Metacognition and self-regulated learning

References

  1. https://educationendowmentfoundation.org.uk/evidence-summaries/early-years-toolkit/self-regulation-strategies/
  2. {page_1680}/
  3. https://educationendowmentfoundation.org.uk/evidence-summaries/teachi ng-learning-toolkit/
  4. Zimmerman, B. J. (2010) ‘Becoming a Self-Regulated Learner: An Overview’, Theory into Practice, 41 (2).
  5. Hacker, D. J., Dunlosky, J. and Graesser, A. C. (2009) Handbook of Metacognition in education, New York and London: Routledge.
  6. Whitebread, D. & Coltman, P. (2010) ‘Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: evidence from an observational study’, ZDM Mathematics Education, 42 (2), 163-178 https://doi.org/10.1007/s11858-009-0233-1/
  7. Bernard, S., Proust, J. and Clement, F. (2015) ‘Procedural Metacognition and False Belief Understanding in 3-to5-Year- Old Children’, PLOS One, 10 (10): e0141321. doi:10.1371/journal.pone.0141321.
  8. Clark, I. and Dumas, G. (2016) ‘The Regulation of Task Performance: A Trans-Disciplinary Review’, Frontiers in Psychology, 6, p. 1862.
  9. Callan, G. L., Marchant, G. J., Finch, W. H. and German, R. L. (2016) ‘Metacognition, Strategies, Achievement, and Demographics: Relationships Across Countries’, Educational Sciences – Theory and Practise, 16 (5), pp. 1485–1502.
  10. Pappas S., Ginsburg H. P. and Jiang M. (2003) ‘SES differences in young children's metacognition in the context of mathematical problem solving’, Cognitive Development, 18 (3), pp. 431–450.
  11. https://cambridge-community.org.uk/professional-development/gswmeta/index.html
  12. Mason, L. H. (2013) ‘Teaching Students Who Struggle With Learning to Think Before, While, and After Reading: Effects of Self-Regulated Strategy Development Instruction’, Reading & Writing Quarterly, 29:2, pp. 124–144.
  13. Torgerson, D., Torgerson, C., Ainsworth, H., Buckley, H., Heaps, C., Hewitt, C. and Mitchell, N. (2014) ‘Improving Writing Quality. Evaluation report and executive summary’, London: Education Endowment Foundation.
  14. Robinson, D. H., Katayama, A. D., Beth, A., Odom, S., Hsieh, Y-P. and Vanderveen, A. (2010) ‘Increasing Text Comprehension and Graphic Note Taking Using a Partial Graphic Organizer’, The Journal of Educational Research, 100:2, pp. 103-111, 10.3200/JOER.100.2.103-111.
  15. Willingham, D. and Lovette, G. (2014) ‘Can Reading Comprehension be taught?’, Teachers College Record. Accessible online: http://www.danielwillingham.com/uploads/5/0/0/7/5007325/willingham&lovette_2014_can_reading_comprehension_be_taught_.pdf.
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  17. Bjork, E. L. and Bjork, R. A. (2011) ‘Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning’, in M. A. Gernsbacher, R. W. Pew, L. M. Hough and J. R. Pomerantz. (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (2nd edition). (pp. 59-68). New York: Worth.
  18. Adapted from Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/writing_pg_062612.pdf.
  19. Sweller, J. (2006) ‘The worked example effect and human cognition’, Learning and Instruction, 16 (2), pp. 165–169.
  20. Pressley, M. and Harris, K. R. (2006) ‘Cognitive strategy instruction: from basic research to classroom instruction’, in P. A. Alexander and P. Winne (eds), Handbook of Educational Psychology (2nd edn), Mahwah, NJ: Erlbaum (pp. 265–286).
  21. Bjork, E. L. and Bjork, R. A. (2011) (op. cit.).
  22. Kornell, N. (2009) ‘Metacognition in animals and humans’, Current Directions in Psychological Science, 18 (1).
  23. Kornell, N. and Bjork, R. A. (2007) The promise and perils of self-regulated study’, Psychonomic Bulletin and Review, 14, p. 219.
  24. Gutman, L. and Schoon, I. (2013) ‘The impact of non-cognitive skills on outcomes for young people: Literature review’, Education Endowment Foundation.
  25. Bembenutty, H. and Karabenick, S. (2004) ‘Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning’, Educational Psychology Review, 16 (1), pp. 35–57.
  26. Mischel, W., Ebbesen, E. B. and Raskoff Zeiss, A. (1972) ‘Cognitive and attentional mechanisms in delay of gratification', Journal of Personality and Social Psychology, 21 (2), pp. 204–218. doi:10.1037/h0032198. ISSN 0022-3514. PMID 5010404.
  27. Sweller, J. (1988) ‘Cognitive load during problem solving: Effects on learning’, Cognitive Science, 12, pp. 257–285.
  28. McNamara, D. S. and Scott, J. L. (2001) ‘Working memory capacity and strategy use’, Memory and Cognition, 29, pp. 10–17.
  29. Neath, I. and Surprenant, A. M. (2003) in Taflinger M. (ed.), Human Memory (2nd edn), Canada: Vicki Knight.
  30. Adapted from the Teacher Assessment in Primary Science (TAPS) project: https://pstt.org.uk/resources/curriculum-materials/assessment/
  31. Mercer, N. & Dawes, L. (2008) The value of Exploratory Talk. In Mercer, N. & Hodgkinson, S.
  32. Alexander, R. J. (2017) Towards Dialogic Teaching: rethinking classroom talk (5th edn), Dialogos.
  33. Alexander R. J. (2017) ‘Developing Dialogue: process, trial, outcomes’, paper for the 17th international conference of EARLI, Finland. http://www.robinalexander.org.uk/wp-content/uploads/2017/08/EARLI-2017-paper-170825.pdf.
  34. Alexander, R. J. (2008), Essays on Pedagogy, Routledge.
  35. Op. cit, Zimmerman (2010).
  36. Logan J.M., Castel A.D., Haber S. & Viehman E.J. (2012). Metacognition and the spacing effect: The role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal. Metacognition and Learning, 7(3), 175-195.
  37. Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K and Pashler, H. (2012) ‘Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction’, Educational Psychology Review, 24, pp. 369–378.
  38. Logan J. M., Castel A. D., Haber S. and Viehman, E. J. (2012) ‘Metacognition and the spacing effect: The role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal’, Metacognition and Learning, 7 (3), pp. 175–95.
  39. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J. and Willingham, D. T. (2013) ‘Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology’, Psychological Science in the Public Interest, 14 (1), pp. 4–58.
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  41. Cordingley, P. Higgins, S. Greany, T. Buckler, N. Coles-Jordan, D. Crisp, B. Saunders, L. Coe, R (2015) Developing Great Teaching—Lessons from the international reviews into effective professional development. Teacher Development Trust.
  42. Dent, A. and Koenka, A. (2016) ‘The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis’, Educational Psychology Review, 28 (4), pp. 425–474.
  43. Dent, A. and Koenka, A. (2016) (Op. Cit.). 
  44. Veenman, M. V. J., Van Hout-Wolters, H. A. M. and Afflerbach, P. (2006) ‘Metacognition and learning: conceptual and methodological considerations’, Metacognition and Learning, 1 (1), pp. 3–14.