-
1
-
-
79959874392
-
-
Assessment and Qualification Alliance (AQA), Available online at:, (accessed October 9, 2008)
-
Assessment and Qualification Alliance (AQA). 2008. Extended Project Qualification (Level 3). Available online at: http://www.aqa.org.uk/over/pdf/AQA-EPQ-W-SP-07-08.PDF (accessed October 9, 2008).
-
(2008)
Extended Project Qualification (Level 3)
-
-
-
2
-
-
0023020183
-
The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations
-
Baron, R.M., and D.A. Kenny. 1986. The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 51, no. 6: 1173-82.
-
(1986)
Journal of Personality and Social Psychology
, vol.51
, Issue.6
, pp. 1173-1182
-
-
Baron, R.M.1
Kenny, D.A.2
-
3
-
-
0003669232
-
-
Hawthorn, Victoria: Australian Council for Educational Research
-
Biggs, J.B. 1987a. Learning Process Questionnaire: Manual. Hawthorn, Victoria: Australian Council for Educational Research.
-
(1987)
Learning Process Questionnaire: Manual
-
-
Biggs, J.B.1
-
5
-
-
84981993688
-
What do inventories of students' learning processes really measure? A theoretical review and clarification
-
Biggs, J.B. 1993. What do inventories of students' learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology 63, no. 1: 3-19.
-
(1993)
British Journal of Educational Psychology
, vol.63
, Issue.1
, pp. 3-19
-
-
Biggs, J.B.1
-
6
-
-
85071818558
-
Enhancing learning: A matter of style or approach?
-
In, ed. R.J. Sternberg and L.F. Zhang, Mahwah, NJ: Lawrence Erlbaum Associates
-
Biggs, J.B. 2001. Enhancing learning: A matter of style or approach? In Perspectives on thinking, learning, and cognitive styles, ed. R.J. Sternberg and L.F. Zhang, 73-102. Mahwah, NJ: Lawrence Erlbaum Associates.
-
(2001)
Perspectives on thinking, learning, and cognitive styles
, pp. 73-102
-
-
Biggs, J.B.1
-
7
-
-
0035290536
-
The revised two-factor Study Process Questionnaire: R-SPQ-2F
-
Biggs, J. B, D. Kember, and D.Y.P. Leung. 2001. The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology 71, no. 1: 133-49.
-
(2001)
British Journal of Educational Psychology
, vol.71
, Issue.1
, pp. 133-149
-
-
Biggs, J.B.1
Kember, D.2
Leung, D.Y.P.3
-
8
-
-
0001586316
-
Assessment and classroom learning
-
Black, P., and D. Wiliam. 1998. Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice 5, no. 1: 7-74.
-
(1998)
Assessment in Education: Principles, Policy & Practice
, vol.5
, Issue.1
, pp. 7-74
-
-
Black, P.1
Wiliam, D.2
-
9
-
-
84953031260
-
Motivating project-based learning: Sustaining the doing, supporting the learning
-
Blumenfeld, P.C., E. Soloway, R.W. Marx, J.F. Krajcik, M. Guzdial, and A. Palincsar. 1991. Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist 26, nos. 3/4: 369-98.
-
(1991)
Educational Psychologist
, vol.26
, Issue.3-4
, pp. 369-398
-
-
Blumenfeld, P.C.1
Soloway, E.2
Marx, R.W.3
Krajcik, J.F.4
Guzdial, M.5
Palincsar, A.6
-
10
-
-
0040834496
-
Open and closed mathematics: Student experiences and understandings
-
Boaler, J. 1998. Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education 29, no. 1: 41-62.
-
(1998)
Journal for Research in Mathematics Education
, vol.29
, Issue.1
, pp. 41-62
-
-
Boaler, J.1
-
11
-
-
33646703089
-
The dynamics of motivation and effort for classroom assessments in middle school science and social studies
-
Brookhart, S.M., J.M. Walsh, and W.A. Zientarski. 2006. The dynamics of motivation and effort for classroom assessments in middle school science and social studies. Applied Measurement in Education 19, no. 2: 151-84.
-
(2006)
Applied Measurement in Education
, vol.19
, Issue.2
, pp. 151-184
-
-
Brookhart, S.M.1
Walsh, J.M.2
Zientarski, W.A.3
-
12
-
-
20744442396
-
Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance
-
Cano, F. 2005. Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology 75, no. 2: 203-21.
