Volume 19
Number 2, 2nd
Quarter
2010
Articles | |
Enhancing multiplication performance in students with moderate intellectual disabilities using pegword mnemonics paired with a picture fading technique Dimitrios A. Zisimopoulos | 117–133 |
Effects of self-recording and contingent credit on balancing participation across students K. R. Krohn, K. B. Aspiranti, L. N. Foster, D. F. McCleary, C. M. Taylor, M. L. Nalls, C. C. Quillivan & R. L. Williams | 134–155 |
A comparison of taped problems with and without a brief post-treatment assessment on multiplication fluency Stacy L. Bliss, Christopher H. Skinner, Elizabeth McCallum, Lee B. Saecker, Emily Rowland-Bryant & Katie S. Brown | 156–168 |
Increasing pre-service teachers' use of Ddifferential reinforcement: Effects of performance feedback on consequences for student behavior Ruth G. Auld, Phillip J. Belfiore & Mary Catherine Scheeler | 169–183 |
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Volume 70
Number 4, August 2010
Articles | |
Using Cochran's Z statistic to test the kernel-smoothed item response function differences between focal and reference groups Yinggan Zheng, Mark J. Gierl & Ying Cui | 541–556 |
Factor loading estimation error and stability using exploratory factor analysis Daniel A. Sass | 557–577 |
Investigating an invariant item ordering for polytomously scored items Rudy Ligtvoet, L. Andries van der Ark, Janneke M. te Marvelde & Klaas Sijtsma | 578–595 |
Random responding as a threat to the validity of effect size estimates in correlational research Marcus Credé | 596–612 |
Differential relationships between WISC-IV and WIAT-II scales: an evaluation of potentially moderating child demographics Timothy R. Konold & Gary L. Canivez | 613–627 |
The Motivation at Work Scale: validation evidence in two languages Marylène Gagné, Jacques Forest, Marie-Hélène Gilbert, Caroline Aubé, Estelle Morin & Angela Malorni | 628–646 |
Measuring situational interest in academic domains Lisa Linnenbrink-Garcia, Amanda M. Durik, AnneMarie M. Conley, Kenneth E. Barron, John M. Tauer, Stuart A. Karabenick & Judith M. Harackiewicz | 647–671 |
Discriminant validity of self-reported emotional intelligence: a multitrait-multisource study Dana L. Joseph & Daniel A. Newman | 672–694 |
Factor structure analysis of the Schutte self-report emotional intelligence scale on international students Kok-Mun Ng, Chuang Wang, Do-Hong Kim & Nancy Bodenhorn | 695–709 |
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Volume 42
Number 3, 1st
Quarter
2010
Articles | |
It's only part of the story: the fallacy of improved outcome data in New York City's effort to make its high schools small Jessica Shiller | 247–268 |
Effective urban teaching environments for the 21st century Charles Galloway & Thomas J. Lasley II | 269–282 |
Parents' roles in mediating and buffering the implementation of an urban school reform Maria Martinez-Cosio | 283–306 |
New directions in measuring racial isolation in school Dylan Conger | 307–334 |
School socioeconomic classification, funding, and the New Jersey High School Proficiency Assessment (HSPA) D.H. Bao, George C. Romeo & Roberta Harvey | 335–351 |
Portfolio assessment as a tool for promoting professional development of school principals: a South African perspective Raj Mestry & Michèle Schmidt | 352–373 |
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Volume 29
Number 3, 2nd
Quarter
2010
Articles | |
Toward an epistemology of the hand Svend Brinkmann & Lene Tanggaard | 243–257 |
Emotion education without ontological commitment? Kristján Kristjánsson | 259–274 |
A Heideggerian phenomenology approach to higher education as workplace: a consideration of academic professionalism Paul Gibbs | 275–285 |
'Chalepa ta kala,' 'fine things are difficult': Socrates' insights into the psychology of teaching and learning Avi I. Mintz | 287–299 |
Dealing with diversity: on the uses of common sense in Descartes and Montaigne Darryl M. De Marzio | 301–313 |
Leonard J. Waks (ed): Leaders in education: intellectual self-portraits Sense Publications, Rotterdam, 2008 Frederick S. Ellett | 315–320 |
Response to Fred Ellett's review of Leaders in philosophy of education: intellectual self portraits Leonard J. Waks | 321–323 |
Review of Ilan Gur-Ze'ev, Beyond the modern-postmodern struggle in education Sense Publishers, Rotterdam, 2007 Haim Gordon | 325–328 |
Response to Haim Gordon's Review of beyond the modern-postmodern Struggle in Education Ilan Gur-Ze’ev | 329–332 |
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