About this Journal Submit a Manuscript Table of Contents

Citations to this Journal [145 citations: 1–100 of 136 articles]

Articles published in Education Research International have been cited 145 times. The following is a list of the 136 articles that have cited the articles published in Education Research International.

  • Melody Siadaty, Dragan Gašević, and Marek Hatala, “Associations between technological scaffolding and micro-level processes of self-regulated learning: A workplace study,” Computers in Human Behavior, vol. 55, pp. 1007–1019, 2016. View at Publisher · View at Google Scholar
  • Sharon Moynihan, Didier Jourdan, and Patricia Mannix McNamara, “An examination of Health Promoting Schools in Ireland,” Health Education, vol. 116, no. 1, pp. 16–33, 2016. View at Publisher · View at Google Scholar
  • Milla Räisänen, Liisa Postareff, and Sari Lindblom-Ylänne, “University students' self- and co-regulation of learning and processes of understanding: A person-oriented approach,” Learning and Individual Differences, 2016. View at Publisher · View at Google Scholar
  • Sanna Järvelä, Jonna Malmberg, and Marika Koivuniemi, “Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL,” Learning and Instruction, vol. 42, pp. 1–11, 2016. View at Publisher · View at Google Scholar
  • Konrad J. Schönborn, Gunnar E. Höst, and Karljohan E. Lundin Palmerius, “Nano education with interactive visualization,” Nano Today, 2016. View at Publisher · View at Google Scholar
  • Sabina Eggert, Anne Nitsch, William J. Boone, Matthias Nückles, and Susanne Bögeholz, “Supporting Students’ Learning and Socioscientific Reasoning About Climate Change—the Effect of Computer-Based Concept Mapping Scaffolds,” Research in Science Education, 2016. View at Publisher · View at Google Scholar
  • Bryan K. Church, Marietta Peytcheva, Wei Yu, and Ong-Ard Singtokul, “Perspective taking in auditor–manager interactions: An experimental investigation of auditor behavior,” Accounting, Organizations and Society, vol. 45, pp. 40–51, 2015. View at Publisher · View at Google Scholar
  • Vesna Cancer, and Simona Sarotar Zizek, “A Proposed Approach to the Assessment of Psychological Well-being in Organizations,” Applied Research In Quality Of Life, vol. 10, no. 2, pp. 217–235, 2015. View at Publisher · View at Google Scholar
  • Hua Huang, and Sou Kuan Vong, “The rhetoric of conscience and teachers’ resistance in an era of accountability: a Macao study,” Asian Education and Development Studies, vol. 4, no. 3, pp. 357–370, 2015. View at Publisher · View at Google Scholar
  • Gregory Arief D. Liem, “Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning,” British Journal of Educational Psychology, 2015. View at Publisher · View at Google Scholar
  • Katerina Salta, and Dionysios Koulougliotis, “Assessing motivation to learn chemistry: adaptation and validation of Science Motivation Questionnaire II with Greek secondary school students,” Chem. Educ. Res. Pract., vol. 16, no. 2, pp. 237–250, 2015. View at Publisher · View at Google Scholar
  • Julian Roelle, and Kirsten Berthold, “Effects of Comparing Contrasting Cases on Learning From Subsequent Explanations,” Cognition and Instruction, vol. 33, no. 3, pp. 199–225, 2015. View at Publisher · View at Google Scholar
  • Joy V. Peluchette, Katherine Karl, Christa Wood, and Jennifer Williams, “Cyberbullying victimization: Do victims’ personality and risky social network behaviors contribute to the problem?,” Computers in Human Behavior, vol. 52, pp. 424–435, 2015. View at Publisher · View at Google Scholar
  • Clóvis Luís Konopka, Martha Bohrer Adaime, and Pedro Henrique Mosele, “Active Teaching and Learning Methodologies: Some Considerations,” Creative Education, vol. 06, no. 14, pp. 1536–1545, 2015. View at Publisher · View at Google Scholar
