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Imperatives in Teaching for Lifelong Learning: moving beyond rhetoric to effective educational practice
16 references·0 citing·38 second hop
Imperatives in Teaching for Lifelong Learning: moving beyond rhetoric to effective educational practice (1999)Imperatives in Teaching for Lifelong Lear…Promoting General Metacognitive Awareness (2001)Promoting General Metacogniti…Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student? (2001)Metacognition, Abilities, and…Learning: The Treasure Within (1999)Learning: The Treasure WithinPromoting general metacognitive awareness (1998)Promoting general metacogniti…The learning organization: a review and evaluation (1997)The learning organization: a …Developmental phases in self-regulation: Shifting from process goals to outcome goals. (1997)Developmental phases in self-…Self-regulated learning of a motoric skill: The role of goal setting and self-monitoring (1996)Self-regulated learning of a …Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving (1995)Training in Self-Explanation …The International encyclopedia of education (1994)The International encyclopedi…Expert performance: Its structure and acquisition. (1994)Expert performance: Its struc…Developing lifelong learners through undergraduate education (1994)Developing lifelong learners …Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon (1989)Rocky Roads to Transfer: Reth…In The Age of the Smart Machine: The Future of Work and Power. (1989)In The Age of the Smart Machi…The teaching of learning strategies (1986)The teaching of learning stra…Handbook of research on teaching (1986)Handbook of research on teach…Social Foundations of Thought and Action : A Social Cognitive Theory (1985)An Attributional Theory of Motivation and Emotion (1986)Motivational processes affecting learning. (1986)Attaining Self-Regulation (2000)The Role of Goal Orientation in Self-Regulated Learning (2000)Becoming a Self-Regulated Learner: An Overview (2002)Frames of Mind: The Theory of Multiple Intelligences (1984)Situated Learning: Legitimate Peripheral Participation. (1994)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Grit: Perseverance and passion for long-term goals. (2007)Features of similarity. (1977)Mind in Society: The Development of Higher Psychological Processes (1978)Mental Models (1983)Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Problem-Based Learning: What and How Do Students Learn? (2004)Metacognition and learning: conceptual and methodological considerations (2006)Human Problem Solving. (1973)Categorization and Representation of Physics Problems by Experts and Novices* (1981)The role of theories in conceptual coherence. (1985)Cognitive Architecture and Instructional Design (1998)Implications for educational practice of the science of learning and development (2019)Educating the reflective practitioner (1987)A social-cognitive approach to motivation and personality. (1988)The role of deliberate practice in the acquisition of expert performance. (1993)Training Transfer: An Integrative Literature Review (2007)Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level (2008)Handbook of Self-Regulation of Learning and Performance (2017)Real‐world learning opportunities in sustainability: from classroom into the real world (2010)A Systematic Literature Review of 21st Century Skills and Competencies in Primary Education (2018)PISA 2018 Assessment and Analytical Framework (2019)Those Who Understand: Knowledge Growth in Teaching (1986)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)School Engagement: Potential of the Concept, State of the Evidence (2004)Motivational and self-regulated learning components of classroom academic performance. (1990)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)A Set of Principles for Conducting and Evaluating Interpretive Field Studies in Information Systems1 (1999)Understanding digital transformation: A review and a research agenda (2019)The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis (2004)
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References

  • 1986Handbook of research on teaching10,630 cited
  • 1989In The Age of the Smart Machine: The Future of Work and Power.3,271 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,788 cited
  • 1994Expert performance: Its structure and acquisition.2,138 cited
  • 1999Learning: The Treasure Within1,827 cited
  • 1986The teaching of learning strategies1,566 cited
  • 2001Promoting General Metacognitive Awareness1,262 cited
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  • 1989Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon1,162 cited
  • 1997Developmental phases in self-regulation: Shifting from process goals to outcome goals.634 cited
  • 1994Developing lifelong learners through undergraduate education536 cited
  • 1995Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving433 cited
  • 1994The International encyclopedia of education281 cited
  • 2001Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?260 cited
  • 1996Self-regulated learning of a motoric skill: The role of goal setting and self-monitoring

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201 cited
  • 1997The learning organization: a review and evaluation169 cited
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