Volume 26, Issue 1

Search all Educational Psychology Review articles

March 2014

Special Issue: Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction with Manipulatives

Issue Editors:

Scott C. Marley,
Kira J. Carbonneau

9 articles in this issue

Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction with Manipulatives
Scott C. Marley
Kira J. Carbonneau
Editorial 11 February 2014 Pages: 1 - 7
Concreteness Fading in Mathematics and Science Instruction: a Systematic Review
Emily R. Fyfe
Nicole M. McNeil
Robert L. Goldstone
Review Article 14 January 2014 Pages: 9 - 25
The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations
Daniel M. Belenky
Lennart Schalk
Review Article 25 January 2014 Pages: 27 - 50
An Embedded and Embodied Cognition Review of Instructional Manipulatives
Wim T. J. L. Pouw
Tamara van Gog
Fred Paas
Review Article 08 February 2014 Pages: 51 - 72
Model Breaking Points Conceptualized
Rozy Vig
Eileen Murray
Jon R. Star
Essay 02 February 2014 Pages: 73 - 90
Future Directions for Theory and Research with Instructional Manipulatives:Commentary on the Special Issue Papers
Scott C. Marley
Kira J. Carbonneau
Commentary 12 February 2014 Pages: 91 - 100
Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis
Ariel M. Aloe
Laura C. Amo
Michele E. Shanahan
Review Article 14 November 2013 Pages: 101 - 126
Motivation Terminology in Reading Research: A Conceptual Review
Kristin Conradi
Bong Gee Jang
Michael C. McKenna
Review Article 20 November 2013 Pages: 127 - 164
Promoting Desirable Outcomes Among Culturally and Ethnically Diverse Children in Social Emotional Learning Programs: a Multilevel Heuristic Model
Pamela W. Garner
Duhita Mahatmya
Colleen K. Vesely
Essay 25 January 2014 Pages: 165 - 189

Volume 26, Issue 1

Search

Navigation