Results 51 to 60 of about 151,706 (280)
Do Metacognitive Strategies Improve Student Achievement in Secondary Science Classrooms? [PDF]
, 2011 Increasing prevalence of high-stakes testing calls for focus on value-added teaching and learning practices. Following is an inquiry regarding metacognitive teaching and learning practices as it pertains to secondary science classrooms.
Fouché, Jaunine +1 more
core +1 more source
British Journal of Clinical Pharmacology, EarlyView.Feedback is the most powerful driver of learning, but it can afford variable effects depending on the method used. The design of feedback for computer‐based assessment—now increasingly prevalent in higher education—remains relatively underexplored, particularly for pharmacology education.
Claire Y. Hepburn
wiley +1 more source
Lingua: Jurnal Bahasa, Sastra dan Pengajarannya, 2016 The purpose of this study is to describe the effectiveness of video to teach descriptive text in terms of content of idea of the text, organization, and accuracy of language use.
Sri Lestari
doaj +1 more source
Reception Baseline Assessment and ‘small acts’ of micro‐resistance
British Educational Research Journal, EarlyView.Abstract In September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years ...
Guy Roberts‐Holmes +2 more
wiley +1 more source
A Metacognitive Approach to Trust and a Case Study: Artificial Agency [PDF]
, 2019 Trust is defined as a belief of a human H (‘the trustor’) about the ability of an agent A (the ‘trustee’) to perform future action(s). We adopt here dispositionalism and internalism about trust: H trusts A iff A has some internal dispositions as ...
Muntean, Ioan
core +1 more source
British Educational Research Journal, EarlyView.Abstract The assessment of student learning represents a key component of daily instructional practice. Formative assessment strategies are associated with the development and reinforcement of a series of skills linked to cognitive, metacognitive, behavioural and affective areas.
Davide Parmigiani +5 more
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
Validation of the metacognitive skills questionnaire for drivers of vehicles (CHMC)
Frontiers in Psychology, 2023 IntroductionKnowing what strategies users use in the difficult task of driving has always been a priority objective in road safety, given that road accidents are one of the main causes of death in the world, as confirmed by the WHO.
Jose Luis Antoñanzas, Carlos Salavera
doaj +1 more source
British Educational Research Journal, EarlyView.Abstract Improving retention and graduate outcomes for students from a widening participation (WP) background is key to achieving more equitable outcomes. However, evidence suggests WP students experienced different challenges than their peers during the COVID‐19 pandemic.
Wilhelmiina Toivo +4 more
wiley +1 more source
Kesadaran Metakognitif Mahasiswa Melalui Pembelajaran Mandiri
Florea: Jurnal Biologi dan Pembelajarannya, 2022 Metacognitive awareness is essential in learning, which includes knowledge about cognition and regulation about cognition. This study aims to 1) To know the average value of metacognitive awareness of biology education students which includes knowledge ...
Wachidatul Linda Yuhanna +1 more
doaj +1 more source