Learners, learning and educational activity

Learners, Learning and Educational Activity

Volumn , Issue , 2008, Pages 1-164

  Ireson, Judith ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84917357024     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203929094     Document Type: Book

References (302)

1. Abernethy, B. (1991) 'Visual search strategies and decision-making in sport', International Journal of Sport Psychology, 22(3/4): 189-210.
2. Adey, P. and Shayer, M. (1993) 'An exploration of long-term far-transfer effects following an extended intervention programme in the high school science curriculum', Cognition and Instruction, 11(1): 1-29.
3. Adey, P., Robertson, A. and Venville, G. (2002) 'Effects of a cognitive acceleration programme on year 1 pupils', British Journal of Educational Psychology, 72(1): 1-25.
4. Alexander, R.J. (2000) Culture and Pedagogy: International Comparisons in Primary Education, Oxford: Blackwell.
5. Alexander, R.J. (2004) Towards Dialogic Teaching, Cambridge: Dialogos UK Ltd.
6. Alexander, P.A., Schallert, D.L. and Hare, V.C. (1991) 'Coming to terms: How researchers in learning and literacy talk about knowledge', Review of Educational Research, 61(3): 315-43.
7. Anderson, J.R. (1983) The Architecture of Cognition, Cambridge, MA: Harvard University Press.
8. Anderson, J.R (2000) Cognitive Psychology and its Implications, New York: Worth Publishers.
9. Arievitch, I.M. and Haenen, J.P.P. (2005) 'Connecting sociocultural theory and educational practice', Educational Psychologist, 40(3): 155-65.
10. Askew, M., Brown, M., Rhodes, V., Johnson, D. and Wiliam, D. (1997) Effective Teachers of Numeracy, Final Report, London: School of Education, King's College.
11. Bandura, A. (1977) Social Learning Theory, Englewood Cliffs, NJ: Prentice Hall.
12. Bandura, A. (1986) Social Foundations of Thought and Action, Englewood Cliffs, NJ: Prentice Hall.
13. Bandura, A. (1997) Self-efficacy: The Exercise of Control, New York: WH Freeman.
14. Barnes, D. and Todd, F. (1977) Communication and Learning in Small Groups, London: Routledge & Kegan Paul.
15. Bennett, N., Desforges, C., Cockburn, A. and Wilkinson, B. (1984) The Quality of Pupil Learning Experiences, London: Lawrence Erlbaum.
16. Bereiter, C. and Scardamalia, M. (1989) 'Intentional learning as a goal of instruction', in R. Glaser (ed.) Knowing, Learning and Instruction, London: Lawrence Erlbaum.
17. Bereiter, C. and Scardamalia, M. (1993) Surpassing Ourselves: An Inquiry into the Nature nd Implications of Expertise, Chicago, IL: Open Court.
18. Berliner, D.C. (1986) 'In pursuit of the expert pedagogue', Educational Researcher, 15(7): 5-13.
19. Berry, D.C. and Broadbent, D.E. (1984) 'On the relationship between task performance and associated verbalisable knowledge', Quarterly Journal of Experimental Psychology, 36A(2): 209-31.
20. Biggs, J.B. (1987) Student Approaches to Learning and Studying, Melbourne: Australian Council for Educational Research.
21. Biggs, J.B. (1996) 'Enhancing teaching through constructive alignment', Higher Education, 32(3): 347-64.
22. Biggs, J.B. and Collis, K.F. (1982) Evaluating the Quality of Learning: The SOLO Taxonomy, New York: Academic Press.
23. Biggs, J.B. and Moore, P.J. (1993) The Process of Learning, London: Prentice Hall.
24. Biggs, J.B., Kember, D. and Leung, D.Y.P. (2001) 'The revised two-factor study process questionnaire', British Journal of Educational Psychology, 71(1): 133-49.
25. Blakemore, S.-J. and Frith, U. (2005) The Learning Brain: Lessons for Education, Oxford: Blackwell.
26. Blay, J. (2000) 'Social interaction in the nursery: evaluating a model of guided participation', unpublished PhD thesis, London: Institute of Education, University of London.
27. Blay, J. and Ireson, J. (in preparation) 'Pedagogical beliefs, activity choice and structure, and adult-child participation in nursery classrooms'.
28. Bliss , J., Askew, M. and Macrae, S. (1996) 'Effective teaching and learning: scaffolding revisited', Oxford Review of Education, 22(1): 17-35.
29. Bloom, B.S. (1985) 'Generalisations about talent development', in B.S. Bloom (ed.) Developing Talent in Young People, New York: Ballantine Books.
30. Boaler, J. (1997a) 'When even the winners are losers: evaluate the experiences of 'top set' students', Journal of Curriculum Studies, 29(2): 165-82.
31. Boaler, J. (1997b) Experiencing School Mathematics: Teaching Styles, Sex and Setting, Buckingham: Open University Press.
32. Borkowski, J.G. and Muthukrishna, N. (1995) 'Learning environments and skill generalisation: how contexts facilitate regulatory processes and efficacy beliefs', in F.E. Weinert and W. Schneider (eds) Memory Performance and Competencies: Issues in Growth and Development, Mahwah, NJ: Erlbaum.
33. Boulton-Lewis, G., Smith, D.J.H., McCrindle, A.R., Burnett, P.C. and Campbell, K.J. (2001) 'Secondary teachers' conceptions of teaching and learning', Learning and Instruction, 11(1): 35-51.
34. Broadbent, D.E., Fitzgerald, P. and Broadbent, M.H.P. (1986) 'Implicit and explicit knowledge in the control of complex systems', British Journal of Psychology, 77(1): 33-50.
35. Bronfenbrenner, U. (1989) 'Ecological systems theory', in R. Vasta (ed.) Annals of Child Development, Greenwich, CT: JAI Press.
36. Bronfenbrenner, U. (1993) 'The ecology of cognitive development: research models and fugitive findings', in R. Wozniak and K.W. Fischer (eds) Development in Context, Hillsdale, NJ: Erlbaum
37. Brophy, J. and Good, T.L. (1986) 'Teacher behavior and student achievement', in C.M. Wittrock (ed.) Handbook of Research on Teaching, 3rd edn, New York: Macmillan.
38. Brown, A. and Palincsar, A.S. (1989) 'Guided, cooperative learning and individual knowledge acquisition', in L. Resnick (ed.) Knowing, Learning and Instruction, London: Lawrence Erlbaum.
39. Brown, A.L., Armbruster, B.B. and Baker, L. (1986) 'The role of metacognition in reading and studying', in J. Orasano (ed.) Reading Comprehension: From Research to Practice, Hillsdale, NJ: Lawrence Erlbaum Associates.
