This article showcases a few campuses' intentional investments in their students' inner well-being and what they are discovering because of their efforts. In the fall of 2016, researchers disseminated a survey exploring the implementation of mindfulness practices on campus. The survey was designed around what businesses had been doing, and left…

The authors explored the ways in which students drew on their individual theories of knowledge and knowing, or personal epistemologies, to identify and learn from multiple informational sources found on the internet. Analysis of students' think-aloud reports (during reading) and their written questions (after reading) indicated that students'…

We expect our students to learn different ways of thinking, such as historical empathy or scientific reasoning, reflection, critical analysis, or clinical reasoning. But how do we discern if they have learned these ways of thinking when thinking is often abstract, tacit and seemingly invisible? In this conceptual and theoretical article, I argue…

Metacognition and self-regulation are important skills for successful learning and have been discussed and researched extensively in the general education literature for several decades. More recently, there has been growing interest in understanding how metacognitive and self-regulatory skills contribute to student success in the context of…

Researchers assert that the metacognitive nature of think-aloud pair problem solving (TAPPS) improves students' problem solving by focusing their attention on their own thinking. The purpose of this study was to identify and describe oral verbalizations indicating cognitive processes of secondary-level career and technical education students who…

The purpose of the present study is to examine the effectiveness of a metacognitive prompts intervention-science (MPI-S), which is based on the nature of science with 162 eighth-grade science students. It was hypothesised that students exposed to the intervention will show higher levels of content knowledge and knowledge about the nature of…

This study investigated the strategies used by advanced learners of English while reading a hypermedia document in order to determine whether they are essentially different from those reading strategies reported in the literature for printed texts. Moreover, the role of prior knowledge about the topic was explored in relation to strategy use. Data…

This article considers the role of reader characteristics in processing and learning from informational text, as revealed in think-aloud research. A theoretical framework for relevant aspects of readers' processing and products was developed. These relevant aspects included three attentional foci for processing (comprehension, monitoring, and…

Although writing learning protocols is an effective follow-up course work activity, many learners tend to do it in a rather suboptimal way. Hence, we analyzed the effects of instructional support in the form of prompts. The effects of different types of prompts were investigated in an experiment with four conditions: cognitive prompts,…

Twenty-seven middle school English learners participated in a study to determine the efficacy of the Think-Aloud Strategy, one of several metacognitive strategies created to help students strategically negotiate appropriate meaning from text. Students were grouped by level of English-language proficiency and were administered a reading…

Explores the verbal reflections of a competent fifth-grade speller as he performed word sorts, spelling lists, and creative writing activities. Finds the accuracy or inaccuracy of the student's statements were related to his level of spelling development, and each literacy task appeared to have a predominant category of responses. (RS)

Personal epistemology has typically been conceptualized in one of two primary ways: as a cognitive developmental process or as a system of beliefs. The approach that is elaborated here is to conceive of epistemological understanding as a metacognitive process that activates epistemic theories, a multidimensional set of interrelated beliefs about…

Analyzes think-aloud protocols generated during reading to locate sources referred to when students made links reaching beyond what they read. Finds proportion of links to sources located within the text decreased and proportion of links outside the context increased over time. Notes students who increased use of sources located outside the task…