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Charrai Hunter – ProQuest LLC, 2023
The problem that this action research study addressed was the ineffective facilitation strategies used in professional development for teachers. The purpose of the study was to determine whether reflective practices impact teachers' instructional decisions. The study used Cognitive Coaching, a reflective coaching model, as its intervention. To…
Descriptors: High School Teachers, English Teachers, Cognitive Processes, Coaching (Performance)
Peng Zhang; Gemma Tur – Digital Education Review, 2024
Although research has always related e-portfolios to self-regulated learning, recently agency, which includes individual, relational, and contextual domains, has also been highlighted. Likewise, agency has been explored in technological environments that support collaborative and co-design learning processes. This study, investigating the…
Descriptors: Student Attitudes, Foreign Countries, Chinese, International Schools
Muhali; Yuanita, Leny; Ibrahim, Muslimin – Malaysian Journal of Learning and Instruction, 2019
Purpose: This study investigated the content and construct validity of the Reflective-Metacognitive Learning (RML) Model, and the effectiveness of the RML Model in comparison with Cognitive-Metacognitive Learning (CML) Model in improving students' metacognitive knowledge, skills, and awareness after the learning process. Methodology: This…
Descriptors: Models, Reflection, Metacognition, Student Improvement
Rankin, Beckie Bray; Casey, Ryan – NECTFL Review, 2022
As students feel empowered to select their own goals, they forge their own journeys to success. A culturally sustaining tool, student reflection is an informative practice for self-paced growth in language learning and beyond. A French and a Spanish teacher share their protocols to bring goal-setting into any classroom, along with the research and…
Descriptors: Reflection, Learning Processes, Goal Orientation, Independent Study
Trinidad-Velasco, Rufino; Reyes-Cárdenas, Flor – Science Education International, 2020
A characterization of the teaching of three chemistry professors was carried out using a case study with a phenomenographic approach to explore chemistry teachers' general pedagogical knowledge (GPK) through teachers' self-reflection. A video stimulated recall technique was used to identify and examine teachers' thoughts and decisions, as well as…
Descriptors: Chemistry, Science Teachers, Reflection, Teaching Methods
Rosenheck, Louisa; Lin, Grace C.; Nigam, Rashi; Nori, Prasanth; Kim, Yoon Jeon – Information and Learning Sciences, 2021
Purpose: When using embedded, student-centered assessment tools for maker education, understanding the characteristics of a body of evidence can help teachers guide the assessment process. This study aims to examine assessment artifacts from a makerspace program and present a set of qualities that emerged, which researchers and maker educators can…
Descriptors: Student Evaluation, Evaluation Methods, Learning Processes, Evidence
Purwanto, Agung; Rahmawati, Yuli; Rahmayanti, Novia; Mardiah, Alin; Amalia, Risky – Journal of Technology and Science Education, 2022
Students difficulty in relating chemistry concepts to everyday life leads to their inability to explore and developed skills needed, especially critical thinking. Therefore, this study aimed to develop students' critical thinking skills by integrating socio-critical and problem-oriented approaches to chemistry learning with environmental issues in…
Descriptors: Problem Based Learning, Science Instruction, Teaching Methods, Critical Thinking
Fancher, Chris; Norfar, Telannia – Prufrock Press, 2019
"Project-Based Learning in the Math Classroom" explains how to keep inquiry at the heart of mathematics teaching and helps teachers build students' abilities to be true mathematicians. This book outlines basic teaching strategies, such as questioning and exploration of concepts. It also provides advanced strategies for teachers who are…
Descriptors: Student Projects, Active Learning, Mathematics Instruction, Inquiry
Spycher, Pamela – WestEd, 2021
Reading critically involves examining the language choices authors make to "get the job done" -- in other words, to communicate effectively in specific ways with particular audiences. Not all students in middle and high school intuit this type of reading and may experience challenges when they go to write for academic purposes. Their…
Descriptors: Teaching Methods, Learning Processes, Scaffolding (Teaching Technique), Writing Instruction
Benjamin Schwartz; Jeffrey Schwartz – English Journal, 2018
Process and product are always in tension. In authentic writing, they can be messy and hard to assess. Because writing is recursive and generative, every word written opens new possibilities. Not only that, but writing is influenced by ability, time allowed, task definition, rhetorical situation, relationship to reading, and helpful thinking…
Descriptors: Writing Instruction, Process Approach (Writing), Art Products, Exhibits
van Velzen, Joke H. – Journal of Educational Research, 2017
Theoretically, reflection is known to be an essential skill for improving learning on a metacognitive level. In practice, students may not use it of their own accord to improve this kind of learning because it can be mentally demanding. The author reports on the legitimation of an instrument measuring self-induced self-reflective thinking, which…
Descriptors: Measurement, Student Evaluation, Reflection, Thinking Skills
Bijlsma, Nienke; Schaap, Harmen; de Bruijn, Elly – Journal of Vocational Education and Training, 2016
Meaning-making and sense-making are generally assumed to be part of students' personal vocational knowledge development, since they contribute to both students' socialisation in a vocation and students' personalisation of concepts, values and beliefs regarding that vocation. However, how students in vocational education acquire meaning and make…
Descriptors: Vocational High Schools, Academic Achievement, Modeling (Psychology), Observational Learning
Heemsoth, Tim; Heinze, Aiso – Journal of Experimental Education, 2016
Thus far, it is unclear how students can learn most effectively from their own errors. In this study, reflections on the rationale behind self-made errors are assumed to enhance knowledge acquisition. In a field experiment with pre/post/follow-up design, the authors practiced fractions with 174 seventh- and eighth-grade students who were randomly…
Descriptors: High School Students, Reflection, Error Patterns, Error Correction
Green, Martha R.; Walters, Lynne Masel; Walters, Timothy; Wang, Liangyan – Social Studies, 2015
This article evaluates the impact of extending a traditional written research paper into a digital documentary on students' perception and level of comprehension of a global sustainability issue. An adaptation of Moon's (1999) five-stage map of learning was used to assess the written and digital projects students submitted to a statewide…
Descriptors: Social Studies, Sustainability, Reflection, Documentaries
Kazempour, Mahsa; Amirshokoohi, Aidin – International Journal of Environmental and Science Education, 2014
The literature on professional development is replete with studies that utilize survey, interview, and classroom observation data, primarily collected post professional development experience, to explore teachers' knowledge, beliefs, and actions; however, we lack a clear understanding of teachers' learning process and reflections during the…
Descriptors: Science Teachers, Inquiry, Active Learning, Science Instruction
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