40. Brown, A.L., Bransford, J.B., Ferrara, R.A. and Campione J. (1983) 'Learning, remembering and understanding', in J. Flavell and E.M. Markman (eds) Handbook of Child Psychology, 4th edn, Cognitive Development, New York: Wiley.
41. Brown, S. and McIntyre, D. (1992) Making Sense of Teaching, London: Routledge.
42. Bruner, J.S. (1983) Child's Talk: Learning to Use Language, Oxford: Oxford University Press.
43. Bruner, J.S. (1996) The Culture of Education, Cambridge, MA: Harvard University Press.
44. Bryan, W.L. and Harter, N. (1899) 'Studies on the telegraphic language: the acquisition of a hierarchy of habits', Psychological Review, 6(4): 345-75.
45. Bryant, P.E. (1982) 'The role of conflict and agreement between intellectual strategies in children's ideas about measurement', British Journal of Psychology, 73(2): 243-52.
46. Butler, D.L. (1998) 'The Strategic Content Learning approach to promoting selfregulated learning: a report of three studies', Journal of Educational Psychology, 90(4): 682-97.
47. Cain, K. and Dweck, C.S. (1989) 'Children's theories of intelligence: a developmental model', in R. Sternberg (ed.) Advances in the Study of Intelligence, Hillsdale, NJ: Lawrence Erlbaum.
48. Cain, K., Oakhill, J. and Bryant, P. (2004) 'Children's reading comprehension ability: concurrent prediction by working memory, verbal ability and component skills', Journal of Educational Psychology, 96(1): 31-42.
49. Carey, S. and Spelke, E.S. (1998) 'Domain-specific knowledge and conceptual change', in L.A. Hirschfield and S.A. Gelman (eds) Mapping the Mind: Domain Specificity in Cognition and Culture, Cambridge: Cambridge University Press.
50. Carraher, T.N., Carraher, D.W. and Schliemann, A.D. (1985) 'Mathematics in the streets and in schools', British Journal of Developmental Psychology, 3(1): 21-9.
51. Cazden, C. (2001) Classroom Discourse: The Language of Teaching and Learning, Portsmouth, NH: Heinemann.
52. Chase, W.G. and Simon, H.A. (1973) 'Perception in chess', Cognitive Psychology, 4(1): 55-81.
53. Chavajay, P. and Rogoff, B. (2002) 'Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children', Developmental Psychology, 38(1): 55-66.
54. Chi, M.T.H. (1978) 'Knowledge structure and memory development', in R. Siegler (ed.) Children's Thinking: What Develops?, Hillsdale, NJ: Erlbaum.
55. Chi, M.T.H. (1996) 'Constructing self-explanations and scaffolded explanations in tutoring', Applied Cognitive Psychology, 10(7): 33-49.
56. Chi, M.T.H., Feltovitch, P.J. and Glaser, R. (1981) 'Categorisation and representation of physics problems by experts and novices', Cognitive Science, 5(2): 121-52.
57. Chi, M.T.H., Glaser, R. and Rees, E. (1982) 'Expertise in problem solving', in R. Sternberg (ed.) Advances in the Psychology of Human Intelligence, Hillsdale, NJ: Erlbaum.
58. Chi, M.T.H., Siler, S. A., Jeong, H., Yamauchi, T. and Hausmann, R.G. (2001) 'Learning from human tutoring', Cognitive Science, 25(4): 471-533.
59. Chinn, C.A. and Brewer, W.F. (1993) 'The role of anomalous data in knowledge acquisitions: a theoretical framework and implications for science instruction', Review of Educational Research, 63(1): 1-49.
60. Clay, M. (1985) The Early Detection of Reading Difficulties, Portsmouth, NH: Heinemann.
61. Clay, M. (1991) Becoming Literate: The Construction of Inner Control, Portsmouth, NH: Heinemann
62. Clay, M. and Cazden, C. (1990) 'A Vygotskian interpretation of Reading Recovery', in L.C. Moll (ed.) Vygotsky and Education: Instructional Implication and Applications of Sociohistoric Psychology, Cambridge: Cambridge University Press.
63. Cole, M. (1985) 'The zone of proximal development: where culture and cognition create each other', in J.V. Wertsch (ed.) Culture, Communication and Cognition: Vygotskian Perspectives, London: Cambridge University Press.
64. Cole, M. (1996) Cultural Psychology: A Once and Future Discipline, Cambridge, MA: Harvard University Press.
65. Cole, M. (1998) 'Cognitive development and formal schooling: the evidence from cross-cultural research', in D. Faulkner, K. Littleton and M. Woodhead (eds) Learning Relationships in the Classroom, London: Routledge.
66. Cole, M. (2005) 'Cross-cultural and historical perspectives on the developmental consequences of education', Human Development, 48(4):195-216.
67. Cole, M. and Engeström, Y. (1993) 'A cultural-historical approach to distributed cognition', in G. Salomon (ed.) Distributed Cognitions, Cambridge: Cambridge University Press.
68. Cole, M. and Scribner, S. (1974) Culture and Thought, London: John Wiley & Sons.
69. Collins, A., Brown, J.S. and Newman, S. (1989) 'Cognitive apprenticeship: teaching the crafts of reading, writing and mathematics', in L.B. Resnick (ed.) Knowing, Learning and Instruction, London: Lawrence Erlbaum.
70. Covington, M. (1992) Making the Grade: A Self-Worth Perspective on Motivation and School Reform, New York: Cambridge University Press.
71. Crossman, E.R. (1959) 'The theory of the acquisition of speed-skill', Ergonomics, 2(2): 153-66.
72. Daniels, H. (2001) Vygotsky and Pedagogy, London: Routledge.
73. Dasen, P.R. (2003) 'Theoretical frameworks in cross-cultural psychology', in T.S. Saraswathi (ed.) Cross-Cultural Perspectives in Human Development, New Delhi: Sage Publications.
74. Day, J.D. and Cordon, L.A. (1993) 'Static and dynamic measures of ability: an experimental comparison', Journal of Educational Psychology, 85(1): 75-82.
75. de Groot, A.D. (1965) Thought and Choice in Chess, The Hague: Mouton.
76. de Groot, A.D. (1966) 'Perception and memory versus thought: some old ideas and recent findings', in B. Kleinmuntz (ed.) Problem-Solving: Research, Method and Theory, New York: Wiley.
77. Deci, E.L. and Ryan, R.M. (1987) 'The support of autonomy and the control of behaviour', Journal of Personality and Social Behaviour, 53(6): 1024-37.
