References

Bayley, L. & Eldredge, J. E. (2003). The structured abstract: An essential tool for researchers. Hypothesis, 17(1), 1 and 11-15. Or: http://research.mlanet.org/structured_ abstract.html. (Retrieved 1 August 2006.)

Bunn, F., Collier, T., Frost, C., Ker, K., Roberts, I. & Wentz, R. (2003). Traffic calming for the prevention of road traffic injuries: Systematic review and meta-analysis. Injury Prevention, 9(3), 200-4.

Clariana, R. B. & Koul, R. (2006). The effects of different forms of feedback on fuzzy and verbatim memory of science principles. British Journal of Educational Psychology, 76(2), 259-70.

Duperrex, O., Bunn, F. & Roberts, I. (2002). Safety education of pedestrians for injury prevention: A systematic review of randomised controlled trials. British Medical Journal, 324(7348), 1129-34.

Evans, L. (2000). Risks older drivers face themselves and threats they pose to other road users. International Journal of Epidemiology, 29(2), 315-22.

Flouri, E. (2006). Parental interest in children's education, children's self-esteem and locus of control, and later educational attainment: Twenty-six year follow-up of the 1970 British Birth Cohort. British Journal of Educational Psychology, 76(1), 41—56.

Hartley, J. (2004). Current findings from research on structured abstracts. Journal of the Medical Library Association, 92(3), 368—71.

Hartley, J. & Benjamin, M. (1998). An evaluation of structured abstracts in journals published by the British Psychological Society. British Journal of Educational Psychology, 68(3), 443-56.

Hartley, J. & Betts, L. (2007). The effects of spacing and titles on judgments of the effectiveness of structured abstracts. Journal of the American Society for Information Science & Technology, 58(14), 2335-40.

Lauth, G. W., Heubeck, B. G. & Mackowiak, K. (2006). Observation of children with attention-deficit hyperactivity (ADHD) problems in three natural classroom contexts. British Journal of Educational Psychology, 76(2), 385-404.

Maliski, S. L., Heilemann, M. V. & McCorkle, R. (2002). From 'death sentence' to 'good cancer': Couples' transformation of a prostate cancer diagnosis. Nursing Research, 5(6), 391-7.

Mayhew, D. R. & Simpson, H. M. (2002). The safety value of driver education and training. Injury Prevention, 8 (Suppl. II): ii3-ii8.

Nakayama, T., Hirai, N., Yamazaki, S. & Naito, M. (2005). Adoption of structured abstracts by general medical journals and format for a structured abstract. Journal of the Medical Library Association, 93(2), 237-42.

Packer, M. J. & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontological, not just epistemology. Educational Psychologist, 35(4), 227-41.

Prosser, M. & Trigwell, K. (2006). Confirmatory factor analysis of the Approaches to Teaching Inventory. British Journal of Educational Psychology, 76(2), 405-19.

Wilding, J. & Andrews, B. (2006). Life goals, approaches to study and performance in an undergraduate cohort. British Journal of Educational Psychology, 76(1), 171-82.

Wright, D. B. (2006). Comparing groups in a before-after design: When t test and ANCOVA produce different results. British Journal of Educational Psychology, 76(3), 663-75.

0 0

Post a comment