Toward Teachers' Adaptive Metacognition

By Xiaodong Lin, Daniel L. Schwartz, Giyoo Hatano. 2005

252 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8b05bd8af889c179eed13c71d3cf45b9e4c164bb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Inbal Kololshi-Minsker
2. I. Weisse
3. Bracha Kramarski
4. Nava Mizrachi
5. Cordula Artelt
6. Vered Dudai
7. M. Schneider

In Education

1. Inbal Kololshi-Minsker
2. I. Weisse
3. Bracha Kramarski
4. Nava Mizrachi
5. Vered Dudai
6. Cordula Artelt
7. M. Schneider

Citations in the corpus

• Students’ Adaptation of Study Strategies When Preparing for Classroom Tests (2007, unknown): “Ertmer & Newby, 1996; Lin, Schwartz, & Hatano, 2005 ).”
• How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety? (2010, background): “This study suggests the need to design metacognitive support adapted to individuals with different levels of competence, metacognitive knowledge, attitudes, self-efficacy, and anxiety levels in mathematics through the three phases of the SRL cycle: pre-action, on-action and postaction of the problem”
• Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance (2008, background): “In particular, researchers argue that practicing self-regulation skills might enable teachers to notice critical aspects that promote their own learning and their students’ learning, which in turn could motivate the teachers to improve their own teaching practices (e.g., Leat and Lin 2003; Putnam an”