-
(2005)
British Journal of Educational Psychology
, vol.75
, Issue.2
, pp. 203-221
-
-
Cano, F.1
-
13
-
-
34848891471
-
Approaches to learning and study orchestrations in high school students
-
Cano, F. 2007. Approaches to learning and study orchestrations in high school students. European Journal of Psychology of Education 22, no. 2: 131-51.
-
(2007)
European Journal of Psychology of Education
, vol.22
, Issue.2
, pp. 131-151
-
-
Cano, F.1
-
14
-
-
40649119180
-
Personality, intelligence and approaches to learning as predictors of academic performance
-
Chamorro-Premuzic, T., and A. Furnham. 2008. Personality, intelligence and approaches to learning as predictors of academic performance. Personality and Individual Differences 44, no. 7: 1596-603.
-
(2008)
Personality and Individual Differences
, vol.44
, Issue.7
, pp. 1596-1603
-
-
Chamorro-Premuzic, T.1
Furnham, A.2
-
15
-
-
79959916821
-
Boys are being failed by our schools
-
June 13, MailOnline. Available online at:, (accessed October 22, 2008)
-
Clark, L. 2006. Boys are being failed by our schools. Daily Mail, June 13, MailOnline. Available online at: http://www.dailymail.co.uk/news/article-390319/Boys-failedschools.html (accessed October 22, 2008).
-
(2006)
Daily Mail
-
-
Clark, L.1
-
19
-
-
20444382633
-
-
Department for Education and Skills (DfES)., Available online at:, (accessed September 15, 2008)
-
Department for Education and Skills (DfES). 2005. 14-19 Education and Skills. Available online at: http://www.dcsf.gov.uk/publications/14-19educationandskills/pdfs/14-19WhitePaper.pdf (accessed September 15, 2008).
-
(2005)
14-19 Education and Skills
-
-
-
20
-
-
0012592164
-
Student perceptions of what helps them learn and develop in higher education
-
Drew, S. 2001. Student perceptions of what helps them learn and develop in higher education. Teaching in Higher Education 6, no. 3: 309-31.
-
(2001)
Teaching in Higher Education
, vol.6
, Issue.3
, pp. 309-331
-
-
Drew, S.1
-
21
-
-
0039719711
-
Study time and test performance as a function of test expectations
-
d'Ydewalle, G., A. Swerts, and E. De Corte. 1983. Study time and test performance as a function of test expectations. Contemporary Educational Psychology 8, no. 1: 55-67.
-
(1983)
Contemporary Educational Psychology
, vol.8
, Issue.1
, pp. 55-67
-
-
D'Ydewalle, G.1
Swerts, A.2
De Corte, E.3
-
22
-
-
34547183998
-
Learning in a comfort zone: Cultural and social capital inside an outcome-based assessment regime
-
Ecclestone, K. 2004. Learning in a comfort zone: Cultural and social capital inside an outcome-based assessment regime. Assessment in Education: Principles, Policy & Practice 11, no. 1: 29-47.
-
(2004)
Assessment in Education: Principles, Policy & Practice
, vol.11
, Issue.1
, pp. 29-47
-
-
Ecclestone, K.1
-
23
-
-
46649090630
-
Commitment, compliance and comfort zones: The effects of formative assessment on vocational education students' learning careers
-
Ecclestone, K. 2007. Commitment, compliance and comfort zones: The effects of formative assessment on vocational education students' learning careers. Assessment in Education: Principles, Policy & Practice 14, no. 3: 315-33.
-
(2007)
Assessment in Education: Principles, Policy & Practice
, vol.14
, Issue.3
, pp. 315-333
-
-
Ecclestone, K.1
-
24
-
-
24944575033
-
Equity issues in performance assessment: The contribution of teacherassessed coursework to gender-related differences in examination performance
-
Elwood, J. 1999. Equity issues in performance assessment: The contribution of teacherassessed coursework to gender-related differences in examination performance. Educational Research and Evaluation 5, no. 4: 321-44.
-
(1999)
Educational Research and Evaluation
, vol.5
, Issue.4
, pp. 321-344
-
-
Elwood, J.1
-
25
-
-
0035598683
-
Styles of learning and approaches to studying in higher education
-
Entwistle, N.J. 2001. Styles of learning and approaches to studying in higher education. Kybernetes 30, nos. 5/6: 593-602.
-
(2001)
Kybernetes
, vol.30
, Issue.5-6
, pp. 593-602
-
-
Entwistle, N.J.1
-
26
-
-
0001399892
-
Contrasting forms of understanding for degree examinations: The student experience and its implications
-
Entwistle, N.J., and A. Entwistle. 1991. Contrasting forms of understanding for degree examinations: The student experience and its implications. Higher Education 22, no. 3: 205-27.
