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Carroll Annemaree Forrest Kylee Sanders-O’Connor Emma Flynn Libby Bower Julie M. Fynes-Clinton Samuel York Ashley Ziaei Maryam 《Social Psychology of Education》2022,25(2-3):441-469
Social Psychology of Education - Concerns regarding high rates of teacher stress and burnout are present globally. Yet there is limited current data regarding the severity of stress, or the role of... 相似文献
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Jack M. I. Leggett Jennifer S. Burt Annemaree Carroll 《Applied cognitive psychology》2019,33(5):759-770
Review is often more effective when it involves deliberate memory retrieval. However, this advantage may depend on a high rate of retrieval success; students who are less capable with the material may be better served by another activity. In our study, year 9 geography students listened to factual information, then reviewed some of it with a retrieval practice and feedback activity, some with a reading activity and left some unreviewed. We also manipulated the presence of hints during review—hints can affect the rate of retrieval success during practice and are relatively easy for teachers to provide. When tested 1 week later, most students showed a benefit of retrieval practice, even those who had performed poorly during review. There was also some evidence that hints improved learning when they made retrieval practice easier. Our findings suggest that retrieval practice, properly implemented, is advantageous for students of all ability levels. 相似文献
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Reactive and proactive aggression as meaningful distinctions at the variable and person level in primary school‐aged children 下载免费PDF全文
Annemaree Carroll Molly McCarthy Stephen Houghton Emma Sanders O'Connor Corinne Zadow 《Aggressive behavior》2018,44(5):431-441
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