  • Simone Abendschön, “Children's political learning in primary school – evidence from Germany,” Education 3-13, pp. 1–12, 2015. View at Publisher · View at Google Scholar
  • María Consuelo Sáiz Manzanares, Miguel Ángel Sánchez Báez, Vanesa Ortega-López, and Juan M. Manso Villalaín, “Self-Regulation and Rubrics Assessment in Structural Engineering Subjects,” Education Research International, vol. 2015, pp. 1–8, 2015. View at Publisher · View at Google Scholar
  • Hanna Järvenoja, Sanna Järvelä, and Jonna Malmberg, “Understanding Regulated Learning in Situative and Contextual Frameworks,” Educational Psychologist, vol. 50, no. 3, pp. 204–219, 2015. View at Publisher · View at Google Scholar
  • Sharon Vaughn, and Elizabeth A. Swanson, “Special Education Research Advances Knowledge in Education,” Exceptional Children, vol. 82, no. 1, pp. 11–24, 2015. View at Publisher · View at Google Scholar
  • Elizabeth A. Necka, H. Moriah Sokolowski, and Ian M. Lyons, “The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance,” Frontiers in Psychology, vol. 6, 2015. View at Publisher · View at Google Scholar
  • Hyoun Ju Kang, Dae Seok Chai, and Gary N. McLean, “An intersectionality and hope-based career development model for female international marriage immigrants in Korea,” Human Resource Development International, pp. 1–18, 2015. View at Publisher · View at Google Scholar
  • Navjeevan Singh, “Making the transition from thesis to published paper: A supervisor's note to her student,” Indian Journal Of Dermatology Venereology & Leprology, vol. 81, no. 5, pp. 447–450, 2015. View at Publisher · View at Google Scholar
  • Effat Alvi, and Robyn M. Gillies, “Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences,” International Journal of Educational Research, vol. 72, pp. 14–25, 2015. View at Publisher · View at Google Scholar
  • Lauren Talley, and E. Sharon Brintnell, “Scoping the barriers to implementing policies for inclusive education in Rwanda: an occupational therapy opportunity,” International Journal of Inclusive Education, pp. 1–19, 2015. View at Publisher · View at Google Scholar
  • Hongyu Wang, and Tianji Cai, “Parental involvement, adolescents' self-determined learning and academic achievement in Urban China,” International Journal of Psychology, 2015. View at Publisher · View at Google Scholar
  • Cheng-Huan Chen, and Chiung-Hui Chiu, “Collaboration Scripts for Enhancing Metacognitive Self-regulation and Mathematics Literacy,” International Journal of Science and Mathematics Education, 2015. View at Publisher · View at Google Scholar
  • Erika Löfström, and Kirsi Pyhältö, “‘I Don't Even Have Time to be Their Friend!’ Ethical Dilemmas in Ph.D. Supervision in the Hard Sciences,” International Journal of Science Education, pp. 1–19, 2015. View at Publisher · View at Google Scholar
  • Ami Amit, Hadar Amir, Jonia Amer-Alshiek, Tahani Alshiek, Yifat Amir Levy, and Foad Azem, “Israeli Druze women’s sex preferences when choosing obstetricians and gynecologists,” Israel Journal of Health Policy Research, vol. 4, no. 1, 2015. View at Publisher · View at Google Scholar
  • Inkeri Rissanen, Kirsi Tirri, and Elina Kuusisto, “Finnish Teachers’ Attitudes About Muslim Students and Muslim Student Integration,” Journal for the Scientific Study of Religion, 2015. View at Publisher · View at Google Scholar
  • Tea Logar, Phuoc Le, James D. Harrison, and Marcia Glass, “Teaching Corner: “First Do No Harm”: Teaching Global Health Ethics to Medical Trainees Through Experiential Learning,” Journal of Bioethical Inquiry, 2015. View at Publisher · View at Google Scholar