-
(1991)
Higher Education
, vol.22
, Issue.3
, pp. 205-227
-
-
Entwistle, N.J.1
Entwistle, A.2
-
27
-
-
17444422606
-
The conceptual bases of study strategy inventories
-
Entwistle, N.J., and V. McCune. 2004. The conceptual bases of study strategy inventories. Educational Psychology Review 16, no. 4: 325-45.
-
(2004)
Educational Psychology Review
, vol.16
, Issue.4
, pp. 325-345
-
-
Entwistle, N.J.1
McCune, V.2
-
28
-
-
34249920038
-
Student failure: Disintegrated patterns of study strategies and perceptions of the learning environment
-
Entwistle, N.J., J.H.F. Meyer, and H. Tait. 1991. Student failure: Disintegrated patterns of study strategies and perceptions of the learning environment. Higher Education 21: 249-61.
-
(1991)
Higher Education
, vol.21
, pp. 249-261
-
-
Entwistle, N.J.1
Meyer, J.H.F.2
Tait, H.3
-
29
-
-
29344440825
-
The relationship between students' approaches to learning and the assessment of learning outcomes
-
Gijbels, D., G. Van de Watering, F. Dochy, and P. Van den Bossche. 2005. The relationship between students' approaches to learning and the assessment of learning outcomes. European Journal of Psychology of Education 20, no. 4: 327-41.
-
(2005)
European Journal of Psychology of Education
, vol.20
, Issue.4
, pp. 327-341
-
-
Gijbels, D.1
van de Watering, G.2
Dochy, F.3
van den Bossche, P.4
-
30
-
-
1942431038
-
-
London: EPPI-Centre, Social Science Research Unit, Institute of Education
-
Harlen, W., and R. Deakin Crick. 2002. A systematic review of the impact of summative assessment and tests on students' motivation for learning (EPPI-Centre Review, version 1.1). London: EPPI-Centre, Social Science Research Unit, Institute of Education.
-
(2002)
A systematic review of the impact of summative assessment and tests on students' motivation for learning (EPPI-Centre Review, version 1.1)
-
-
Harlen, W.1
Deakin Crick, R.2
-
31
-
-
2942627676
-
Examining the multi-dimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire
-
Kember, D., J. Biggs, and D.Y.P. Leung. 2004. Examining the multi-dimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire. British Journal of Educational Psychology 74, no. 2: 261-80.
-
(2004)
British Journal of Educational Psychology
, vol.74
, Issue.2
, pp. 261-280
-
-
Kember, D.1
Biggs, J.2
Leung, D.Y.P.3
-
32
-
-
0033420292
-
Reconsidering the dimensions of approaches to learning
-
Kember, D., A. Wong, and D.Y.P. Leung. 1999. Reconsidering the dimensions of approaches to learning. British Journal of Educational Psychology 69, no. 3: 323-43.
-
(1999)
British Journal of Educational Psychology
, vol.69
, Issue.3
, pp. 323-343
-
-
Kember, D.1
Wong, A.2
Leung, D.Y.P.3
-
33
-
-
33947135524
-
Evaluation of the Ecological, Futures and Global (EFG) curriculum: A project-based approach
-
Kucharski, G.A., J.O. Rust, and T.R. Ring. 2005. Evaluation of the Ecological, Futures and Global (EFG) curriculum: A project-based approach. Education 125, no. 4: 652-68.
-
(2005)
Education
, vol.125
, Issue.4
, pp. 652-668
-
-
Kucharski, G.A.1
Rust, J.O.2
Ring, T.R.3
-
34
-
-
63049097751
-
Understanding students' motivation in project work: A 2 6 2 achievement goal approach
-
Liu, W.C., C.K.J. Wang, O.S. Tan, J. Ee, and C. Koh. 2009. Understanding students' motivation in project work: A 2 6 2 achievement goal approach. British Journal of Educational Psychology 79, no. 1: 87-106.
-
(2009)
British Journal of Educational Psychology
, vol.79
, Issue.1
, pp. 87-106
-
-
Liu, W.C.1
Wang, C.K.J.2
Tan, O.S.3
Ee, J.4
Koh, C.5
-
35
-
-
0001789655
-
On qualitative differences in learning. I. Outcome and process
-
Marton, F., and R. Säljö. 1976a. On qualitative differences in learning. I. Outcome and process. British Journal of Educational Psychology 46, no. 1: 4-11.
