CONTEMPORARY EDUCATIONAL PSYCHOLOGY

Succeeding at junior high school: Students’ reasons, their reach, and the teaching that h(inders)elps their grasp

Growth orientation predicts gains in middle and high school students’ mathematics outcomes over time

Unpacking eye movements during oral and silent reading and their relations to reading proficiency in beginning readers

Theoretical and Methodological Implications of Associations between Executive Function and Mathematics in Early Childhood.

Exploring mobile tool integration: Design activities carefully or students may not learn

Bidirectional relationships between children’s executive functioning, visual skills, and word reading ability during the transition from kindergarten to primary school

Culturally Inclusive and Responsive Curricular Learning Environments (CIRCLEs): An exploratory sequential mixed-methods approach

The contribution of classroom exams to formative evaluation of concept-level knowledge

Ya’at’eeh: Race-reimaged belongingness factors, academic outcomes, and goal pursuits among Indigenous community college students

To teach or not to teach the conceptual structure of mathematics? Teachers undervalue the potential of Principle-Oriented explanations

Prematurity and overlap between reading and arithmetic: The cognitive mechanisms behind the association

Number lines, but not area models, support children’s accuracy and conceptual models of fraction division

Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices

The conceptualization of costs and barriers of a teaching career among Latino preservice teachers

Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography.

Adding previous experiences to the person-situation debate of achievement emotions

Application of a single-case intervention procedure to assess the replicability of a two-component instructional strategy