  • I. Glogger-Frey, J. Kappich, R. Schwonke, L. Holzäpfel, M. Nückles, and A. Renkl, “Inventing motivates and prepares student teachers for computer-based learning,” Journal of Computer Assisted Learning, 2015. View at Publisher · View at Google Scholar
  • Jabreel Asghar, “Metadiscourse and Contrastive Rhetoric in Academic Writing: Evaluation of a Small Academic Corpus,” Journal of Language Teaching and Research, vol. 6, no. 2, pp. 317, 2015. View at Publisher · View at Google Scholar
  • Alina Schartner, “The effect of study abroad on intercultural competence: a longitudinal case study of international postgraduate students at a British university,” Journal of Multilingual and Multicultural Development, pp. 1–17, 2015. View at Publisher · View at Google Scholar
  • Timothy J. Cleary, Gregory L. Callan, Jaime Malatesta, and Tanya Adams, “Examining the Level of Convergence Among Self-Regulated Learning Microanalytic Processes, Achievement, and a Self-Report Questionnaire,” Journal Of Psychoeducational Assessment, vol. 33, no. 5, pp. 439–450, 2015. View at Publisher · View at Google Scholar
  • Muhamad Saiful Bahri Yusoff, and Wan Nor Arifin, “Educational environment and psychological distress of medical students: The role of a deep learning approach,” Journal of Taibah University Medical Sciences, 2015. View at Publisher · View at Google Scholar
  • Cynthia L. Grant, and Daniel R. Tomal, “Guiding Social Work Doctoral Graduates Through Scholarly Publications and Presentations,” Journal of Teaching in Social Work, vol. 35, no. 1-2, pp. 179–196, 2015. View at Publisher · View at Google Scholar
  • Sabrina Vandevelde, Hilde Van Keer, Gonny Schellings, and Bernadette Van Hout-Wolters, “Using think-aloud protocol analysis to gain in-depth insights into upper primary school children's self-regulated learning,” Learning and Individual Differences, vol. 43, pp. 11–30, 2015. View at Publisher · View at Google Scholar
  • Annelies Ceulemans, Daisy Titeca, Tom Loeys, Karel Hoppenbrouwers, Sofie Rousseau, and Annemie Desoete, “The sense of small number discrimination: The predictive value in infancy and toddlerhood for numerical competencies in kindergarten,” Learning and Individual Differences, 2015. View at Publisher · View at Google Scholar
  • Inga Glogger-Frey, Corinna Fleischer, Lisa Grüny, Julian Kappich, and Alexander Renkl, “Inventing a solution and studying a worked solution prepare differently for learning from direct instruction,” Learning and Instruction, vol. 39, pp. 72–87, 2015. View at Publisher · View at Google Scholar
  • John Sandars, and Rakesh Patel, “Self-regulated learning: the challenge of learning in clinical settings,” Medical Education, vol. 49, no. 6, pp. 554–555, 2015. View at Publisher · View at Google Scholar
  • Trinidad García, Celestino Rodríguez, Paloma González-Castro, Julio Antonio González-Pienda, and Mark Torrance, “Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks,” Metacognition and Learning, 2015. View at Publisher · View at Google Scholar
  • Lynn A. Bryan, Alejandra J. Magana, and David Sederberg, “Published research on pre-college students' and teachers' nanoscale science, engineering, and technology learning,” Nanotechnology Reviews, vol. 4, no. 1, pp. 7–32, 2015. View at Publisher · View at Google Scholar
  • Stanislas Dehaene, Laurent Cohen, José Morais, and Régine Kolinsky, “Illiterate to literate: behavioural and cerebral changes induced by reading acquisition,” Nature Reviews Neuroscience, 2015. View at Publisher · View at Google Scholar
  • Kyongok Park, Youngmee Ahn, Narae Kang, and Min Sohn, “Development of a Simulation-Based Assessment to Evaluate the Clinical Competencies of Korean Nursing Students,” Nurse Education Today, 2015. View at Publisher · View at Google Scholar
