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Fostering self-regulated learning in intervention and regular teaching

Guest editors
Brandmo, Christian
Published in Journal of Cognitive Education and Psychology. 2013, vol. 12, no. 2, p. 127-252
Abstract In this special issue we have collected a series of studies that are innovative and diverse in terms of the lens through which they look at ways of fostering self-regulated skills. Methods of fostering SRL can be as diverse as using self-addressed prompts (Kramarski, Weiss, & Sharon); establishing an inquiry-based intervention led by students (Moote, Williams, & Sproule); exposing preservice teachers to scientific theories of SR and the use of self-evaluation inventories (Boruchovitch & Ganda), setting a certain level of teaching quality (i.e., a positive classroom context; Rieser, Fauth, Decristan, Klieme, & Büttner); promoting “successful intelligence” (Zbainos, Karoumpali, & Kentouri); and encouraging SRL strategies during the assessment of cognitive abilities (Teo & Roodenburg).
Keywords Self-regulated learningMetacognitionCognitive educationIntelligence
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Research group MEtacognition, Dynamic Assessment, Socio-adaptative competences and Inclusion (MEDASI)
(ISO format)
HESSELS, Marco G.P., BRANDMO, Christian, BERGER, Jean-Louis, (eds.). Fostering self-regulated learning in intervention and regular teaching. In: Journal of Cognitive Education and Psychology, 2013, vol. 12, n° 2, p. 127-252. https://archive-ouverte.unige.ch/unige:29363

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Deposited on : 2013-08-19

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