Search results for author:"Danny Kostons"
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Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners
Computers & Education Vol. 54, No. 4 (May 2010) pp. 932–940
Learner-controlled instruction is often found to be less effective for learning than fixed or adaptive system-controlled instruction. One possible reason for that finding is that students – especially novices – might not able to accurately assess...
Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning
Learning and Instruction Vol. 22, No. 2 (April 2012) pp. 121–132
For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have...
Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis
Educational Research Review Vol. 24, No. 1 (June 2018) pp. 98–115
Meta-analyses have shown the positive effects of strategy instruction on student performance; however, little meta-analytical research has been conducted on its long-term effects. We examined the long-term effects of 48 metacognitive strategy...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 37, No. 1 (January 2014) pp. 208–216
Student-teachers struggle to become competent at classroom management. To do so, Berliner (2001) and Feldon (2007) argue for the significance of speedy and accurate recognition of relevant cues for teacher action in the classroom. However, studies...