  • Christina Lau, Anastasia Kitsantas, and Angela Miller, “Using Microanalysis to Examine how Elementary Students Self-regulate in Math: A Case Study,” Procedia - Social and Behavioral Sciences, vol. 174, pp. 2226–2233, 2015. View at Publisher · View at Google Scholar
  • Mosiforeba Victoria Adegbija, and Olaniyi Oladimeji Bola, “Perception of Undergraduates on the Adoption of Mobile Technologies for Learning in Selected Universities in Kwara state, Nigeria,” Procedia - Social and Behavioral Sciences, vol. 176, pp. 352–356, 2015. View at Publisher · View at Google Scholar
  • Mouloud Aoudia, Khalil Marji, and Deya Al-Deen AlQahsi, “Assessment of Higher Education Quality by Using Cohort of First-year in University,” Procedia - Social and Behavioral Sciences, vol. 191, pp. 330–335, 2015. View at Publisher · View at Google Scholar
  • Timothy J. Cleary, Leah Dembitzer, and Ryan J. Kettler, “Internal Factor Structure And Convergent Validity Evidence: The Self-Report Version Of Self-Regulation Strategy Inventory,” Psychology in the Schools, 2015. View at Publisher · View at Google Scholar
  • Panagiotis Varsamis, and Ioannis Agaliotis, “Relationships between gross- and fine motor functions, cognitive abilities, and self-regulatory aspects of students with physical disabilities,” Research in Developmental Disabilities, vol. 47, pp. 430–440, 2015. View at Publisher · View at Google Scholar
  • Ashley Brooke Barr, “Family Socioeconomic Status, Family Health, and Changes in Students’ Math Achievement Across High School: A Mediational Model,” Social Science & Medicine, 2015. View at Publisher · View at Google Scholar
  • Erika Löfström, and Kirsi Pyhältö, “Ethics in the supervisory relationship: supervisors' and doctoral students' dilemmas in the natural and behavioural sciences,” Studies in Higher Education, pp. 1–16, 2015. View at Publisher · View at Google Scholar
  • Brenda L. Barrio, and Bertina H. Combes, “General Education Pre-Service Teachers' Levels of Concern on Response to Intervention (RTI) Implementation,” Teacher Education And Special Education, vol. 38, no. 2, pp. 121–137, 2015. View at Publisher · View at Google Scholar
  • Unkyoung Maeng, and Sangmin-Michelle Lee, “EFL teachers' behavior of using motivational strategies: The case of teaching in the Korean context,” Teaching and Teacher Education, vol. 46, pp. 25–36, 2015. View at Publisher · View at Google Scholar
  • Katarina Samuelsson, and Sverker Lindblad, “School management, cultures of teaching and student outcomes: Comparing the cases of Finland and Sweden,” Teaching and Teacher Education, vol. 49, pp. 168–177, 2015. View at Publisher · View at Google Scholar
  • Daniel C. Moos, and Caitlin Bonde, “Flipping the Classroom: Embedding Self-Regulated Learning Prompts in Videos,” Technology, Knowledge and Learning, 2015. View at Publisher · View at Google Scholar
  • Eddie H.T. Ko, Dickson K.W. Chiu, Patrick Lo, and Kevin K.W. Ho, “Comparative Study on m-Learning Usage Among LIS Students from Hong Kong, Japan and Taiwan,” The Journal of Academic Librarianship, 2015. View at Publisher · View at Google Scholar
  • Hannie de Bie, Pascal Wilhelm, and Hans van der Meij, “The Halpern Critical Thinking Assessment: Towards a Dutch Appraisal of Critical Thinking,” Thinking Skills and Creativity, 2015. View at Publisher · View at Google Scholar
  • Yves Karlen, “Nutzungshäufigkeit von Lernstrategien und metakognitives Strategiewissen in der Oberstufe des Gymnasiums: Entwicklung und Zusammenhänge,” Zeitschrift für Bildungsforschung, 2015. View at Publisher · View at Google Scholar
