Now showing items 1-5 of 5
Exploring the Relationship Between Teachers’ Formative Classroom Assessment Practices and Students’ Self-Regulation in Kindergarten Classrooms
A concurrent mixed methods study design was used to explore possible relationships between teachers’ formative classroom assessment practices and students’ self-regulation in Kindergarten classrooms. A total of 8 female ...
The enclosed Selected Papers 2017 represent a quality selection of peer-reviewed papers presented at the 2016 Rosa Bruno-Jofré Symposium in Education (RBJSE) at Queen’s University, Faculty of Education. The RBJSE is a ...
Supporting Metacognitive Development in Early Science Education: Exploring Elementary Teachers' Beliefs and Practices in Metacognition
Metacognition is the understanding and control of cognitive processes. Students with high levels of metacognition achieve greater academic success. The purpose of this mixed-methods study was to examine elementary teachers’ ...
Elementary students as active agents in their learning: an empirical study of the connections between assessment practices and student metacognition
(Springer Nature, 2018-03-01)
This study explored how elementary teachers leveraged and structured student-involved formative assessment to promote metacognition and self-regulation. Research has suggested a connection between formative assessment ...