78. Desforges, C. (1995) 'How does experience affect theoretical knowledge for teaching?', Learning and Instruction, 5(4): 385-400.
79. Desforges, C. and Abouchaar, A. (2003) The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment; A Review of Literature, DfES Research Report number 433, London: DfES.
80. Desforges, C. and Cockburn, A. (1987) Understanding the Mathematics Teacher, Lewes: Falmer Press.
81. DfEE (Department for Education and Employment) (1997) Excellence in Schools, CM 3681, London: HMSO.
82. Douglas, S.A. (1991) 'Tutoring as interaction', in P. Goodyear (ed.) Teaching Knowledge and Intelligent Tutoring, Norwood, NJ: Ablex Publishing Corp.
83. Doyle, W. (1986) Classroom organisation and management, in M. Wittrock (ed.) Handbook of Research on Teaching, New York: Macmillan.
84. Driver, R. (1994) Making Sense of Secondary Science: Research into Children's Ideas, London: Routledge.
85. Driver, R., Guesne, E. and Tiberghien, A. (1985) Children's Ideas in Science, Milton Keynes: Open University Press.
86. Duncan, T.G. and McKeachie, W.J. (2005) 'The making of the Motivated Strategies for Learning Questionnaire', Educational Psychologist, 40(2): 117-28.
87. Dunkin, M.J. and Biddle, B.J. (1974) The Study of Teaching, New York: Holt, Rinehart and Winston.
88. Dweck, C.S. (1999) Self-Theories: Their Role in Motivation, Personality and Development, Philadelphia, PA: Taylor and Francis.
89. Dweck, C.S. (2001) 'The development of ability conceptions', in A. Wigfield and J. Eccles (eds) Development of Achievement Motivation, London: Academic Press.
90. Eccles, J.S. and Wigfield, A. (2001) 'Development of academic achievement motivation', International Encyclopaedia of the Social and Behavioural Sciences, Oxford: Elsevier.
91. Eccles, J.S, Adler, T., Futterman, R., Goff, S., Kaczala, C., Meece,J. and Midgley, C. (1983) 'Expectancies, values, and academic behaviors', in J.T. Spence (ed.) Achievement and Achievement Motivation, San Francisco, CA: WH Freeman.
92. Eccles, J.S., Wigfield, A. and Schiefele, N. (1998) 'Motivation to succeed', in N. Eisenberg (ed.) Handbook of Child Psychology, 5th edn, New York: Wiley.
93. Edwards, D. and Mercer, N. (1987) Common Knowledge: The Development of Understanding in the Classroom, London: Methuen.
94. Eisenberger, R. (1998) 'Achievement: the importance of industriousness', Behavioural and Brain Sciences, 21(3): 412-13.
95. Elbers, E. (1996) 'Cooperation and social context in adult-child interaction', Learning and Instruction, 6(4): 281-6.
96. Ellis, S. and Rogoff, B. (1982) 'The strategies and efficacy of child versus adult teachers', Child Development, 53(3): 730-5
97. Engeström, Y. (1999) 'Activity theory and individual and social transformation', in Y. Engeström, R. Miettinen and R.-L. Punamiki (eds) Perspectives on Activity Theory, Cambridge: Cambridge University Press.
98. Engeström, Y., Miettinen, R. and Punamiki, R.-L. (eds) (1999) Perspectives on Activity Theory, Cambridge: Cambridge University Press.
99. Entwistle, N. and Marton, F. (1993) 'Knowledge objects: understandings constituted through intensive academic study', British Journal of Educational Psychology, 64(11): 161-78.
100. Entwistle, N. and Ramsden, P. (1983) Understanding Student Learning, London: Croom Helm.
101. Entwistle, N. and Waterston, S. (1988) 'Approaches to studying and levels of processing in university students', British Journal of Educational Psychology, 58(3): 258-65.
102. Ericsson, K.A. (1996) 'The acquisition of expert performance: an introduction to some of the issues', in K.A. Ericsson (ed.) The Road to Excellence: The Acquisition of Expert Performance in the Arts and Sciences, Sports, and Games, Mahwah, NJ: Erlbaum.
103. Ericsson, K.A. (2002) 'Attaining excellence through deliberate practice: insights from the study of expert performance', in C. Desforges and R. Fox (eds) Teaching and Learning. The Essential Readings, Oxford: Blackwell.
104. Ericsson, K.A. and Kintsch, W. (1995) 'Long-term working memory', Psychological Review, 102(2): 211-45.
105. Ericsson, K.A. and Lehmann, A.C. (1996) 'Expert and exceptional performance: evidence on maximal adaptations on past constraints', Annual Review of Psychology, 47: 273-305.
106. Ericsson, K.A., Krampe, R.T. and Tesch-Romer, C. (1993) 'The role of deliberate practice in the acquisition of expert performance', Psychological Review, 100(3): 363-406.
107. Evans, S. (2001) 'What is learning? A study of the conceptions of year 9 students', unpublished Masters dissertation, London: Institute of Education, University of London.
108. Eysenck, M.W. and Keane, M.T. (2005) Cognitive Psychology: A Student's Handbook, Hove: Psychology Press.
109. Fitts, P.M. and Posner, M.I. (1967) Human Performance, Belmont, CA: Brooks/Cole.
110. Flavell, J.H. and Wellman, H.M. (1977) 'Metamemory', in R.V. Kail and J.W. Hagen (eds) Perspectives on the Development of Memory and Cognition, Hillsdale, NJ: Lawrence Erlbaum Associates.
111. Fox, B. (1991) 'Cognitive and interactional aspects of correction in tutoring', in P. Goodyear (ed.) Teaching Knowledge and Intelligent Tutoring, Norwood, NJ: Ablex Publishing Corporation.
112. Fox, B (1993) The Human Tutorial Dialogue Project, London: Lawrence Erlbaum.
113. Frederiksen, J.R. and Collins, A. (1989) 'A systems approach to educational testing', Educational Researcher, 18(9): 27-32.
114. Gagne, R.M. (1970) The Conditions of Learning, New York: Holt, Rinehart and Winston.
115. Gagne, R.M. and Merrill, M.D. (1990) 'Integrative goals for instructional design', Educational Technology Research and Development, 38(1): 23-30.
116. Gagne, R.M., Briggs, L.I. and Wager, W.W. (1992) Principles of Instructional Design, London: Harcourt Brace Jovanovich.
117. Gallimore, R. and Tharp, R. (1990) 'Teaching mind in society: teaching, schooling and literate discourse', in L.C. Moll (ed.) Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology, Cambridge: Cambridge University Press.
