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Prior research on small-group collaboration identifies several behaviors that significantly predict student learning, such as exchanging explanations and applying help received. Previous reports focus on student behavior to understand why many students do not engage in behaviors predictive of learning, leaving unexplored how teachers may influence(More)
Substantial evidence suggest that people tend to be unrealistically optimistic that positive events will happen to them and that negative events will not. However, recent research indicates that under certain conditions they may be unrealistically pessimistic. Variations in the levels of optimism and pessimism experienced towards events are generally given(More)
This is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles. This journal is covered under the CC BY-NC-ND license. Abstract This longitudinal study analyzes survey responses in(More)
The views expressed are solely those of the authors and may not reflect those of the funders or institutions. Any errors are attributable to the authors. CALDER working papers have not gone through final formal review and should be cited as working papers. They are intended to encourage discussion and suggestions for revision before final publication.
The purpose of this study is to describe the effects of collaboration between a university and middle school that was designed to increase middle school students' knowledge of solar energy. Three undergraduates enrolled in a service-learning course that covered basic solar energy concepts and formative assessment instructional strategies. The focal point of(More)
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