Analysis and implications of educational reform proposals for educational psychologists: A comment on Benton and Hoyt Phyllis MaslowJohn Sikula Comment Pages: 285 - 294
Remarks on the paper “Educational Reform: Implications for Educational Psychologists” Robert L. Lathrop Comment Pages: 281 - 284
Educational reform and the educational psychologist: Another perspective Theodore J. Kowalski Comment Pages: 277 - 280
Educational reform: Implications for educational psychologists—A comment on Benton and Hoyt's study Kenneth T. Henson Comment Pages: 271 - 275
Educational reform in teacher preparation: Proposals, reactions, and implementation Donald L. Beggs Comment Pages: 255 - 262
Educational psychology and the reform of teacher education Thomas AndreSusan Hegland Comment Pages: 237 - 253
Educational reform: Implications for educational psychologists Stephen L. BentonKenneth B. Hoyt OriginalPaper Pages: 203 - 236
Self-regulating academic learning and achievement: The emergence of a social cognitive perspective Barry J. Zimmerman OriginalPaper Pages: 173 - 201
A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification Herbert W. Marsh OriginalPaper Pages: 77 - 172
Toward a judgment model of college satisfaction Morris A. OkunRenee M. Weir OriginalPaper Pages: 59 - 76
A primer of research on cognitive strategy instruction: The important issues and how to address them Michael PressleyVera WoloshynTeena Willoughby OriginalPaper Pages: 1 - 58
Multirelational semantic maps Judith G. LambiotteDonald F. DansereauSharon B. Reynolds OriginalPaper Pages: 331 - 367
Spacing effects and their implications for theory and practice Frank N. Dempster OriginalPaper Pages: 309 - 330
Feedback in written instruction: The place of response certitude Raymond W. KulhavyWilliam A. Stock OriginalPaper Pages: 279 - 308
Verbal coding deficits in learning-disabled readers: A multiple stage model H. Lee Swanson OriginalPaper Pages: 235 - 277
Text-signaling devices and their effects on reading and memory processes Robert F. Lorch Jr. OriginalPaper Pages: 209 - 234
A review of note-taking: The encoding-storage paradigm and beyond Kenneth A. Kiewra ReviewPaper Pages: 147 - 172
Material-appropriate processing: A contextualist approach to reading and studying strategies Mark A. McDanielGilles O. Einstein OriginalPaper Pages: 113 - 145
Constructing more meaningful relationships: Mnemonic instruction for special populations Margo A. MastropieriThomas E. Scruggs OriginalPaper Pages: 83 - 111
Sex equity in mathematics and science education: Research-policy links Janis E. JacobsAllan Wigfield OriginalPaper Pages: 39 - 56
Metacognition, comprehension monitoring, and the adult reader Linda Baker OriginalPaper Pages: 3 - 38