  • Timothy J. Cleary, Ting Dong, and Anthony R. Artino, “Examining shifts in medical students’ microanalytic motivation beliefs and regulatory processes during a diagnostic reasoning task,” Advances in Health Sciences Education, 2014. View at Publisher · View at Google Scholar
  • Douglas C. Heimburger, Sarah Schlachter, Pierce Gardner, Aron Primack, Tokesha L. Warner, Sten H. Vermund, and Catherine L. Carothers, “Review Article: Training Programs Within Global Networks: Lessons Learned in the Fogarty International Clinical Research Scholars and Fellows Program,” American Journal of Tropical Medicine and Hygiene, vol. 90, no. 1, pp. 173–179, 2014. View at Publisher · View at Google Scholar
  • Brett Vaughan, Jane Mulcahy, and Patrick McLaughlin, “The DREEM, part 2: psychometric properties in an osteopathic student population,” Bmc Medical Education, vol. 14, 2014. View at Publisher · View at Google Scholar
  • Nicos Souleles, Stefania Savva, Hilary Watters, Angela Annesley, and Ben Bull, “A phenomenographic investigation on the use of iPads among undergraduate art and design students,” British Journal of Educational Technology, 2014. View at Publisher · View at Google Scholar
  • Elina Kuusisto, Arniika Kuusisto, and Arto Kallioniemi, “How is interreligious sensitivity related to Finnish pupils’ religiousness profiles?,” British Journal of Religious Education, pp. 1–19, 2014. View at Publisher · View at Google Scholar
  • Keith S. Taber, “Ethical considerations of chemistry education research involving 'human subjects',” Chemistry Education Research and Practice, vol. 15, no. 2, pp. 109–113, 2014. View at Publisher · View at Google Scholar
  • Alain Dumon, and Imene Mzoughi-Khadhraoui, “Teaching chemical change modeling to Tunisian students: an "expanded chemistry triplet" for analyzing teachers' discourse,” Chemistry Education Research and Practice, vol. 15, no. 1, pp. 70–80, 2014. View at Publisher · View at Google Scholar
  • Khalil Gholami, Elina Kuusisto, and Kirsi Tirri, “Is ethical sensitivity in teaching culturally bound? Comparing Finnish and Iranian teachers’ ethical sensitivity,” Compare: A Journal of Comparative and International Education, pp. 1–22, 2014. View at Publisher · View at Google Scholar
  • Jiulu Gong, Liangjiang Yu, Joseph P. Havlicek, Derong Chen, and Ningjun Fan, “Joint view-identity manifold for infrared target tracking and recognition,” Computer Vision and Image Understanding, vol. 118, pp. 211–224, 2014. View at Publisher · View at Google Scholar
  • Kara Sage, Nikole Bonacorsi, Sarah Izzo, and Abigail Quirk, “Controlling the slides: Does clicking help adults learn?,” Computers & Education, 2014. View at Publisher · View at Google Scholar
  • Alf Inge Wang, “The wear out effect of a game-based student response system,” Computers & Education, 2014. View at Publisher · View at Google Scholar
  • L. Salminen, E. Lindberg, M.-L. Gustafsson, J. Heinonen, and H. Leino-Kilpi, “Entrepreneurship Education in Health Care Education,” Education Research International, vol. 2014, pp. 1–8, 2014. View at Publisher · View at Google Scholar
  • Maria Luz Marin-Diaz, Xavier Llinas-Audet, Luis Chiaramonte-Cipolla, and Josep-Oriol Escardibul, “The Effects of Training on the Competitive Economic Advantage of Companies in Spain,” Education Research International, vol. 2014, pp. 1–9, 2014. View at Publisher · View at Google Scholar
  • Daniela Wagner, Sandra Dörrenbächer, and Franziska Perels, “A Framework for Designing Training Programs to Foster Self-Regulated Learning and Text Analysis Skills,” Education Research International, vol. 2014, pp. 1–15, 2014. View at Publisher · View at Google Scholar
