Affiliation:
1. Texas A&M University
2. California State Polytechnic University, Pomona
Abstract
This paper presents the results of an extensive review of the literature that relates to the interaction of domain-specific and strategic knowledge on academic performance. Our objectives in this review were to: (a) provide a critical analysis of that literature, (b) present hypotheses about the interaction between domain-specific and strategic knowledge as presented in the research, and (c) offer recommendations for future investigations on the interaction of domain-specific and strategic knowledge.
Publisher
American Educational Research Association (AERA)
Cited by
344 articles.
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