ISSN 0305-5698 (Print); ISSN 1465-3400 (Online)
Publisher: Routledge, part of the Taylor & Francis Group
Resistant to the message: are pupils unreceptive to teachers’ anti-bullying initiatives and if so why?
Boulton, Michael J.; Boulton, Richard
Using students’ motivational and learning profiles in investigating their perceptions and achievement in case-based and lecture-based learning environments
Baeten, Marlies; Dochy, Filip; Struyven, Katrien
Exploring the educational aspirations–expectations gap in eighth grade students: implications for educational interventions and school reform
Kirk, Chris Michael; Lewis, Rhonda K.; Scott, Angela; Wren, Denise; Nilsen, Corinne; Colvin, Deltha Q.
Emotional intelligence and academic attainment of British secondary school children: a cross-sectional survey
Vidal Rodeiro, Carmen L.; Emery, Joanne L.; Bell, John F.
Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously
van Zundert, M.J.; Könings, K.D.; Sluijsmans, D.M.A.; van Merriënboer, J.J.G.
The planning illusion: does active planning of a learning route support learning as well as learners think it does?
Bonestroo, Wilco J.; de Jong, Ton
Portraying intelligence: children’s drawings of intelligent men and women in Finnish and Russian Karelia
Räty, Hannu; Komulainen, Katri; Paajanen, Tuuli; Markkanen, Mia; Skorokhodova, Nina; Kolesnikov, Vadim
Should we be encouraging pupils to ask more questions?
Investigation on the influence of the brand image of higher educational institutions on satisfaction and customer lifetime value
Wang, Cheng-Cai; Chen, Chin-Tsu; Chen, Chun-Fu