Learning-to-learn strategies as a basis for effective lifelong learning

By Ian R. Cornford. 2002

211 citations recorded by the source corpus.

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Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2012, background): “Especially in higher education contexts, learners’ metacognitive awareness and ability to regulate (meta)cognitive strategies are crucial to be successful (Cornford, 2002).”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “The consequence is the consistent neglect of processes which support the development of lifelong learning strategies among students (Cornford 2002; White and Frederiksen 2005).”
Formative Assessment: Policy, Perspectives and Practice. (2011, background): “The general inefficacy of standards documents to support instructional practices that actively engage students in the planning, monitoring and reflection of their work (Cornford, 2002; Kendall et al, 2008) has created the circumstances for critical theorists to advance their argument for a transform”
Self-regulation and learning strategies (2011, background): “The metacurriculum approach—teaching learning how to learn the content in a specifi c course—also can help students with a poor learning strategies repertoire (Barrie, 2007; Cornford, 2002; Weinstein and others, 2004).”