  • Anthony Kirchner, and Antony D. Norman, “Evaluation of electronic assessment systems within the USA and their ability to meet the National Council for Accreditation of Teacher Education (NCATE) Standard 2,” Educational Assessment, Evaluation and Accountability, 2014. View at Publisher · View at Google Scholar
  • Alan J. Daly, Kara S. Finnigan, Stuart Jordan, Nienke M. Moolenaar, and Jing Che, “Misalignment and Perverse Incentives Examining the Politics of District Leaders as Brokers in the Use of Research Evidence,” Educational Policy, vol. 28, no. 2, pp. 145–174, 2014. View at Publisher · View at Google Scholar
  • Cathy Watson, David W. Chapman, and Charles Opolot Okurut, “The experience of receiving and then losing a scholarship: a tracer study of secondary school scholarship recipients in Uganda,” Educational Research and Evaluation, vol. 20, no. 6, pp. 494–511, 2014. View at Publisher · View at Google Scholar
  • Erika Lofstrom, and Kirsi Pyhalto, “Ethical Issues in Doctoral Supervision: The Perspectives of PhD Students in the Natural and Behavioral Sciences,” Ethics & Behavior, vol. 24, no. 3, pp. 195–214, 2014. View at Publisher · View at Google Scholar
  • Alireza Kazemi, Reza Boostani, and Fariborz Sobhanmanesh, “Audio visual speech source separation via improved context dependent association model,” Eurasip Journal on Advances in Signal Processing, 2014. View at Publisher · View at Google Scholar
  • Huaitie Xiao, Zhiyong Song, and Hongqi Fan, “Imaging targets moving in formation using parametric compensation,” Eurasip Journal on Advances in Signal Processing, 2014. View at Publisher · View at Google Scholar
  • Junding Sun, Guoliang Fan, Liangjiang Yu, and Xiaosheng Wu, “Concave-convex local binary features for automatic target recognition in infrared imagery,” Eurasip Journal on Image and Video Processing, 2014. View at Publisher · View at Google Scholar
  • Miranda J. Walker, and Panayiotis Panayides, “Rasch Measurement in Language Research: Creating the Foreign Language Classroom Anxiety Inventory,” Europe’s Journal of Psychology, vol. 10, no. 4, pp. 613–636, 2014. View at Publisher · View at Google Scholar
  • Jacqueline D. Myles-Pallister, Sharinaz Hassan, Rosanna M. Rooney, and Robert T. Kane, “The efficacy of the enhanced Aussie Optimism Positive Thinking Skills Program in improving social and emotional learning in middle childhood,” Frontiers in Psychology, vol. 5, 2014. View at Publisher · View at Google Scholar
  • Andrea Ohst, Béatrice M. E. Fondu, Inga Glogger, Matthias Nückles, and Alexander Renkl, “Preparing learners with partly incorrect intuitive prior knowledge for learning,” Frontiers in Psychology, vol. 5, 2014. View at Publisher · View at Google Scholar
  • E. S. Kunnen, “The effect of a career choice guidance on self-reported psychological problems,” Frontiers in Psychology, vol. 5, 2014. View at Publisher · View at Google Scholar
  • Rita Charon, “Narrative Reciprocity,” Hastings Center Report, vol. 44, pp. S21–S24, 2014. View at Publisher · View at Google Scholar
  • Fakieh Alrabai, “The influence of teachers' anxiety-reducing strategies on learners' foreign language anxiety,” Innovation in Language Learning and Teaching, pp. 1–28, 2014. View at Publisher · View at Google Scholar
  • Pia-Maria Niemi, Arniika Kuusisto, and Arto Kallioniemi, “Discussing school celebrations from an intercultural perspective – a study in the Finnish context,” Intercultural Education, pp. 1–14, 2014. View at Publisher · View at Google Scholar
  • Jenna Vekkaila, Kirsi Pyhältö, and Kirsti Lonka, “Engaging and disengaging doctoral experiences in the behavioural sciences,” International Journal for Researcher Development, vol. 5, no. 1, pp. 33–55, 2014. View at Publisher · View at Google Scholar
