Frontline Learning Research
This issue includes the following articles:
- Perspectives on momentary engagement and learning situated in classroom contexts (Ricardo Böheim, Jennifer Symonds)
- Optimal learning moments in Finnish and US science classrooms: A psychological network analysis approach (Xin Tang, I-Chien Chen, Jari Lavonen, Barbara Schneider, Joseph Krajcik, Katariina Salmela-Aro)
- The impact of academically and socially focused peer relations on children’s engagement and academic progress in primary school (Ed Baines, Matthew P. Somerville, Ricardo Böheim, Aneeza Pervez, Yue Zhao, Jennifer Symonds, Aisling Davies, Peter Blatchford)
- Children’s momentary behavioural engagement and class size: A national systematic observation study (Jennifer Symonds, Ricardo Boheim, Matthew P. Somerville, Ed Baines, Xin Tang, Niamh Oeri, Raven Rinas, Florian Buehler, Gertraud Benke, Aisling Davies, Seaneen Sloan, Dympna Devine, Gabriella Martinez Sainz)
- Exploring math moments: Middle-schoolers’ phases of problem-solving, executive functions in practice, and collaborative problem solving (K. Ann Renninger, Ricardo Böheim, Julien Corven, Maria Consuelo De Dios, Maeve R. Hogan, Moe Htet Kyaw, Ana G. Michels, Marina Nakayama, Pablo E. Torres, Helena Werneck de Souza Dias, Feven Yared)
- A momentary view of engagement in collaborative learning: Triangulation through multimodal data (Eetu Haataja, Tiina Törmänen, Matthew P. Somerville, Jonna Malmberg, Hanna Järvenoja, Sanna Järvelä)
- Reconceptualizing momentary engagement through the lens of conceptual change learning (Natassa / Anastasia Kyriakopoulou)