Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms-Reference-Cited by-同舟云学术

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Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms

Published:2023-10-23 Issue:1 Volume:42 Page:92-123
ISSN:0737-0008
Container-title:Cognition and Instruction
language:en
Short-container-title:Cognition and Instruction

Author:

Dragnić-Cindrić Dalila¹^ORCID,Lobczowski Nikki G.¹^ORCID,Greene Jeffrey A.¹^ORCID,Murphy P. Karen²^ORCID

Affiliation:

1. School of Education, The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

2. College of Education, The Pennsylvania State University, University Park, PA, USA

Funder

the National Science Foundation

the Pennsylvania State University and the NSF Graduate Research Fellowship Program under

Publisher

Informa UK Limited

Subject

Applied Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/07370008.2023.2266847

Reference89 articles.

1. Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?

2. Self-regulated learning: where we are today

3. Toward the Development of Socio-Metacognitive Expertise: An Approach to Developing Collaborative Competence

4. Factors Associated With College STEM Participation of Racially Minoritized Students: A Synthesis of Research

5. Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: Strategies for the heterogeneous classroom (3rd ed.). Teachers College Press.

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