SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Causal illusions in the classroom: how the distribution of student outcomes can promote false instructional beliefs
16 references·2 citing·45 second hop
Causal illusions in the classroom: how the distribution of student outcomes can promote false instructional beliefs (2020)Causal illusions in the classroom: how th…Classroom assessment and pedagogy (2018)Classroom assessment and peda…Stop propagating the learning styles myth (2016)Stop propagating the learning…Partnership in teacher education – a research mapping (2016)Partnership in teacher educat…Inconvenient truths about teacher learning: towards professional development 3.0 (2016)Inconvenient truths about tea…Knowing What Students Know: The Science and Design of Educational Assessment (2013)Knowing What Students Know: T…Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education (2009)Rethinking the Connections Be…Assessment in Education: Principles, Policy & Practice (2008)Assessment in Education: Prin…Mindfulness Meditation May Lessen Anxiety, Promote Social Skills, and Improve Academic Performance Among Adolescents With Learning Disabilities (2007)Mindfulness Meditation May Le…Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…Formative Assessment: Getting the Focus Right (2006)Formative Assessment: Getting…Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment (2003)Benefiting from an open-ended…Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment (2000)Inverting the Classroom: A Ga…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…Biased Questions in Judgment of Covariation Studies (1982)Biased Questions in Judgment …A note on measurement of contingency between two binary variables in judgment tasks (1980)A note on measurement of cont…Judgment of contingency between responses and outcomes. (1965)Judgment of contingency betwe…Instruction on the Scientific Method Provides (Some) Protection Against Illusions of Causality (2024)Instruction on the Scientific…A debiasing intervention to reduce the causality bias in undergraduates: the role of a bias induction phase (2023)A debiasing intervention to r…Motivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)The Power of Feedback (2007)Focus on Formative Feedback (2008)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Cognitive Load Theory (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse (2004)Developing a Sociocritical Literacy in the Third Space (2008)The Turn Once Again Toward Practice-Based Teacher Education (2012)Firmar a posição como professor, afirmar a profissão docente (2017)Seven Principles for Good Practice in Undergraduate Education (1989)Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research (2014)The use of flipped classrooms in higher education: A scoping review (2015)The Flipped Classroom: A Survey of the Research (2020)Educating the reflective practitioner (1987)Emotion And Adaptation (1991)Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017)A new framework for teachers’ professional development (2021)The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future (2022)Pygmalion in the classroom (1968)Review of research in education (1973)Learning Styles (2008)Teaching the science of learning (2018)Providing Instruction Based on Students’ Learning Style Preferences Does Not Improve Learning (2020)A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)? (2021)Knowledge and Teaching:Foundations of the New Reform (1987)Self-theories: Their Role in Motivation, Personality, and Development (1999)Students' perceptions of teachers' feedback practice in teaching English as a foreign language (2019)Formative assessment as practice: the role of students’ motivation (2020)Impact of COVID-19 on the Education Sector in Nepal - Challenges and Coping Strategies (2020)The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies (2019)Higher education contributing to local, national, and global development: new empirical and conceptual insights (2020)A review of feedback models and typologies: Towards an integrative model of feedback elements (2021)Self-serving biases in the attribution of causality: Fact or fiction? (1975)Learned helplessness in humans: Critique and reformulation. (1978)Self-Reports in Organizational Research: Problems and Prospects (1986)Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers (2007)Formative assessment: a critical review (2011)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)
this work references cited by second hop

References

  • 1998Assessment and Classroom Learning8,137 cited
  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
  • 2000Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment2,780 cited
  • 2009Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education2,610 cited
  • 2013Knowing What Students Know: The Science and Design of Educational Assessment2,402 cited
  • 2016Inconvenient truths about teacher learning: towards professional development 3.0750 cited
  • 2018Classroom assessment and pedagogy719 cited
  • 2008Assessment in Education: Principles, Policy & Practice694 cited
  • 1965Judgment of contingency between responses and outcomes.580 cited
  • 2016Stop propagating the learning styles myth464 cited
  • 2007Mindfulness Meditation May Lessen Anxiety, Promote Social Skills, and Improve Academic Performance Among Adolescents With Learning Disabilities438 cited
  • 1980A note on measurement of contingency between two binary variables in judgment tasks423 cited
  • 2006Formative Assessment: Getting the Focus Right308 cited
  • 2003Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

249 cited
  • 2016Partnership in teacher education – a research mapping174 cited
  • 1982Biased Questions in Judgment of Covariation Studies166 cited
  • Cited by

    • 2023A debiasing intervention to reduce the causality bias in undergraduates: the role of a bias induction phase8 cited
    • 2024Instruction on the Scientific Method Provides (Some) Protection Against Illusions of Causality4 cited