 505-511 |
The First Word: A Letter From the Co-Editors
Del Siegle and D. Betsy McCoach |
|
 512-529 |
How Do High-Achieving Students Approach Web-Based, Copy and Paste note Taking? Selective Pasting and Related Learning Outcomes
L. Brent Igo and Kenneth A. Kiewra |
|
 530-564 |
Transporting Pedagogy: Implementing the Project Approach in Two First-Grade Classrooms
Nancy B. Hertzog |
|
 566-585 |
Project M3: Mentoring Mathematical Minds—A Research-Based Curriculum for Talented Elementary Students
M. Katherine Gavin, Tutita M. Casa, Jill L. Adelson, Susan R. Carroll, Linda Jensen Sheffield, and Ann Marie Spinelli |
|
 586-616 |
Self-Regulation of Learning and Academic Delay of Gratification: Gender and Ethnic Differences Among College Students
Héfer Bembenutty |
|
 618-659 |
A Collective Pursuit of Learning the Possibility to Be: The CAMP Experience Assisting Situationally Marginalized Mexican-American Students to a Successful Student Identity
Reynaldo Reyes III |
|
 660-677 |
The Last Word: An Interview With Frank Pajares: God, the Devil, William James, the Little Prince, and Self-Efficacy
Héfer Bembenutty |
|
 678-680 |
About the Authors
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