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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 ...
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’ ...