Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall-Reference-Cited by-同舟云学术

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Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall

Published:2014-05-27 Issue:3 Volume:26 Page:451-468
ISSN:1040-726X
Container-title:Educational Psychology Review
language:en
Short-container-title:Educ Psychol Rev

Author:

Roberts Greg,Scammacca Nancy,Osman David J.,Hall Colby,Mohammed Sarojani S.,Vaughn Sharon

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology

Link

http://link.springer.com/content/pdf/10.1007/s10648-014-9266-2.pdf

Reference80 articles.

1. Adams, M. J. (1977). Failures to comprehend and levels of processing in reading. University of Illinois at Urbana-Champaign.

2. Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: a proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89–195). New York: Academic Press.

3. Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: a discussion. Metacognition and Learning, 4(1), 87–95.

4. Bargh, J. A., & Schul, Y. (1980). On the cognitive benefits of teaching. Journal of Educational Psychology, 72(5), 593–604.

5. Berkeley, S., & Riccomini, P. J. (2011). QRAC-the-Code: a comprehension monitoring strategy for middle school social studies textbooks. Journal of Learning Disabilities, 46(2), 154–165.

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