118. Gamoran, A. and Berends, M. (1987) 'The effects of stratification in secondary schools: synthesis of survey and ethnographic approaches', Review of Educational Research, 57(4): 415-35.
119. Garner, R. (1986) Metacognition and Reading Comprehension, Norwood, NJ: Ablex Publishing.
120. Gauvain, M. (1998) 'Thinking in niches: sociocultural influences on cognitive development', in D. Faulkner, K. Littleton and M. Woodhead (eds) Learning Relationships in the Classroom), London: Routledge.
121. Gauvain, M. (2001) The Social Context of Cognitive Development, New York: Guilford.
122. Gibson, J.J. (1966) The Senses Considered as Perceptual Systems, Boston, MA: Houghton Mifflin.
123. Gibson, J.J. (1986) The Ecological Approach to Visual Perception, Hillsdale, NJ: Lawrence Erlbaum.
124. Glaser, R. (1984) 'Education and thinking: the role of knowledge', American Psychologist, 39(2): 93-104.
125. Glaser, R. and Chi, M.T.H. (1988) 'Overview', in M.T.H. Chi, R. Glaser and M. Farr (eds) The Nature of Expertise, Hillsdale, NJ: Erlbaum.
126. Gobet, F. and Waters, A.J. (2003) 'The role of constraints in expert memory', Journal of Experimental Psychology: Learning, Memory and Cognition, 29(6): 1082-94.
127. Gonzalez, M.-M. (1996) 'Tasks and activities: a parent-child interaction analysis', Learning and Instruction, 6(4): 287-306.
128. Goodnow, J. (1996) 'Acceptable ignorance, negotiable disagreement: Alternative views of learning', in D.R. Olson and N. Torrance (eds) The Handbook of Education and Human Development: New Models of Learning, Teaching and Schooling, Cambridge: Blackwell.
129. Graesser, A.C. and Person, N.K. (1994) 'Question asking during tutoring', American Educational Research Journal, 31(1): 104-37.
130. Graesser, A.C., Person, N.K. and Magliano, J.P. (1995) 'Collaborative dialogue patterns in naturalistic one-to-one tutoring', Applied Cognitive Psychology, 9(6): 495-522.
131. Greenfield, P.M. (1984) 'A theory of the teacher in the learning activities of everyday life', in B. Rogoff and J. Lave (eds) Everyday Cognition, London: Harvard University Press.
132. Greenfield, P.M. (1998) 'Cultural change and human development', in E. Turiel (ed.) New Directions in Child Development, San Francisco, CA: Jossey-Bass.
133. Greenfield, P.M. and Lave, J. (1982) 'Cognitive aspects of informal education', in D.A. Wagner and H.W. Stevenson (eds) Cultural Perspectives on Child Development, San Francisco, CA: W. Freeman.
134. Greenhough, P. and Hughes, M. (1998) 'Parents' and teachers' interventions in children's reading', British Educational Research Journal, 24: 4, 383-98.
135. Greenhough, W.T., Black, J.E. and Wallace C.S. (1987) 'Experience and brain development', Child Development, 58(3): 539-59.
136. Guberman, S.R. (1999) 'Supportive environments for cognitive development: illustrations from children's mathematical activities outside of school', in A. Goncu (ed.) Children's Engagement in the World, Cambridge: Cambridge University Press.
137. Gutierrez, K.D. (1994) 'How talk, context and script shape contexts for learning: a cross-case comparison of journal sharing', Linguistics and Education, 5(3-4): 335-65.
138. Hacker, R.G. and Rowe, M.J. (1993) 'A study of the effects of an organisation change from streamed to mixed-ability classes upon science instruction', Journal of Research in Science Teaching, 30(3): 223-31.
139. Hallam, S. and Ireson, J. (1999) 'Pedagogy in the secondary school', in P. Mortimore, (ed.) Pedagogy and its Impact on Learning, London: Sage Publications.
140. Hallam, S. and Ireson, J. (2005) 'Secondary school teachers' pedagogic practices when teaching mixed and structured ability classes', Research Papers in Education, 20(1): 3-24.
141. Hastings, N. and Schwieso, J. (1995) 'Tasks and tables', Educational Research, 37(3): 279-91.
142. Hickey, K. (1977) Dyslexia: A Language Training Course for Teachers and Learners, Staines: Dyslexia Institute.
143. Hornsby, B. and Shear, F. (1993) Alpha to Omega. The A-Z of Teaching Reading, Writing and Spelling, Oxford: Heinemann Educational.
144. Howe, M.J.A. (1990) The Origins of Exceptional Abilities, Oxford: Blackwell.
145. Howe, M.J.A. (1991) 'Learning to learn: a fine idea, but does it work?', Educational Section Review, 15(2): 43-57.
146. Howe, M.J.A., Davidson, J.W. and Sloboda, J.A. (1998) 'Innate talents: reality or myth?', Behavioural and Brain Sciences, 21(3): 399-442.
147. Hughes, M. and Westgate, D. (1997) 'Assistants as talk-partners in early years classrooms: some issues of support and development', Educational Review, 49(1): 5-12.
148. Ireson, J. (2000) 'Activity and interaction in pedagogical contexts: towards a model of tutoring', in H. Cowie, G. van der Alsvoort and N. Mercer (eds) Advances in Learning and Instruction: Social Interaction in Learning and Instruction, Amsterdam: Elsevier Science.
149. Ireson, J. (2001) 'Tutoring activity in school: pedagogic principles and participation', in R. Nata (ed.) Progress in Education, vol. II, Huntingdon, NY: Nova Science Publishers.
150. Ireson, J. and Blay, J. (1999) 'Constructing activity: participation by adults and children', Learning and Instruction, 9(1): 19-36.
151. Ireson, J. and Hallam, S. (2001) Ability Grouping in Education, London: Paul Chapman.
152. Ireson, J., Hallam, S. and Hurley, C.J. (2005) 'What are the effects of ability grouping on GCSE attainment?' British Educational Research Journal, 31(4): 313-28.
153. Kail, R. (1990) The Development of Memory in Children, New York: W.H. Freeman.
154. Kant, I. (1781 [1968]) Critique of Pure Reason, trans. N.K. Smith, London: Macmillan.
155. Klahr, D. and MacWhinney, B. (1998) 'Information processing', in D. Kuhn and R.S. Siegler (eds) Handbook of Child Psychology, vol. 2, Cognition, Perception and Language, 5th edn, New York: Wiley.
156. Kozulin, A. (1996) 'The concept of activity in Soviet psychology', in H. Daniels (ed.) An Introduction to Vygotsky, London: Routledge.
