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When does gender matter? · Study

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ArticleWhen does gender matter?

Jean Underwood2000

Article2000

When does gender matter?

Jean Underwood · Geoffrey Underwood · David Wood

92 citations·0/0 files stored·Learning and Instruction

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Innovative Teaching and Learning Methods EFL/ESL Teaching and Learning Gender and Technology in Education

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References

1989Self-explanations: How students study and use examples in learning to solve problems 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems 1982Group versus individual performance: Are N + 1 heads better than one?1950Interaction process analysis.1995The Emergence of Abstract Representations in Dyad Problem Solving 1988Peer Interaction and Problem Solving: When Are Two Heads Better Than One?1992A Model of the Self-Explanation Effect 1991Equity and Computers in the Schools: A Decade of Research

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2020Do Women Make More Credible Threats? Gender Stereotypes, Audience Costs, and Crisis Bargaining 2018Students’ online argumentative peer feedback, essay writing, and content learning: does gender matter?2011Intimidation in small learning groups: The roles of social-comparison concern, comfort, and individual characteristics in student academic outcomes 2019A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study 2013Playful Talk: Negotiating Opportunities to Learn in Collaborative Groups

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Year2000

Typearticle

Published2000-10-01

VenueLearning and Instruction

ISSN-L0959-4752

Languageen

Citations92

Files0 public / 0

ShelfInnovative Teaching and Learning Methods

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doi10.1016/s0959-4752(00)00008-6

openalex_workW196229736

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2010Exploring gender and gender pairing in the knowledge elaboration processes of students using computer-supported collaborative learning

2008Group composition and its effect on female and male problem-solving in science education

2013Information science instruction and changes in girls' and boy's expectancy and value beliefs: In search of gender-equitable pedagogical practices