-
(1976)
British Journal of Educational Psychology
, vol.46
, Issue.1
, pp. 4-11
-
-
Marton, F.1
Säljö, R.2
-
36
-
-
0001789655
-
On qualitative differences in learning: II. Outcome as a function of the learner's conception of the task
-
Marton, F., and R. Säljö. 1976b. On qualitative differences in learning: II. Outcome as a function of the learner's conception of the task. British Journal of Educational Psychology 46, no. 2: 115-27.
-
(1976)
British Journal of Educational Psychology
, vol.46
, Issue.2
, pp. 115-127
-
-
Marton, F.1
Säljö, R.2
-
37
-
-
0003049706
-
Approaches to learning
-
In, ed. F. Marton, D.J. Hounsell, and N.J. Entwistle, Edinburgh: Scottish Academic Press
-
Marton, F., and R. Säljö. 1997. Approaches to learning. In The experience of learning, ed. F. Marton, D.J. Hounsell, and N.J. Entwistle, 39-58. Edinburgh: Scottish Academic Press.
-
(1997)
The experience of learning
, pp. 39-58
-
-
Marton, F.1
Säljö, R.2
-
39
-
-
35348837733
-
The revised Learning Process Questionnaire: A validation of a western model of students' study approaches to the South Pacific context using confirmatory factor analysis
-
Phan, H.P., and B. Deo. 2007. The revised Learning Process Questionnaire: A validation of a western model of students' study approaches to the South Pacific context using confirmatory factor analysis. British Journal of Educational Psychology 77, no. 3: 719-39.
-
(2007)
British Journal of Educational Psychology
, vol.77
, Issue.3
, pp. 719-739
-
-
Phan, H.P.1
Deo, B.2
-
45
-
-
22144451781
-
A conceptual framework for assessing motivation and selfregulated learning in college students
-
Pintrich, P.R. 2004. A conceptual framework for assessing motivation and selfregulated learning in college students. Educational Psychology Review 16, no. 4: 385-407.
-
(2004)
Educational Psychology Review
, vol.16
, Issue.4
, pp. 385-407
-
-
Pintrich, P.R.1
-
46
-
-
0002645985
-
Students' motivational beliefs and their cognitive engagement in classroom academic tasks
-
In, ed. D.H. Schunk and J.L. Meece, Hillsdale, NJ: Lawrence Erlbaum
-
Pintrich, P.R., and B. Schrauben. 1992. Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In Student perceptions in the classroom, ed. D.H. Schunk and J.L. Meece, 149-83. Hillsdale, NJ: Lawrence Erlbaum.
-
(1992)
Student perceptions in the classroom
, pp. 149-183
-
-
Pintrich, P.R.1
Schrauben, B.2
-
47
-
-
79959900766
-
-
Qualifications and Curriculum Authority (QCA), Available online at:, (accessed September 15, 2008)
-
Qualifications and Curriculum Authority (QCA). 2006a. Consultation on draft Extended Project criteria: Summary report. Available online at: http://www.qca.org.uk/libraryAssets/media/QCA-06-2931_consultation_draft_extended_criteria_oct06.pdf (accessed September 15, 2008).
-
(2006)
Consultation on draft Extended Project criteria: Summary report
-
-
-
48
-
-
79959881367
-
-
Qualifications and Curriculum Authority (QCA), Available online at:, (accessed September 15, 2008)
-
Qualifications and Curriculum Authority (QCA). 2006b. Consultation on the Extended Project (Level 3). Available online at: http://www.qca.org.uk/libraryAssets/media/qca-06-2705_EP_background.pdf (accessed September 15, 2008).
-
(2006)
Consultation on the Extended Project (Level 3)
-
-
-
49
-
-
79959874169
-
-
Qualifications and Curriculum Authority (QCA), Available online at:, (accessed September 15, 2008)
-
Qualifications and Curriculum Authority (QCA). 2006c. Draft framework and criteria for the Extended Project (Level 3). Available online at: http://www.qca.org.uk/libraryAssets/media/qca-06-2704_EP_criteria.pdf (accessed September 15, 2008).
-
(2006)
Draft framework and criteria for the Extended Project (Level 3)
-
-
-
50
-
-
79959906571
-
-
Qualifications and Curriculum Authority (QCA), Available online at:, (accessed September 15, 2008)
-
Qualifications and Curriculum Authority (QCA). 2008a. An introduction to the Extended Project. Available online at: http://www.qca.org.uk/libraryAssets/media/qca-08-3673_An_introduction_to_the_extended_project.pdf (accessed September 15, 2008).
