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Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation
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Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation (2015)Teach Students How to Learn: Strategies Y…Learning Transdisciplinary Collaboration: Undergraduate Student Perceptions of Successes and Areas for Improvement in Transdisciplinary, Problem-Focused Honors Seminar Courses (2021)Learning Transdisciplinary Co…Investigating the Effects of Academic Coaching on College Students’ Metacognition (2021)Investigating the Effects of …Metacognition and Active Learning Combination Reveals Better Performance on Cognitively Demanding General Chemistry Concepts than Active Learning Alone (2020)Metacognition and Active Lear…I realized what I was doing was not working: the influence of explicit teaching of metacognition on students’ study strategies in a general chemistry I course (2020)I realized what I was doing w…From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond (2020)From panic to pedagogy: Using…Examining the effects of different teaching strategies on metacognition and academic performance (2019)Examining the effects of diff…Cultivating Metacognition in Each of Us: Thinking About “Thinking” in Interdisciplinary Disaster Research (2018)Cultivating Metacognition in …Art Studio as Thinking Lab: Fostering Metacognition in Art Classrooms (2018)Art Studio as Thinking Lab: F…Evaluation of a Flipped, Large-Enrollment Organic Chemistry Course on Student Attitude and Achievement (2016)Evaluation of a Flipped, Larg…Mind in Society: The Development of Higher Psychological Processes (1978)National Science Education Standards (1995)Flip Your Classroom: Reach Every Student in Every Class Every Day (2012)Using a Partially Flipped Learning Model To Teach First Year Undergraduate Chemistry (2019)Testing in the Time of COVID-19: A Sudden Transition to Unproctored Online Exams (2020)The link between flipped and active learning: a scoping review (2021)Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Frames of Mind: The Theory of Multiple Intelligences (1984)Metaphors We Live By (2003)Dilemmas in a general theory of planning (1973)The reflective practitioner: How professionals think in action (1984)Interdisciplinary Research as an Iterative Process to Build Disaster Systems Knowledge (2018)Barriers and Possibilities for Interdisciplinary Disaster Science Research: Critical Appraisal of the Literature (2021)Reflexivity and interdisciplinarity: the reflexive journey of an interdisciplinary research team in disaster risk reduction (2024)Assessing Metacognitive Awareness (1994)Improving Students’ Learning With Effective Learning Techniques (2013)Talking about Leaving: Why Undergraduates Leave the Sciences (1997)Active learning increases student performance in science, engineering, and mathematics (2014)Mixed Methodology: Combining Qualitative and Quantitative Approaches (1999)Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. (1999)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Stereotype threat and the intellectual test performance of African Americans. (1995)How an Early, Inclusive Field Course can Build Persistence in Ecology and Evolutionary Biology (2021)Social Listening to Enhance Access to Appropriate Pandemic Information Among Culturally Diverse Populations: Case Study From Finland (2022)Optimizing Elementary School Education through the Implementation of Karawitan-Based Learning Grounded in Local Wisdom (2024)The Role of Goal Orientation in Self-Regulated Learning (2000)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Flourish: a visionary new understanding of happiness and well-being (2011)Exploring the need for formal coaching programmes: Experiences of engineering graduates in a South African mining company (2025)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)
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  • 2016Evaluation of a Flipped, Large-Enrollment Organic Chemistry Course on Student Attitude and Achievement131 cited
  • 2020From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond118 cited
  • 2020Metacognition and Active Learning Combination Reveals Better Performance on Cognitively Demanding General Chemistry Concepts than Active Learning Alone69 cited
  • 2020I realized what I was doing was not working: the influence of explicit teaching of metacognition on students’ study strategies in a general chemistry I course50 cited
  • 2021Investigating the Effects of Academic Coaching on College Students’ Metacognition46 cited
  • 2019Examining the effects of different teaching strategies on metacognition and academic performance45 cited
  • 2018Cultivating Metacognition in Each of Us: Thinking About “Thinking” in Interdisciplinary Disaster Research15 cited
  • 2018Art Studio as Thinking Lab: Fostering Metacognition in Art Classrooms11 cited
  • 2021Learning Transdisciplinary Collaboration: Undergraduate Student Perceptions of Successes and Areas for Improvement in Transdisciplinary, Problem-Focused Honors Seminar Courses8 cited

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