Results 51 to 60 of about 12,326 (264)
British Educational Research Journal, EarlyView.Abstract Character education research is often constrained by blunt methodological tools. Surveys capture breadth without depth; case studies offer richness but lack replicability; and randomised controlled trials (RCTs), though indispensable at the policy level, are costly, disruptive and ill‐suited to everyday practice with individual pupils.
Shane McLoughlin
wiley +1 more source
Building an e-portfolio learning model: Goal orientation and metacognitive strategies
Knowledge Management & E-Learning: An International Journal, 2012 Recent wide acceptance of e-Portfolios has occurred because researchers believe it helps promote students’ learning in higher education. This study uses goal orientation theory to investigate the relationship between goal orientations, metacognitive ...
Luis S.Y. Tzeng +3 more
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Clinical Anatomy, EarlyView.ABSTRACT Personalized learning approaches adapted to individual metacognitive characteristics have demonstrated promise in Anatomy education. However, whether such benefits are uniform across learner profiles or vary systematically remains an open question with implications for individualized instructional approaches.
Mónica Stambuk‐Castellano +6 more
wiley +1 more source
Learning Theory Foundations in Competency‐Based Anatomy Education
Clinical Anatomy, EarlyView.ABSTRACT Competency‐based medical education (CBME) has reshaped undergraduate medical training by emphasizing demonstrable performance, developmental progression, and entrustment decisions rather than time‐based advancement. Within this reform, anatomical sciences are increasingly conceptualized as longitudinal clinical competencies rather than ...
M. K. Khalil, J. Iwanaga, R. S. Tubbs
wiley +1 more source
The Effect of Teaching Metacognitive Strategies on Students’ Metacognitive Awareness: A Study in School of Health at Kermanshah University of Medical Sciences [PDF]
مجله ایرانی آموزش در علوم پزشکی, 2012 Introduction: Studies show that metacognitive awareness is necessary for students’ academic achievement. Some factors affect the development of this awareness.
Yahya Safari +3 more
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Frontiers in Psychology, 2018 This study investigated the mediating role of conceptions of learning in the relationship between metacognitive skills/strategies and academic outcomes among middle-school students.
Giulia Vettori +3 more
doaj +1 more source
From Confusion to Clarity: A Multi‐Stage Process Framework for Understanding Consumer Confusion
Journal of Consumer Behaviour, EarlyView.ABSTRACT This paper reconceptualizes consumer confusion as a multi‐stage temporal process rather than a static outcome, addressing theoretical fragmentation in existing antecedent‐consequence models. By integrating cognitive appraisal, contextual amplification, and adaptive coping within a unified framework, we explain how confusion unfolds rather than
Fatih Celik, Erdogan Koc
wiley +1 more source
Centering Relationships, Active Teaching, and Career Development in One STEM Teaching Practicum
New Directions for Community Colleges, EarlyView.ABSTRACT Broadening participation in STEM fields, particularly among underrepresented minority (URM) groups, has long been a national priority (AIR 2013; The Education Trust 2024). Community colleges—by virtue of their open access, diverse student populations, and teaching‐focused missions—are uniquely positioned to contribute to this effort.
Kerri Wrinn +3 more
wiley +1 more source
A STUDY OF STUDENTS’ PLANNING OF METACOGNITIVE STRATEGIES IN LISTENING COMPREHENSION
Ta'dib, 2016 The students have a problem in comprehending the text in listening comprehension. It was prompted by the idea that metacognitive stratetegies is the crucial important to solve the problem in listening comprehension.
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The Curriculum Journal, EarlyView.Abstract Assessing interdisciplinary learning within school curricula remains a persistent challenge in educational research. Difficulties in articulating shared assessment criteria, alongside differing disciplinary and pedagogical perspectives, have contributed to ongoing uncertainty around how interdisciplinary learning should be evaluated.
Hermione Paddle
wiley +1 more source