LEARNING AND INSTRUCTION
Learning and Instruction is an international, multi-disciplinary journal for advanced high-quality research in the areas of learning, development, instruction and teaching. The journal welcomes several types of contributions: reports of original empirical investigations, and replications or extensions of important previous work. A preference, however, will be given to empirically-based studies. The papers may represent a variety of theoretical perspectives and different methodological approaches (quantitative as well as qualitative). They may relate to any age level - from infants to adults - and to a diversity of settings.
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Impact Factor 2021: 6,636
Cite Score 2021: 10,0
Call for papers - January 2023
Learning and Instruction is soliciting submissions for a special issue entitled Literacy and Feedback.
To access the full call, please click here.
- Abstracts due to Editors Prof. Dr. Vera Busse, Prof. Dr. Steve Graham & Prof. Dr. Hilde van Keer on January 31, 2023.
University of Amsterdam, The Netherlands
Norwegian University of Science and Technology: Trondheim, Norway
Keywords:Empirical studies of interventions, Intervention programs, Reading, Writing, Literacy, Thinking, Text comprehension; Instructional Design. Comprehension processes, Explicit strategy instruction, Reading processes, Writing processes.
SIG member: SIG 12 (Writing), SIG 02 (Comprehension of Text and Graphics) & SIG 06 (Instructional Design)
Oslo Metropolitan University, Centre for the Study of Profession, Oslo, Norway
Keywords: Virtual and Augmented Reality in education; student interaction; student-teacher interaction; group dynamics in education; social cognition in education; teaching; teacher professional development; teacher education; qualitative analyses.
Keywords: Achievement motivation (achievement goals, self-determination), self-regulation, learning strategies, teacher motivation, instructional practices, learning environment, social relationship
University of Turku, Turku, Finland
Keywords: Mathematical development, numeracy, mathematics, thinking skills, adaptive expertise, mathematics instruction, intervention, preschool, primary school
University of Hamburg, Germany
Keywords: Teacher expectations, stereotypes in school context, text comprehension in science and mathematics, Non-cognitive factors in learning and achievement.
The Pennsylvania State University College of Education, United States of America
Keywords: Reading, Writing, Literacy, Comprehension, Cognition, Critical Thinking, Multimedia Learning, Reasoning, Evidence-Based Reasoning, Source Evaluation
University of Central Florida, Orlando, United States of America
Keywords: Quantitative research in education, Cognition, Emotion, Learning environments, Metacognition, Self-regulation, Advanced learning technologies, Educational data mining, Eye movements, Facial expressions of emotions, Game-based learning, Learning-centered emotions, Learning gain prediction, Multimodal data
SIG Member: SIG 08 (Motivation and Emotion), SIG 16 (Metacognition), SIG 27 (Online Measures of Learning Processes)
University of Antwerp, Antwerp, Belgium
Keywords: Quantitative research in education, Cognition, Assessment, Learning processes, Eye movements, Education for Sustainable Development, Writing
SIG Member: SIG 01 (Assessment and evaluation); SIG 12 (Writing); SIG 27 (Online measures of learning processes)
Utrecht University, Netherlands
Keywords: Assessment and evaluation, Cognition, Learning processes, Intervention studies, Reading and writing processes, Quantitative research
SIG Member: SIG 01 (Assessment and evaluation); SIG 12 (Writing);
University of Amsterdam, Amsterdam, Netherlands