  • Arniika Kuusisto, Elina Kuusisto, Kristiina Holm, and Kirsi Tirri, “Gender variance in interreligious sensitivity among Finnish pupils,” International Journal of Children's Spirituality, vol. 19, no. 1, pp. 25–44, 2014. View at Publisher · View at Google Scholar
  • Mark Sakschewski, Sabina Eggert, Susanne Schneider, and Susanne Bögeholz, “Students’ Socioscientific Reasoning and Decision-making on Energy-related Issues—Development of a measurement instrument,” International Journal of Science Education, pp. 1–23, 2014. View at Publisher · View at Google Scholar
  • Konrad J. Schönborn, Gunnar E. Höst, Karljohan E. Lundin Palmerius, and Jennifer Flint, “Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology:,” International Journal of Virtual and Personal Learning Environments, vol. 5, no. 2, pp. 40–56, 2014. View at Publisher · View at Google Scholar
  • Victoria C. P. Knowland, and Michael S. C. Thomas, “Educating the adult brain: How the neuroscience of learning can inform educational policy,” International Review of Education, 2014. View at Publisher · View at Google Scholar
  • Arniika Kuusisto, and Arto Kallioniemi, “Pupils’ views of religious education in a pluralistic educational context,” Journal of Beliefs & Values, vol. 35, no. 2, pp. 155–164, 2014. View at Publisher · View at Google Scholar
  • Ruud J. R. Den Hartigh, Steffie Van Der Steen, Mart De Meij, Nico W. Van Yperen, Christophe Gernigon, and Paul L. C. Van Geert, “Characterising expert representations during real-time action: A Skill Theory application to soccer,” Journal of Cognitive Psychology, pp. 1–14, 2014. View at Publisher · View at Google Scholar
  • Deborah L. Butler, Leyton Schnellert, and Kimberley MacNeil, “Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry,” Journal of Educational Change, 2014. View at Publisher · View at Google Scholar
  • Brian Tomaszewski, Anthony Vodacek, Robert Parody, and Nicholas Holt, “Spatial Thinking Ability Assessment in Rwandan Secondary Schools: Baseline Results,” Journal of Geography, pp. 1–10, 2014. View at Publisher · View at Google Scholar
  • Rachel A. Umoren, Robert M. Einterz, Debra K. Litzelman, Ronald K. Pettigrew, Samuel O. Ayaya, and Edward A. Liechty, “Fostering Reciprocity in Global Health Partnerships Through a Structured, Hands-On Experience for Visiting Postgraduate Medical Trainees,” Journal of Graduate Medical Education, vol. 6, no. 2, pp. 320–325, 2014. View at Publisher · View at Google Scholar
  • Steven Dieterle, Cassandra M. Guarino, Mark D. Reckase, and Jeffrey M. Wooldridge, “How do Principals Assign Students to Teachers? Finding Evidence in Administrative Data and the Implications for Value Added,” Journal of Policy Analysis and Management, 2014. View at Publisher · View at Google Scholar
  • Anthony R Artino, Timothy J Cleary, Ting Dong, Paul A Hemmer, and Steven J Durning, “Exploring clinical reasoning in novices: a self-regulated learning microanalytic assessment approach,” Medical Education, vol. 48, no. 3, pp. 280–291, 2014. View at Publisher · View at Google Scholar
  • Dylan Archbold Hufty Alegría, Christy Boscardin, Ann Poncelet, Chandler Mayfield, and Maria Wamsley, “Using tablets to support self-regulated learning in a longitudinal integrated clerkship,” Medical Education Online, vol. 19, no. 0, 2014. View at Publisher · View at Google Scholar
  • John Sandars, Rakesh Patel, Helen Steele, and Martin Mcareavey, “Developmental student support in undergraduate medical education: AMEE Guide No. 92,” Medical Teacher, pp. 1–12, 2014. View at Publisher · View at Google Scholar
  • Inge Molenaar, and Sanna Järvelä, “Sequential and temporal characteristics of self and socially regulated learning,” Metacognition and Learning, 2014. View at Publisher · View at Google Scholar