Frontline Learning Research publishes articles with new ideas, methodologies or discoveries that might be risky but have potential to open up new avenues in the field of learning and instruction
Vol 3, No 1 (2015): Frontline Learning Research
Table of Contents
|Exploring the antecedents of learning-related emotions and their relations with achievement outcomes||PDF HTML|
|Alexandra Corina Niculescu, Dirk Tempelaar, Amber Dailey-Hebert, Mien Segers, Wim Gijselaers||1-17|
|Individual differences in students’ knowing and learning about fractions: Evidence from an in-depth qualitative study||PDF HTML|
|Maria Bempeni, Xenia Vamvakoussi||18-35|
|Self-beliefs mediate math performance between primary and lower secondary school: A large-scale longitudinal cohort study||PDF HTML|
|Helen C. Reed, Paul A. Kirschner, Jelle Jolles||36-54|
|When Knowing is Not Enough – the Relevance of Teachers’ Cognitive and Emotional Resources for Classroom Management||PDF HTML|
|Johanna Seiz, Thamar Voss, Mareike Kunter||55-77|
|Socially Shared Metacognitive Regulation in Asynchronous CSCL in Science: Functions, Evolution and Participation||PDF HTML|
|Tuike Iiskala, Simone Volet, Erno Lehtinen, Marja Vauras||78-111|
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Frontline Learning Research - An official journal of EARLI, European Association for Research on Learning and Instruction - www.earli.org