Volume 41, Issue 2, March 2013

ISSN: 0020-4277 (Print) 1573-1952 (Online)

In this issue (10 articles)

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    An analytical framework for analyzing student teachers’ verbal interaction in learning situations

    Victoria Sánchez, Mercedes García, Isabel Escudero Pages 247-269
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    On the role of discipline-related self-concept in deep and surface approaches to learning among university students

    Michael J. Platow, Kenneth I. Mavor, Diana M. Grace Pages 271-285
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    Facilitating team learning through transformational leadership

    Elisabeth Raes, Stefan Decuyper, Bart Lismont… Pages 287-305
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    Primary mathematics teachers’ goal orientations and student achievement

    Inger Throndsen, Are Turmo Pages 307-322
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    Broadening the notion of participation in online discussions: examining patterns in learners’ online listening behaviors

    Alyssa Friend Wise, Jennifer Speer, Farshid Marbouti… Pages 323-343
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    From the lab to the dorm room: metacognitive awareness and use of spaced study

    Jonathan A. Susser, Jennifer McCabe Pages 345-363
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    Audio-based versus text-based asynchronous online discussion: two case studies

    Khe Foon Hew, Wing Sum Cheung Pages 365-380
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    The effects of skill diversity on commenting and revisions

    Melissa M. Patchan, Brandi Hawk, Christopher A. Stevens… Pages 381-405
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    The expertise reversal effect concerning instructional explanations

    Günter Daniel Rey, Andreas Fischer Pages 407-429
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    Convergent cognition

    Peter J. Rich, Keith R. Leatham, Geoffrey A. Wright Pages 431-453
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