EDUCATIONAL PSYCHOLOGY

(Ben Green) #1

References page 416


van Fraassen, B. C. (2003). On McMullin's appreciation of realism concerning the sciences. Philosophy
of Science, 70, 479-492.
van Garderen, D. (2004). Reciprocal teaching as a comprehension strategy for understanding
mathematical word problems. Reading & Writing Quarterly: Overcoming Learning Difficulties, 20,
225-229.
van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent
developments and future directions. Educational Psychology Review, 17, 147-177.
von Glasersfeld, E. (1989). Constructivism in education. In T. Husen & T. N. Postlethwaite (Eds.), The
International Encyclopedia of education: Research and studies (Vol. Supplementary Volume
One). Oxford, England: Pergamon Press.
von Glasersfeld, E. (1993). Questions and answers about radical constructivism. In K. Tobin (Ed.), The
practice of constructivism in science education (pp. 23-38). Hillsdale, NJ: Erlbaum.
Vosniadou, S. (Ed.). (in press). Handbook of conceptual change research. xx: xx.
Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in
childhood. Cognitive Psychology, 24, 535-585.
Vosniadou, S., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18,
123-183.
Vosniadou, S., & Verschaffel, L. (2004). Extending the conceptual change approach to mathematics
learning and teaching. Learning and Instruction, 14, 445-451.
Waggoner, M. A., Chinn, C. A., Anderson, R. C., & Yi, H. (1995). Collaborative reasoning about stories.
Language Arts, 72, 582-589.
Wainwright, S. (2002). Shadows. In R. Lehrer & L. Schauble (Eds.), Investigating real data in the
classroom: Expanding children's understanding of math and science (pp. 55-62). New York:
Teachers College Press.
Webb, N. M. (1982). Student interaction and learning in small groups. Review of Educational Research,
52 , 421-445.
Webb, N. M. (1984). Sex differences in interaction and achievement in cooperative small groups.
Journal of Educational Psychology, 76, 33-44.
Webb, N. M. (1985). Verbal interaction and learning in peer-directed groups. Theory Into Practice, 24,
32-39.
Webb, N. M., & Farivar, S. (1994). Promoting helping behavior in cooperative small groups in middle
school mathematics. American Educational Research Journal, 31, 369-395.
Webb, N. M., Farivar, S. H., & Mastergeorge, A. M. (2002). Productive helping in cooperative groups.
Theory Into Practice, 41, 13-20.
Webb, N. M., & Kenderski, C. M. (1984). Student interaction and learning in small group and whole-class
settings. In P. P. Peterson, L. C. Wilkinson & M. Hallinan (Eds.), The social context of instruction:
Group organization and group processes (pp. 153-170). Orlando, FL: Academic Press.
Webb, N. M., Troper, J. D., & Fall, R. (1995). Constructive activity and learning in collaborative small
groups. Journal of Educational Psychology, 87, 406-423.
Webley, P. (2005). Children's understanding of economics. In M. Barrett & E. Buchanan-Barrow (Eds.),
Children's understanding of society (pp. 43-67). Hove, England: Psychology Press.
White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science
accessible to all students. Cognition and Instruction, 16, 3-118.
Whitehead, A. N. (1929). The aims of education and other essays. New York: Free Press.
Wiley, J., & Bailey, J. (in press). Effects of collaboration and argumentation on learning from web pages.
In A. M. O'Donnell & C. E. Hmelo-Silver (Eds.), Argumentation and technology. Mahwah, NJ:
Erlbaum.
Wilkinson, I. (in press). Discussions. In E. M. Anderman, L. Anderman, C. A. Chinn, T. B. Murdock & L.
Swanson (Eds.), Encyclopedia of the Psychology of Classroom Teaching: Thompson-Gale.
Willoughby, T., Wood, E., McDermott, C., & McLaren, J. (2000). Enhancing learning through strategy
instruction and group interaction: Is active generation of elaborations critical? Applied Cognitive
Psychology, 14, 19-30.
Wilson, M., & Sloane, K. (2000). From principles to practice: An embedded assessment system. Applied
Measurement in Education, 13, 181-208.

Free download pdf