157. Kozulin, A. (1998) Psychological Tools: A Sociocultural Approach to Education,Cambridge, MA: Harvard University Press.
158. Kuhn, D. (1995) 'Microgenetic study of change: what has it told us?', Psychological Science, 6(3): 133-9.
159. Kulik, J.A. and Kulik, C.L.C. (1992) 'Meta-analytic findings on grouping programs', Gifted Child Quarterly, 36(2): 73-7.
160. Lamb, S.J., Bibby, P.A., and Wood, D.J. (1997) 'Promoting the communication skills of children with moderate learning difficulties', Child Language Teaching and Therapy, 13(3): 261-78.
161. Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press.
162. Lesgold, A., Glaser, R., Rubinson, H., Klopfer, D., Feltovitch, P. and Wang, Y. (1988) 'Expertise in a complex skill: diagnosing x-ray pictures', in M.T.H. Chi, R. Glaser and M. Farr (eds) The Nature of Expertise, Hillsdale, NJ: Erlbaum.
163. McArthur, D., Stasz, C. and Zmuidzinas, M. (1990) 'Tutoring techniques in algebra', Cognition and Instruction, 7(3): 197-244.
164. Marriott, J. (1997) 'An investigation of small group literacy teaching in year 7', unpublished Masters dissertation, London: Institute of Education, University of London.
165. Marton, F. and Booth, S. (1997) Learning and Awareness, Mahwah, NJ: Lawrence Erlbaum.
166. Marton, F. and Säljö, R. (1976) 'On qualitative differences in learning II: outcome as a function of the learner's conception of the task', British Journal of Educational Psychology, 46(2): 115-27.
167. Marton, F. and Säljö, R. (1984) 'Approaches to learning', in F. Marton, D. Hounsell and N.J. Entwistle (eds) The Experience of Learning, Edinburgh: Scottish Academic Press.
168. Marton, F., Dall'Alba, G. and Beaty, E. (1993) 'Conceptions of learning', International Journal of Educational Research, 19(3), 277-300.
169. Marton, F., Watkins, D. and Tang, C. (1997) 'Discontinuities and continuities in the experience of learning: an interview study of high school students in Hong Kong', Learning and Instruction, 7(1): 21-8.
170. Maybin, J., Mercer, N. and Stierer, B. (1992) ' "Scaffolding" learning in the classroom', in K. Norman (ed.) Thinking Voices: The work of the National Oracy Project, London: Hodder and Stoughton for The National Curriculum Council.
171. Meece, J. (1994) 'The role of motivation in self-regulated learning', in D.H. Shunk, and B.J. Zimmerman (eds) Self-regulation of Learning and Performance: Issues and Educational Applications, Hillsdale, NJ: Erlbaum.
172. Mehan, H. (1985) 'The Structure of classroom discourse', in T.A. van Dijk (ed.) Handbook of Discourse Analysis, vol. 3, Discourse and Dialogue, London: Academic Press.
173. Melhuish, E., Sylva, K., Sammons, P., Siraj-Blatchford, I. and Taggart, B. (2001) Social Behavioural and Cognitive Development at 3-4 Years in Relation to Family Background, Technical Paper 7, London: Department for Education and Employment/Institute of Education.
174. Mercer, N. (1995) The Guided Construction of Knowledge, Clevedon: Multilingual Matters.
175. Mercer, N. (2002) 'Developing dialogues', in G. Wells and G. Claxton (eds) Learning for Life in the 21st Century, Oxford: Blackwell Publishers.
176. Merrill, D.C., Reiser, B.J., Merrill, S.K. and Landes, S. (1995) 'Tutoring: guided learning by doing', Cognition and Instruction, 7(3): 315-72.
177. Mortimore, P., Sammons, P., Stoll, L., Lewis, D. and Ecob, R. (1988) The Junior School Project, London: ILEA Research and Statistics Branch.
178. Mroz, M., Smith, F. and Hardman, F. (2000) 'The discourse of the Literacy Hour', Cambridge Journal of Education, 30(3): 379-90.
179. Nassaji, H. and Wells, G. (2000) 'What's the use of triadic dialogue?: An investigation of teacher-student interaction', Applied Linguistics, 21(3): 376-406.
180. Nicholls, J.G. (1989) Democratic Education and the Competitive Ethos, Cambridge, MA: Harvard Press.
181. Nicholls, J.G. (1992) 'Students as educational theorists', in D. Schunk (ed.) Students' Perceptions in the Classroom, Hillsdale, NJ: Lawrence Erlbaum.
182. Nicholls, J.G. and Miller, A. (1983) 'The differentiation of the concepts of difficulty and ability', Child Development, 54(4): 951-9.
183. Nilholm, C. and Säljö, R. (1996) 'Co-action, situation definitions and sociocultural experience: an empirical study of problem solving in mother-child interaction', Learning and Instruction, 6(4): 325-44.
184. Nisbet, J. and Shucksmith, J. (1986) Learning Strategies, London: Routledge.
185. Norman, D.A. (1978) 'Notes towards a theory of complex learning' in A.M. Lesgold (ed.) Cognitive Psychology and Instruction, New York: Plenum Press.
186. Norman, D.A. (1988) The Psychology of Everyday Things, New York: Basic Books.
187. Nussbaum, J. (1985) 'The Earth as a cosmic body', in R. Driver, E. Guesne and A. Tiberghien (eds) Children's Ideas in Science, Milton Keynes: Open University Press.
188. Nystrand, M. (1997) Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom, New York: Teachers College Press.
189. O'Connor, M.C. and Michaels, S. (1996) 'Shifting participant frameworks: orchestrating thinking practices in group discussion', in D. Hicks (ed.) Discourse, Learning and Schooling, New York: Cambridge University Press.
190. Oakes, J. (1985) Keeping Track: How Schools Structure Inequality, New Haven, CT: Yale University Press.
191. Osborn, M., McNess, E., Planel, C. and Triggs, P. (2003) 'Culture, context and policy: comparing learners in three European countries', in R. Sutherland, G. Claxton and A. Pollard (eds) Learning and Teaching, Where World Views Meet, Stoke on Trent: Trentham Books.
192. Owings, R.A., Petersen, G.A., Bransford, J.D., Morris, C.D. and Stein, B.S. (1981) 'Spontaneous monitoring and regulation of learning: a comparison of successful and less successful 5th graders', Journal of Educational Psychology, 72(2): 250-6.
193. Palincsar, A.S. and Brown, A.L. (1984) 'Reciprocal teaching of comprehensionfostering and comprehension-monitoring activities', Cognition and Instruction, 1(2): 117-75.
