David Whitebread

Developmental and Educational Psychology · 2005–2014

A researcher in the Science corpus: 12 papers; trusts 30 researchers and is trusted by 16 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 124 citations into it; #1,167 of 8,223 by trust here, #757 by citations
• Education — 80 citations into it; #1,966 of 11,309 by trust here, #1,141 by citations
• Social Psychology — 35 citations into it
• Experimental and Cognitive Psychology — 28 citations into it
• Clinical Psychology — 16 citations into it
• Cognitive Science & Psychology — 14 citations into it
• Artificial Intelligence — 13 citations into it
• Applied Psychology — 8 citations into it

Whom David Whitebread trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. P. Pintrich
2. Philip H. Winne
3. M. Veenman
4. B. Zimmerman
5. Nancy E. Perry
6. Marja Vauras
7. M. Boekaerts
8. Penny Coltman
9. L. Berk
10. Xiaodong Lin

Who trusts David Whitebread overall

1. Anat Zohar
2. Serkan Uçan
3. Claudia M. Roebers
4. Sarit Barzilai
5. Donna Bryce
6. Cornelia Schoor
7. Marta T. Magiera
8. Ernesto Panadero
9. A. Pyle
10. Mary E. Webb

Papers from David Whitebread's perspective

Ordered by how strongly the researchers David Whitebread trusts endorse each paper. Same corpus, a different order for every researcher.

1. The assessment of metacognitive skills: what can be learned from multi-method designs?
2. Attaining self-regulation: A social cognitive perspective.
3. SHARED-REGULATION AND MOTIVATION OF COLLABORATING PEERS: A CASE ANALYSIS
4. Self-Regulation in the Classroom: A Perspective on Assessment and Intervention
5. The development of two observational tools for assessing metacognition and self-regulated learning in young children
6. Socially-shared metacognition in peer learning?
7. Self-Regulation in Young Children: Is There a Role for Sociodramatic Play?.
8. Measuring Self-Regulated Learning
9. Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-Regulation
10. The Neo-Vygotskian Approach to Child Development

Their papers

• The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children (2014) — 194 citations
• Patterns of co-occurring non-verbal behaviour and self-directed speech; a comparison of three methodological approaches (2014) — 34 citations
• The development of metacognitive skills: evidence from observational analysis of young children’s behavior during problem-solving (2012) — 140 citations
• Preschool children's social pretend play: supporting the development of metacommunication, metacognition and self-regulation (2012) — 110 citations
• Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition (2012) — 234 citations
• Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: evidence from an observational study (2010) — 56 citations
• The role of parenting in children's self-regulated learning (2010) — 142 citations
• Play, cognition and self-regulation: What exactly are children learning when they learn through play? (2009) — 185 citations
• The development of two observational tools for assessing metacognition and self-regulated learning in young children (2009) — 542 citations
• The effectiveness of nurture groups on student progress: evidence from a national research study (2007) — 151 citations
• Development of Metacognition and Self-Regulated Learning in Young Children: Role of Collaborative and Peer-Assisted Learning (2007) — 208 citations
• Developing independent learning in the early years (2005) — 93 citations