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Download full textHughes, Andrew J. – Journal of Technology Education, 2019
The article provides an overview of the quantitative analysis of teachers' metacognitive awareness. The purpose of the overview is to express the need for encompassing measures of metacognition for improving metacognitive awareness in the field of technology and engineering education. The data presented come from using the Metacognitive Awareness…
Descriptors: Metacognition, Measurement Techniques, Technology Education, Engineering Education
Hughes, Andrew J. – Journal of Technology Education, 2017
The study was designed to investigate technology and engineering teachers' metacognitive awareness during specific established teacher practices. The study had a sample size of 18. There were six participants in three groups. Group 1 consisted of teachers that actively participated in Transforming Teaching through Implementing Inquiry (T2I2)…
Descriptors: Metacognition, Teaching Methods, Engineering Education, Faculty Development
Direct linkMinigan, Andrew P.; Westbrook, Sarah; Rothstein, Dan; Santana, Luz – Social Education, 2017
In 2011, Dan Rothstein and Luz Santana of the Right Question Institute first wrote about the Question Formulation Technique (QFT), a simple yet rigorous stepwise process to teach all students how to ask better questions, in their book "Make Just One Change: Teach Students to Ask Their Own Questions". Through the QFT, students learn how…
Descriptors: Questioning Techniques, Books, Thinking Skills, Creative Thinking
Cheung, Cecilia Sin-Sze; Pomerantz, Eva M. – Journal of Educational Psychology, 2015
This research examined whether the benefits of parents' involvement in children's learning are due in part to value development among children. Four times over the 7th and 8th grades, 825 American and Chinese children (M age = 12.73 years) reported on their parents' involvement in their learning and their perceptions of the value their parents…
Descriptors: Longitudinal Studies, Parent Participation, Asians, North Americans
Garbe, Elsie Helene – ProQuest LLC, 2012
This study used a qualitative phenomenological approach within a constructivist paradigm to examine spelling and spelling motivation of four suburban Illinois high school students: two male seniors with LD, one male freshman with ADHD, and one female freshman with LD. The purposes of the study were to determine why students with writing goals and…
Descriptors: Spelling, Student Motivation, High School Students, Individualized Education Programs