194. Palincsar, A.S., Brown, A.L. and Campione, J.C. (1993) 'First-grade dialogues for knowledge acquisition and use', in E. Forman, N. Minick and C.A. Stone (eds) Contexts for Learning: Sociocultural Dynamics in Children's Development, Oxford: Oxford University Press.
195. Paradise, R. (1996) 'Passivity or tacit collaboration: Mazahua interaction in cultural context', Learning and Instruction, 26(4): 379-90.
196. Paris, S.G. and Paris, A.H. (2001) 'classroom applications of research on self-regulated learning', Educational Psychologist, 36(2): 89-101.
197. Pask, G. (1976) 'Conversational techniques in the study and practice of education', British Journal of Educational Psychology, 46(1): 12-25.
198. Pavlov, I.P. (1927) Conditioned Reflexes, trans. G.V. Anrep, London: Oxford University Press.
199. Pea, R.D. (1993) 'Practices of distributed intelligence and designs for education', in G. Salomon (ed.) Distributed Cognitions, Cambridge: Cambridge University Press.
200. Perfetti, C.A., Marron, M.A. and Foltz, P.W. (1996) 'Sources of comprehension failure: theoretical perspectives and case studies', in C. Cornoldi and J. Oakhill (eds) Reading Comprehension Difficulties: Processes and intervention, Mahwah: NJ: Lawrence Erlbaum.
201. Perkins, D., Jay, E. and Tishman, S. (1993) 'New conceptions of thinking', Educational Psychologist, 28(1): 67-85.
202. Piaget, J. (1936/1963) The Origins of Intelligence in Children, New York: Norton.
203. Piaget, J. (1964) 'Development and learning', Journal of Research in Science Teaching, 2(3): 176-86.
204. Pintrich, P.R. (1989) 'The dynamic interplay of student motivation and cognition in the college classroom', in M.L. Maehr and C. Ames (eds) Advances in Motivation and Achievement: A Research Annual, London: Jai Press.
205. Pintrich, P.R. (1999) 'The role of motivation in promoting and sustaining the selfregulated learning', International Journal of Educational Research, 31(6): 459-70.
206. Pintrich, P.R. (2000) 'The role of goal orientation in self-regulated learning', in P.R. Boekaerts, P.R. Pintrich and M. Zeidner (eds) Handbook of Self-Regulation, London: Academic Press.
207. Pintrich, P.R. and de Groot, E.V. (1990) 'Motivational and self-regulated learning components of classroom academic performance', Journal of Educational Psychology, 82(1): 33-40.
208. Pintrich, P.R. and Garcia, T. (1991) 'Student goal orientation and self-regulation in the college classroom', in M.L. Maehr and P.R. Pintrich (eds) Advances in Motivation and Achievement: Goals and Self-Regulatory Processes, vol. 7, Greenwich, CT: JAI Press.
209. Pintrich, P.R., Smith, D.A., Garcia, T. and McKeachie, W. J. (1991) A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ), Technical Report No. 91-B-004, Ann Arbor, CT: University of Michigan, School of Education.
210. Pramling, I. (1988) 'Developing children's thinking about their own learning', British Journal of Educational Psychology, 58(3): 266-78.
211. Pramling, I. (1996) 'Understanding and empowering the child as a learner', in D. Olson and N. Torrance (eds) The Handbook of Education and Human Development, Oxford: Blackwell.
212. Pratt, M.W. and Savoy-Levine, K.M. (1998) 'Contingent tutoring of long-division skills in fourth and fifth graders: Experimental tests of some hypotheses about scaffolding', Journal of Applied Developmental Psychology, 19(2): 287-304.
213. Pratt, M.W., Greene, D., MacVicar, J. and Bountrogianni, M. (1992) 'The mathematical parent: parental scaffolding, parenting style and learning outcomes in longdivision mathematics homework', Journal of Applied Developmental Psychology, 13(1): 17-34.
214. Prawat, R.S. (1989) 'Promoting access to knowledge, strategy and disposition in students: a research synthesis', Review of Educational Research, 59(1): 1-41.
215. Putnam, R.T. (1987) 'Structuring and adjusting content for students: a study of live and simulated tutoring for addition', American Educational Research Journal, 24(1): 13-48.
216. Puustinen, M. and Pulkinen, L. (2001) 'Models of self-regulated learning', Scandinavian Journal of Educational Research, 45(3): 269-84.
217. Radford, J., Ireson, J. and Mahon, M. (2006) 'Triadic dialogue in oral communication tasks: what are the implications for language learning?', Language and Education, 20(3): 191-210.
218. Radziszewska, B. and Rogoff, B. (1988) 'Influence of adult and peer collaboration on children's planning skills', Developmental Psychology, 24(6): 840-8.
219. Radziszewska, B. and Rogoff, B. (1991) 'Children's guided participation in planning errands with skilled adult or peer partners', Developmental Psychology, 27(3): 381-9.
220. Reber, A.S. (1993) Implicit Learning and Tacit Knowledge, Oxford: Oxford University Press.
221. Reichgelt, H., Shadbolt, N., Paskiewicz, T., Wood, D. and Wood, H. (1993) 'EXPLAIN: On implementing more effective tutoring systems', in A. Sloman (ed.) Prospects for Artificial Intelligence, Brighton: University of Sussex, Society for the Study of Artificial Intelligence and Simulation of Behaviour.
222. Resnick, L. (1987) 'Learning in school and out', Educational Researcher, 16(9): 13-20.
223. Resnick, L., Wang, M.C. and Kaplan, J. (1973) 'Task analysis in curriculum design: a hierarchically sequenced introductory mathematics curriculum', Journal of Applied Behaviour Analysis, 6(4): 679-710.
224. Richardson, K. (1988) Understanding Psychology, Milton Keynes: Open University Press.
225. Rogoff, B. (1990) Apprenticeship in Thinking: Cognitive Development in Social Context, Oxford: Oxford University Press.
226. Rogoff, B. (2003) The Cultural Nature of Human Development, Oxford: Oxford University Press.
227. Rogoff, B. and Gardner W. (1984) 'Adult guidance of cognitive development', in B. Rogoff and J. Lave (eds) Everyday Cognition, London: Harvard University Press.
228. Rogoff, B., Mistry, J., Göncü, A. and Mosier, C. (1993) Guided Participation in Cultural Activity by Toddlers and Caregivers', Monographs of the Society for Research in Child Development 58, Chicago, IL: University of Chicago Press.
229. Ryan, R.M. and Deci, E.L. (2000) 'Intrinsic and extrinsic motivation: classic definitions and new directions', Contemporary Educational Psychology, 25(1): 54-67.
