Results 71 to 80 of about 28,991 (294)
British Journal of Clinical Pharmacology, EarlyView.Abstract Aims To learn effectively, students need timely, specific, actionable feedback—known as formative feedback—on what and how well they are learning and on how to improve further. Providing effective feedback to help students learn pharmacology is a complex task.
Thomas Anthony Angelo
wiley +1 more source
British Educational Research Journal, EarlyView.Abstract This scoping review has explored the interventions and approaches used by teachers in mainstream (general education) primary schools (students aged 4–11) to support self‐regulation skill development in the classroom. The review followed the PRISMA Extension for Scoping Reviews (PRISMA‐ScR) guidelines for reporting and was guided by the Joanna ...
Kim Griffin +3 more
wiley +1 more source
A systematic review of second language (L2) student writers' metacognitive experiences
British Educational Research Journal, EarlyView.Abstract This systematic review synthesises empirical evidence on second language (L2) student writers' metacognitive experiences (MEs) across different classroom‐based L2 learning contexts in peer‐reviewed academic journals. A comprehensive search of six databases (Scopus, APA PsycINFO, British Education Index, ERIC subscription, Education Source and ...
Zhe Li +3 more
wiley +1 more source
British Educational Research Journal, EarlyView.Abstract Primary education teachers face increasing challenges in engaging diverse learners and fostering creativity, digital competence and other transversal skills, often lacking clear, practical guidance for integrating these skills into their classrooms.
Nella Escala +2 more
wiley +1 more source
Schizophrenia Research: Cognition, 2020 Core impairments underlying schizophrenia encompass several domains, including disruptions in metacognition, neurocognition, social cognition, and intrapsychic foundations. Little is known about how these phenomena change over time and whether changes co-
Marina Kukla, Paul H. Lysaker
doaj +1 more source
British Educational Research Journal, EarlyView.Abstract Cooperative learning is a widely adopted teaching method to improve academic achievement. This review synthesises existing research on the use of cooperative learning within a school setting for pupils aged 11–16 years. Such a review has not been undertaken to date and will present an evidence base for educators considering implementation ...
Patricia Hampson +2 more
wiley +1 more source
How technology can facilitate students’ reflective practice [PDF]
, 2010 Reflective practice, engaging with experience, reflecting-in and reflecting-on action (Schön 1983) develops new understanding and leads to persona-l and professional development (e.g. Moon, 1999).
Mair, Carolyn
core
The structure of metacognition in middle childhood: Evidence for a unitary metacognition-for-memory factor. [PDF]
It has been debated whether children's metacognitive monitoring and control processes rely on a general resource or whether metacognitive processes are task specific.
van Loon, Mariëtte +2 more
core +1 more source
British Educational Research Journal, EarlyView.Abstract Artificial intelligence (AI) has a growing influence on planning, teaching and assessment practices in education. In New Zealand, the Ministry of Education (2024) has acknowledged AI's expanding role in schools; nevertheless, limited data exist on teachers' practices and perspectives regarding its implementation.
Mohammed Tashmeer +2 more
wiley +1 more source
Exploring the effects of cognitive remediation on metacognition in people with schizophrenia
Journal of Experimental Psychopathology, 2019 Background: Interventions targeting cognition in people with schizophrenia have shown moderate effects on improving functioning. Recent cognitive remediation (CR) approaches have begun to target metacognition to improve functioning outcomes.
Matteo Cella +5 more
doaj +1 more source