-
(2008)
An introduction to the Extended Project
-
-
-
51
-
-
79959861361
-
-
Qualifications and Curriculum Authority (QCA), Available online at:, (accessed October 23, 2008)
-
Qualifications and Curriculum Authority (QCA). 2008b. The national qualifications framework. Available online at: http://www.qca.org.uk/qca_5967.aspx (accessed October 23, 2008).
-
(2008)
The national qualifications framework
-
-
-
52
-
-
33645323741
-
College students' study strategies as a function of testing: An investigation into metacognitive self-regulation
-
Ross, M.E., S.B. Green, J.D. Salisbury-Glennon, and N. Tollefson. 2006. College students' study strategies as a function of testing: An investigation into metacognitive self-regulation. Innovative Higher Education 30, no. 5: 361-75.
-
(2006)
Innovative Higher Education
, vol.30
, Issue.5
, pp. 361-375
-
-
Ross, M.E.1
Green, S.B.2
Salisbury-Glennon, J.D.3
Tollefson, N.4
-
53
-
-
0002209063
-
Intrinsic and extrinsic motivations: Classic definitions and new directions
-
Ryan, R.M., and E.L. Deci. 2000. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology 25, no. 1: 54-67.
-
(2000)
Contemporary Educational Psychology
, vol.25
, Issue.1
, pp. 54-67
-
-
Ryan, R.M.1
Deci, E.L.2
-
54
-
-
22044451898
-
The influence of assessment method on students' learning approaches: Multiple-choice question examination versus assignment essay
-
Scouller, K. 1998. The influence of assessment method on students' learning approaches: Multiple-choice question examination versus assignment essay. Higher Education 35, no. 4: 453-72.
-
(1998)
Higher Education
, vol.35
, Issue.4
, pp. 453-472
-
-
Scouller, K.1
-
55
-
-
26444532393
-
Stability of processing and regulation strategies: Two longitudinal studies on student learning
-
Severiens, S., G. Ten Dam, and B. Van Hout Wolters. 2001. Stability of processing and regulation strategies: Two longitudinal studies on student learning. Higher Education 42, no. 4: 437-53.
-
(2001)
Higher Education
, vol.42
, Issue.4
, pp. 437-453
-
-
Severiens, S.1
Ten Dam, G.2
van Hout Wolters, B.3
-
56
-
-
11844294022
-
Learning approaches: Examination type, discipline of study, and gender
-
Smith, S.N., and R.J. Miller. 2005. Learning approaches: Examination type, discipline of study, and gender. Educational Psychology 25, no. 1: 43-53.
-
(2005)
Educational Psychology
, vol.25
, Issue.1
, pp. 43-53
-
-
Smith, S.N.1
Miller, R.J.2
-
57
-
-
0141992036
-
Approaches to learning: Psychometric testing of a study process questionnaire
-
Snelgrove, S., and J. Slater. 2003. Approaches to learning: Psychometric testing of a study process questionnaire. Journal of Advanced Nursing 43, no. 5: 496-505.
-
(2003)
Journal of Advanced Nursing
, vol.43
, Issue.5
, pp. 496-505
-
-
Snelgrove, S.1
Slater, J.2
-
58
-
-
79955555546
-
Students' perceptions about evaluation and assessment in higher education: A review
-
Struyven, K., F. Dochy, and S. Janssens. 2005. Students' perceptions about evaluation and assessment in higher education: A review. Assessment and Evaluation in Higher Education 30, no. 4: 325-41.
-
(2005)
Assessment and Evaluation in Higher Education
, vol.30
, Issue.4
, pp. 325-341
-
-
Struyven, K.1
Dochy, F.2
Janssens, S.3
-
59
-
-
0010599910
-
-
San Rafael, CA: The Autodesk Foundation. Available online at:, (accessed September 16, 2008)
-
Thomas, J.W. 2000. A review of research on project-based learning. San Rafael, CA: The Autodesk Foundation. Available online at: https://www.bie.org/files/researchreviewPBL.pdf (accessed September 16, 2008).
-
(2000)
A review of research on project-based learning
-
-
Thomas, J.W.1
-
63
-
-
0035294084
-
Approaches to learning in science: A longitudinal study
-
Zeegers, P. 2001. Approaches to learning in science: A longitudinal study. British Educational Research Journal 71, no. 1: 115-32.
-
(2001)
British Educational Research Journal
, vol.71
, Issue.1
, pp. 115-132
-
-
Zeegers, P.1
|