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31 - 40 of 49 search results for Psychology |u:www.educ.cam.ac.uk

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  2. RES-000-23-00825 T-MEDIA Project End of Award Report to ESRC ...

    https://www.educ.cam.ac.uk/research/programmes/istl/T-MEDIA_Fin_Rep_App.pdf
    20 Oct 2020: Cockburn & E. Nardi (Eds) 26th Conference of the International Group for the Psychology of Mathematics Education (Norwich, School of Education and Professional Development, University of East Anglia). ... Wood, D.J., Bruner, J. & Ross, G. (1976) The role

  3. Think of a Number: Self Regulated use of Mathematical Metalanguage by …

    https://www.educ.cam.ac.uk/research/programmes/cindle/Talk%20of%20a%20Number.doc
    20 Oct 2020: Scribner & E.Souberman (Cambridge, MA, Harvard University Press). Whitebread D, (2000) Organising activities to help children remember and understand, in Whitebread D (ed) The Psychology of Teaching and Learning in the

  4. Musiceum R&D_Report16Feb_and_Appendices_FINAL_

    https://www.educ.cam.ac.uk/research/groups/artsandcreativities/projects/reports/Musiceum%20R&D_Report_June2018.pdf
    14 Sep 2020: education, psychology, and museology amongst others) do appear to cut across and.

  5. ESRCFinalReportWorkingclassstudentsinHE

    https://www.educ.cam.ac.uk/research/programmes/downloads/ESRCFinalReportWorkingclass_studentsinHE.pdf
    20 Oct 2020: Vermunt, J (1998) The regulation of constructive learning experiences. British Journal of Educational Psychology Wingate, U.

  6. Scotland _f_

    https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/seminarfour/N%20Reistenberg.pdf
    20 Oct 2020: Journal of School Psychology, 36, (1), pp. 59-82(24). Federal Policy, ESEA Reauthorization, and the School-to-Prison Pipeline.

  7. Conceptual integration and science learners - do we expect too much

    https://www.educ.cam.ac.uk/research/programmes/eclipse/CSSME2005.doc
    20 Oct 2020: Conceptual integration and science learners - do we expect too much? Taber (CSSME, Leeds, 2005). Conceptual integration and science learners - do we expect too much? Keith S. Taber. Faculty of Education, University of Cambridge, UK. One of the

  8. Taber (CSSME, Leeds, 2005) 1 Conceptual integration and science ...

    https://www.educ.cam.ac.uk/research/programmes/eclipse/CSSME2005.pdf
    20 Oct 2020: Taber (CSSME, Leeds, 2005). 1. Conceptual integration and science learners - do we expect toomuch? 1. Keith S. TaberFaculty of Education, University of Cambridge, UK. One of the characteristics of science is that it produces a highly interlinked,

  9. 1Drewery 210610 Restorative Practices in New Zealand Schools

    https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/seminartwo/1Drewery%20210610%20Restorative%20Practices%20in%20New%20Zealand%20Schools.pdf
    20 Oct 2020: meant subjects. There is plenty of psychology about the individual, and some work in. ... to human psychology, which means that I believe there is an interactive relationship.

  10. WP021

    https://www.educ.cam.ac.uk/research/programmes/istl/WP021.pdf
    20 Oct 2020: Running head: A PRACTITIONER MODEL OF COMPUTER USE. KENNETH RUTHVEN & SARA HENNESSY. A PRACTITIONER MODEL OF THE USE OF COMPUTER-BASED TOOLS AND RESOURCES. TO SUPPORT MATHEMATICS TEACHING AND LEARNING. Educational Studies in Mathematics, 2002, 49 (1)

  11. In concluding their review of developments in computer-based…

    https://www.educ.cam.ac.uk/research/programmes/istl/WP021.doc
    20 Oct 2020: Running head: A PRACTITIONER MODEL OF COMPUTER USE. KENNETH RUTHVEN & SARA HENNESSY. A PRACTITIONER MODEL OF THE USE. OF COMPUTER-BASED TOOLS AND RESOURCES. TO SUPPORT MATHEMATICS TEACHING AND LEARNING. Educational Studies in Mathematics, 2002, 49 (1

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