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Direct linkRiesen, Karleigh; Whitver, Sara Maurice – College & Research Libraries, 2023
Library instruction is predicated on the assumption that transfer learning can take place, but how do librarians determine whether transfer is occurring? This study examines the use of reflection as a learning theory within the one-shot library instruction classroom to facilitate metacognition and transfer learning. Through the analysis of student…
Descriptors: Library Instruction, Academic Libraries, Transfer of Training, Metacognition
Download full textBeziat, Tara L.; Bynum, Yvette; Klash, Erin F. – School Leadership Review, 2017
Metacognition is described as thoughts about one's knowledge and control over their own cognitive processes. Some examples of metacognitive strategies include planning, monitoring, and evaluating, and can be used by educators or students. Research demonstrates that when students engage in metacognitive practices, they are more successful in…
Descriptors: Metacognition, Principals, Administrator Attitudes, Instructional Leadership
Scharff, Lauren; Draeger, John; Robinson, Sarah; Pedro, Leli; Peak, Charity – Teaching & Learning Inquiry, 2021
Metacognitive instructors incorporate awareness and timely self-regulation in their teaching practice to support their current students' learning. This exploratory study, using mixed methods, gathered empirical data to extend the work on student metacognition by documenting teacher experiences with metacognitive instruction, the impact of…
Descriptors: Metacognition, Faculty Development, Teaching Methods, Reflective Teaching
Lynch, Shrehan; Andrew, K.; Richards, R.; Pennington, Colin – Studying Teacher Education, 2018
In higher education, doctoral training has been identified as a process of stewardship development whereby individuals learn the knowledge and skills required to advance their respective disciplines. Self-study of teacher education practices is one approach that has gained the interest of doctoral students to help them understand their own…
Descriptors: Doctoral Programs, Graduate Students, Acculturation, Foreign Students
Shores, Melanie L.; Shannon, David M.; Smith, Tommy G. – Journal of Research in Childhood Education, 2010
A total of 761 students (58.1% female) from selected fifth- and sixth-grade mathematics classrooms in Alabama were examined to investigate the relationships between individual learner variables (gender, ethnicity, socioeconomic status [SES]) and mathematics performance. Specifically, this portion of the study examined individual learner variables…
Descriptors: Ethnicity, Mathematics Achievement, Path Analysis, Grade 6
