Guided, Cooperative Learning and Individual Knowledge Acquisition

By Ann L. Brown, Annemarie S. Palincsar. Knowing, Learning, and Instruction, 2018

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Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis (2018, background): “…strategies through which learners build connections between new material and what is already known (for example, through summaries, Brown & Palincsar, 1989; Cromley, Snyder-Hogan, & Luciw-Dubas, 2010); rehearsal strategies, which help learners store information in the memory by repeating…”
The study of talk between teachers and students, from the 1970s until the 2010s (2014, background): “The results of many years of research strongly suggest that when teachers make regular use of certain dialogue strategies, students’ participation in class and their educational outcomes are likely to benefit (e.g. Brown & Palincsar, 1989; Chinn, Anderson, & Wagner, 2001; Mercer & Littleton, 2007).”