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Wagner, Dana L.; Hammerschmidt-Snidarich, Stephanie M.; Espin, Christine A.; Seifert, Kathleen; McMaster, Kristen L. – Learning Disabilities Research & Practice, 2017
Teachers must be proficient at using data to evaluate the effects of instructional strategies and interventions, and must be able to make, describe, justify, and validate their data-based instructional decisions to parents, students, and educational colleagues. An important related skill is the ability to accurately read and interpret…
Descriptors: Preservice Teachers, Progress Monitoring, Curriculum Based Assessment, Teacher Competencies
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Deekens, Victor M.; Greene, Jeffrey A.; Lobczowski, Nikki G. – British Journal of Educational Psychology, 2018
Background: Self-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning…
Descriptors: Independent Study, Learning Strategies, Electronic Learning, Computer Assisted Instruction
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Levine, Adina; Reves, Thea – TESL-EJ, 1997
Reports on an attempt to compare two data-collecting instruments, Think-aloud Protocols and strategies questionnaires, applied to capture reading/writing strategies. Subjects were immigrant speakers of linguistically different heritage languages, Russian and Amharic first languages, and thus represented two ethnic groups, who went through the…
Descriptors: Amharic, Comparative Analysis, Data Collection, English (Second Language)