How to explain daily variations in student's success? New article out
Friederike Blume, Andrea Irmer, and Florian Schmiedek – together with Judith Dirk – published an article in Developmental Science based on their analyses of intensive longitudinal data on daily self-regulation, working memory, and performance goal orientations in the school context of 9- to 11-year-olds.
One of their findings: On days when students set higher performance goals and self-regulate better, they have higher academic success.
New article on assessment of individualized instruction
In an article published in Learning and Instruction, Leonard Tetzlaff and Garvin Brod, along with other researchers, examined the measurability of individualized instruction. The study shows that individualized instruction is assessed from the perspectives of teachers, students, and observers in broad agreement.