230. Sabers, D., Cushing, K.S. and Berliner, D. (1991) 'Differences among teachers in a task characterised by simultaneity, multi dimensionality, and immediacy', American Educational Research Journal, 28(1): 63-88.
231. Säljö, R., and Wyndhamn, J. (1993) 'Solving problems in the formal setting: an empirical study of the school as a context for thought', in S. Chaiklin and J. Lave (eds) Understanding Practice: Perspectives on Activity and Context, Cambridge: Cambridge University Press.
232. Samuelowicz, K. and Bain, J.D. (1992) 'Conceptions of teaching held by academic teachers', Higher Education, 24(1): 93-111.
233. Scribner, S. (1984) 'Studying working intelligence', in B. Rogoff and J. Lave (eds) Everyday Cognition: Its Development in Social Context, Cambridge, MA: Harvard University Press.
234. Shayer, M. and Adey, P. (2002) 'Cognitive acceleration comes of age', in M. Shayer and P. Adey (eds) Learning Intelligence: Cognitive Acceleration Across the Curriculum from 5 to 15 Years, Buckingham: Open University Press.
235. Siegler, R.S. (2000) 'The rebirth of children's learning', Child Development, 71(1) 26-35.
236. Siegler, R.S. and Alibali, M. (2005) Children's Thinking, 5th edn, Upper Saddle River, NJ: Prentice Hall.
237. Simon, H.A. and Chase, W.G. (1973) 'Skill in chess', American Scientist, 61(4): 394-403.
238. Singh, K., Bickley, P.G., Keith, T.Z., Keith, P.B., Trivette, P. and Anderson, E. (1995) 'The effects of four components of parental involvement on 8th grade student achievement: structural analysis of NELS-88 data', School Psychology Review, 24(2): 299-317.
239. Skinner, B. (1953) Science and Human Behaviour, New York: Macmillan.
240. Skinner, B. (1954) 'The science of learning and the art of teaching', Harvard Educational Review, 24(1): 86-97.
241. Sloboda, J. (1986) 'What is skill?' in A. Gellatly (ed.) The Skilful Mind, Milton Keynes: Open University Press.
242. Speelman, C. and Kirsner, K. (2005) Beyond the Learning Curve, Oxford: Oxford University Press.
243. Stanovich, K. (1994) 'Constructivism in reading education', The Journal of Special Education, 28(3): 259-74.
244. Sternberg, R.J. (1985) Beyond IQ: A Diarchic Theory of Human Intelligence, Cambridge: Cambridge University Press.
245. Sternberg, R.J. and Ben Zeev, T. (2001) Complex Cognition, Oxford: Oxford University Press.
246. Stigler, J.W. (1984) 'Mental abacus: the effect of abacus training on Chinese children's mental calculations', Cognitive Psychology, 16(2): 145-76.
247. Stigler, J.W. and Hiebert, J. (1999) The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom, New York: Free Press.
248. Stigler, J.W., Chalip, L. and Miller, K.E. (1986) 'Consequences of skill. The case of abacus training in Taiwan', American Journal of Education, 94(4): 447-79.
249. Stone, C.A. (1998) 'The metaphor of scaffolding and its utility for the field of learning disabilities', Journal of Learning Disabilities, 31(4): 344-64.
250. Sui Chi, E.H. and Willms, J.D. (1996) 'Effects of parental involvement on eighth grade achievement', Sociology of Education, 69(2): 126-41.
251. Super, C.M. and Harkness, S. (1986) 'The developmental niche: A conceptualisation at the interface of child and culture', International Journal of Behavioral Development, 9(4): 545-70.
252. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. and Taggart, B. (2004) The Effective Provision of Preschool Education (EPPE) Project - the Final report: Effective Pre-school Education, Technical Paper 12. London: DfES/Institute of Education.
253. Tait, H., Entwistle, N. and McCune, V. (1998) 'ASSIST: a reconceptualisation of the approaches to studying inventory', in C Rust (ed.) Improving Student Learning: Improving Students as Learners, Oxford: The Oxford Centre for Staff and Learning Development.
254. Tharp, R. (1993) 'Institutional and social context of educational reform: practice and reform', in E.A. Forman, N. Minnick and C.A. Stone (eds) Contexts for Learning: Sociocultural Dynamics in Children's Development, New York: Oxford University Press.
255. Tharp, R.G. and Gallimore, R. (1988) Rousing Minds to Life: Teaching, Learning and Schooling in Social Context, New York: Cambridge University Press.
256. Tharp, R.G. and Gallimore, R. (1991) 'A theory of teaching as assisted performance', in P. Light S. Sheldon and M. Woodhead (eds) Learning to Think, London: Routledge.
257. Thomas, A. (1998) Educating Children at Home, London: Cassell/Continuum.
258. Tizard, B. and Hughes, M. (1984) Young Children Learning: Talking and Thinking at Home and at School, Cambridge, MA: Harvard University Press.
259. Tizard, B., Blatchford, P., Burke, J., Farquhar, C. and Plewis, I. (1988) Young Children at School in the Inner City, Lawrence Erlbaum.
260. Tolmie, A., Thomson, J.A., Foot, H.C., Whelan, K., Morrison, S. and McLaren, B. (2005) 'The effects of adult guidance and peer discussion on the development of children's representations: evidence from the training of pedestrian skills', British Journal of Psychology, 96(2): 181-204.
261. Tomasello, M. (1999) The Cultural Origins of Human Development, London: Harvard University Press.
262. Tomasello, M., Kruger, A.C. and Ratner, H.H. (1993) 'Cultural learning', Behavioral and Brain Sciences, 16(3): 495-552.
263. Trevarthen, C. (1979) 'Communication and cooperation in early infancy: A description of primary intersubjectivity', in M. Bullowa (ed) Before Speech: The Beginning of Interpersonal Communication, New York: Cambridge University Press.
264. Trevarthen, C. (1980) 'The foundations of intersubjectivity: development of interpersonal and cooperative understanding in infants', in D. Olsen (ed.) The Social Foundations of Language and Thought: Essays in Honor of J.S. Bruner, New York: W.W. Norton.
265. Tudge, J., Hogan, D., Lee, S., Tammeveski, P. Meltas, M., Kulakova, N., Snezhkova, I. and Putnam, S. (1999) 'Cultural heterogeneity: parental values and beliefs and their preschoolers activities in the United States, South Korea, Russia, and Estonia', in A. Goncu (ed.) Children's Engagement in the World: Sociocultural Perspectives, New York: Cambridge University Press.
