This qualitative research aims at linking recent findings related to cognition and self-regulated learning with complexity-driven educational framework that promotes Teacher-Learner communities of practice, in which knowledge is generated and constructed through a complex process of reflection and negotiation. Building on the data that was…

Copious researches argue the effectiveness of peer-correction in writing courses (e.g., Connor & Asenavage, 1994). Also, Coit (2004) mentions using peer feedback for correcting articles through a student-centered environment is a beneficial pedagogy to extend learners' academic-style writing practice. Therefore, this study focused on…

This study explored the experiences of six preservice teachers who participated as interns in a Professional Development School (PDS), examining how they understood and made sense of their experience of learning teach in a PDS context. Researchers used a phenomenological case study with narrative inquiry, collecting data from interviews, field…

A guide to support student success in extended orientation courses, freshman seminars, and study skills classes is presented, using exercises such as journal-keeping, stories of 12 people who have mastered specific skills, practical suggestions, and forms and charts. The major topics are: time management, memory, reading, note-taking, test-taking,…