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The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance
Patricia A. Alexander
Texas A&M University
Judith E. Judy
California State Polytechnic University, Pomona
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.
Review of Educational Research, Vol. 58, No. 4,
375-404 (1988)
DOI: 10.3102/00346543058004375
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