • Remedying secondary school students illusion of linearity : developing and evaluating a powerful learning environment • Collaboration in small group mathematics problem solving : a case study • Using mathematical symbols at the beginning of arithmetical and algebraic larning • Does social interaction influence 3-year-old children's tendency to focus on numerosity? : a quasi-experimentl study in day care • Engagement in learning : designing learning environments that are really used • On learning environments that foster subject-matter competence • The problem of knowledge in the design of learning environmentsPublicação: Leuven : Leuven University Press, 2005Descrição: 258 p.Disponibilidade:
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Handbook of self-regulation / Ed. Monique Boekaerts, Paul R. Pintrich, Moshe Zeidner Nível de parte analítica: Self-regulation: directions and challenges for future research • Self-regulation interventions with a focus on learning strategies • Self-regulation: a chararacteristic and a goal of mathematics education • Teacher innovations in self-regulated learning • Self-regulation and academic learning: self-efficacy enhancing interventions • Self-management of chronic illness • Self-regulation and distress in clinical psychology • Measuring self-regulated learning • Motivation and action in self-regulated learning • The role of goal orientation in self-regulated learning • Self-regulated learning: finding a balance between learning goals and ego-protective goals • regulation, self-regulation, and the construction of the self in the maintenance of physical health • Self-regulation and health behavior: the health behavior goal model • Self-regulation in organizational settings: a tale of two paradigmas • Communal aspects of self-regulation • THe role of intention in self-regulation:toward intentional systemic mindfulness • Organization and development of self-understanding and self-regulation: toward a general theory • Personality, self-regulation, and adaptation: a cognitive-social framework • A functional-design approach to motivation and self-regulation: the dynamics of personality systems interactions • Aspects of goal networks: implications fro self-regulation • On the structure of behavioral self-regulation • Attaining self-regulation: a social cognitive perspective • Self-regulation: an introductory overviewPublicação: San Diego : Academic Press, 2005Descrição: 784 p.Disponibilidade:
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Building academic suceess on social and emotional learning : what does the research say? / Joseph E. Zins, et al. Nível de parte analítica: Recommendations and conclusions : implications for practice, training, research, and policy • Community in school as key to student growth : findings from the child development project • The PATHS curriculum : theory and research on neurocognitive development and school sucess • The resi«olving conflict creatively program : a school-based social and emotional learning program • Social development and social and emotional learning • Strategies to infuse social and emotional learning into academics • Social And Emotional Learning in Teacher preparation standards • Toward a broader education : social, emotional, and practical skills • Family-school-peer relationsships : significance dfor social, emotional and academic learning • The three Cs of promoting soci<l and emotional learning • The learner-centered psychological principles : a framework for balancing academic achievement and social-emotional learning outcomes • The scientific base linking social and emotional learning to school sucessPublicação: New York : Teachers College, 2004Descrição: 244 p.Disponibilidade:
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