Multifaceted impact of self-efficacy beliefs on academic functioning – Bandura et al.
This research analyzed the network of psycho-social influences through which efficacy beliefs affect academic achievement.
Historical developments in the understanding of learning – Erik de Corte
Erik de Corte describes a progression in which earlier behaviorism gave way increasingly to cognitive psychology with learning understood as information processing rather than as responding to stimuli.
Metacognition and learning: Conceptual and methodological considerations – Marcel V. J. Veenman, Bernadette H. A. M. Van Hout-Wolters and Peter Afflerbach
This is the first issue of Metacognition and Learning, a new international journal dedicated to the study of metacognition and all its aspects within a broad context of learning processes.
Design Thinking for Social Innovation – Tim Brown and Jocelyn Wyatt
Designers have traditionally focused on enhancing the look and functionality of products. Recently, they have begun using design tools to tackle more complex problems…
What is design thinking and why is it important? – Rim Razzouk and Valerie Shute
The primary purpose of this article is to summarize and synthesize the research on design thinking to (a) better understand its characteristics and processes, as well as the differences between novice and expert design thinkers, and (b) apply the findings from the literature regarding the application of design thinking to our educational system.
The wisdom of practice: Lessons learned from the study of highly effective tutors – Mark R. Lepper and Maria Woolverton
This chapter describes the wisdom of practice that explains the lessons learned from the study of highly effective tutors. This chapter presents that in the 21st century, tutoring remains the ideal of education.
Large-scale brain systems in ADHD: beyond the prefrontal-striatal model – F. Xavier Castellanos and Erika Proal
Recent advances in systems neuroscience-based approaches to brain dysfunction have facilitated the development of models of ADHD pathophysiology that encompass a number of different large-scale resting-state networks.
Promoting Self-Determination in Early Elementary School – Susan B. Palmer and Michael L. Wehmeyer
This study describes and validates a model of teaching in early elementary grades that teachers can use to infuse these activities into existing curricula and programs.
Multi-tiered systems of support and evidence-based practices – Karen C. Stoiber and Maribeth Gettinger
The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.
Investigating conversational dynamics: Interactive alignment, interpersonal synergy, and collective task performance – Riccardo Fusaroli and Kristian Tylén
This study investigates interpersonal processes underlying dialog by comparing two approaches, interactive alignment and interpersonal synergy, and assesses how they predict collective performance in a joint task.