266. van Rossum, E.J. and Schenk, S.M. (1984) 'The relation between learning conception, study strategy and learning outcome', British Journal of Educational Psychology, 54(1): 73-83.
267. Vermunt, J.D. (1998) 'The regulation of constructive learning process', British Journal of Educational Psychology, 68(2): 149-71.
268. Vermunt, J.D. and Vermetten, Y.J. (2004) 'Patterns in student learning: relationships between learning strategies, conceptions of learning, and learning orientations', Educational Psychology Review, 16(4): 359-84.
269. Vygotsky, L.S. (1962) Thought and Language, Cambridge, MA: M.I.T Press.
270. Vygotsky, L.S. (1978) Mind in Society, Cambridge, MA: Harvard University Press.
271. Vygotsky, L.S. (1981) 'The genesis of higher mental functions', in J.V. Wertsch (ed.) The Concept of Activity in Soviet Psychology, Armonk, NY: Sharpe.
272. Wang, M.C., Haertel, G.D. and Walberg, H.J. (1993) 'Towards a knowledge base for school learning', Review of Educational Research, 63(3): 249-94.
273. Watson, J.B. and Rayner, R. (1920) 'Conditioned emotional reactions', Journal of Experimental Psychology, 3(1): 1-14.
274. Wegerif, R., Mercer, N. and Dawes, L. (1999) 'From social interaction to individual reasoning: an empirical investigation of a possible cultural model of cognitive development', Learning and Instruction, 9(5): 493-516.
275. Weinberg, S.S. (1991) 'Historical problem solving: a study of the cognitive processes used in the evaluation of documentary and pictorial evidence', Journal of Educational Psychology, 83(1): 73-87.
276. Weinstein, C.E. and Mayer, R.E. (1986) 'The teaching of learning strategies', in M. Wittrock (ed.) Handbook of Research on Teaching, New York, NY: Macmillan.
277. Weinstein, C.E. and Palmer, D.R. (2002) Learning and Study Strategies Inventory (LASSI): User's Manual, 2nd edn, Clearwater, FL: H & H Publishing.
278. Weinstein, C.E., Shulte, A.C. and Palmer, D.P. (1987) Learning and Study Strategies Inventory, Clearwater, FL: H & H Publishing.
279. Wellman, H. and Gelman, S.A. (1998) 'Knowledge acquisition in foundational domains', in W. Damon (series ed.) and D. Kuhn, and R.S. Siegler (eds) Handbook of Child Psychology, vol. 2, Cognition, Perception, and Language, 5th edn, New York: Wiley.
280. Wells, G. (1985) 'Language, Learning and Education', Windsor: NFER-Nelson.
281. Wells, G. (1993) 'Re-evaluating the IRF Sequence: a proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom', Linguistics and Education, 5(1): 1-37.
282. Wertsch, J.V. (1984) 'The zone of proximal development: some conceptual issues', in B. Rogoff and J.V. Wertsch (eds) Children's Learning in the Zone of Proximal Development, San Francisco, CA: Jossey Bass.
283. Wertsch, J.V. (1985) Vygotsky and the Social Formation of Mind, London: Harvard University Press.
284. Wertsch, J.V. and Stone, A. (1985) 'The concept of internalization in Vygotsky's account of the genesis of higher mental functions', in J. V. Wertsch (ed.) Culture, Communication and Cognition: Vygotskian Perspectives, Cambridge: Cambridge University Press.
285. Wertsch, J., Minick, N. and Arns, F.J. (1984) 'The creation of context in joint problem solving', in B. Rogoff and J. Lave (eds) Everyday Cognition: Its Development in Social Context, London: Harvard University Press.
286. Whiting, B.B. and Whiting, J.W.M. (1975) Children of Six Cultures: A Psycho-Cultural Analysis, Cambridge, MA: Harvard University Press.
287. Whitty, G., Edwards, A., Power, S. and Wigfall, V. (1998) Destined for Success? Educational Biographies of Academically Able Pupils, End of award report to the Economic and Social Research Council. Swindon: ESRC.
288. Winne, P.H. (1995) 'Inherent details in self-regulated learning', Educational Psychologist, 30(4): 173-87.
289. Winne, P.H. and Perry, N.E. (2000) 'Measuring self regulated learning', in M. Boekaerts, P.R. Pintrich and M. Zeidner (eds) Handbook of Self-Regulation, London: Academic Press.
290. Wood, D.J. (1986) 'Aspects of teaching and learning', in M. Richards and P. Light (eds) Children of Social Worlds, Cambridge: Polity Press.
291. Wood, D.J. (1998) How Children Think and Learn: The Social Contexts of Cognitive Development, Oxford: Blackwell.
292. Wood, D. and Wood, H. (1996a) 'Vygotsky, tutoring and learning', Oxford Review of Education, 22(1): 5-17.
293. Wood, D. and Wood, H. (1996b) Commentary: contingency in tutoring and learning. Learning and Instruction, 6(4): 391-7.
294. Wood, D., Bruner, J.S. and Ross, G. (1976) 'The role of tutoring in problem solving', Journal of Child Psychology and Psychiatry, 17(2): 89-100.
295. Wood, D., Wood, H. and Middleton, D. (1978) 'An experimental evaluation of four face-to-face teaching strategies', International Journal of Behavioral Development, 1(2): 131-47.
296. Wood, D., Wood, H., Ainsworth, S. and O'Malley, C. (1995) 'On becoming a tutor: towards an ontogenetic model', Cognition and Instruction, 13(4): 565-81.
297. Woods, P. (1990) The Happiest Days? How Pupils Cope With School, London: Falmer Press.
298. Yuill, N. and Oakhill, J. (1991) Children's Problems in Text Comprehension, Cambridge: Cambridge University Press.
299. Zeidner, M., Boekaerts, M. and Pintrich, P.R. (2000) 'Self-regulation: directions and challenges for future research', in P.R. Boekaerts, P.R. Pintrich and M. Zeidner (eds) Handbook of Self-Regulation, London: Academic Press.
300. Zimmerman, B.J. (1998) 'Academic studying and the development of personal skill: a self-regulatory perspective', Educational Psychologist, 33(2/3): 73-86.
301. Zimmerman, B.J. and Martínez-Pons, M. (1986) 'Development of a structured interview for assessing student use of self-regulated learning strategies', American Educational Research Journal, 23(4): 614-28.
302. Zimmerman, B.J. and Martínez-Pons, M. (1990) 'Student differences in selfregulated learning: relating grade, sex and giftedness to self-efficacy and strategy use', Journal of Educational Psychology, 82(1): 51-9.