Scaffolding cognitive and metacognitive strategy instruction in regular class lessons
By H. Askell‐Williams, M. Lawson, Grace Skrzypiec. 2012
116 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/d5b2842647239afe867f6d5781aca753d45abb59
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
- Charlotte Dignath
- M. Veenman
- G. P. van der Werf
- C. D. Ewijk
- Ernesto Panadero
- M. Stel
- Sarit Barzilai
- Anat Zohar
In Education
- Charlotte Dignath
- M. Veenman
- C. D. Ewijk
- G. P. van der Werf
- M. Stel
- Bracha Kramarski
- Hilde Van Keer
- Anat Zohar
Citations in the corpus
- What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation (2012, background): “[26] rank teachers’ knowledge about scaffolding SRL among content knowledge and among pedagogical content knowledge about cognitive and metacognitive learning strategies.”
- The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “Successful intervention indicated that teachers can effectively promote strategies necessary for SRL after being provided with adequate materials that they can use during their teaching (e.g., Askell-Williams et al. 2012; Leidinger and Perels 2012; Perels et al. 2009).”