Libros sobre el tema "Student’s metacognition"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 49 mejores mejores libros para su investigación sobre el tema "Student’s metacognition".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore libros sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
White, Barbara V. Inquiry, modeling, and metacognition: Making science accessible to all students. [Hillsdale, N.J.]: Lawrence Erlbaum, 1998.
Manning, Brenda H. Self-talk for teachers and students: Metacognitive strategies for personal and classroom use. Boston: Allyn and Bacon, 1996.
Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2a ed. Austin, Tex: Pro-Ed, 2009.
Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2a ed. Austin, Tex: Pro-Ed, 2009.
Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2a ed. Austin, Tex: Pro-Ed, 2009.
Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2a ed. Austin, Tex: Pro-Ed, 2009.
McConnell, Kathleen. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2a ed. Austin, Tex: Pro-Ed, 2009.
Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2a ed. Austin, Tex: Pro-Ed, 2009.
Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2a ed. Austin, Tex: Pro-Ed, 2009.
Elke, Schneider. Multisensory structured metacognitive instruction: An approach to teaching a foreign language to at-risk students. Frankfurt am Main: P. Lang, 1999.
Buoncristiani, Martin. Developing mindful students, skillful thinkers, thoughtful schools. Moorabbin, Victoria: Hawker Brownlow Education, 2012.
Buoncristiani, Martin. Developing mindful students, skillful thinkers, thoughtful schools. Thousand Oaks, Calif: Corwin Press, 2012.
Cantoia, Manuela. Imitating, reasoning, discussing: Student conceptions of learning around the world. New York: Nova Science Publishers, 2011.
Antonietti, Alessandro. Imitating, reasoning, discussing: Student conceptions of learning around the world. Hauppauge, N.Y: Nova Science Publishers, 2010.
Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.
Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.
Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.
Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.
Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.
Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.
Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.
Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.
Fogarty, Robin J. y Brian M. Pete. Metacognition : Metacognition: The Neglected Skill Set for Empowering Students, Revised Edition. Solution Tree, 2020.
Mair, Jonathan. Metacognitive variety, from Inner Mongolian Buddhism to post-truth. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0018.
Gay, Gregory Ross. Adding metacognitive functioning to a phenotypic profile of college age individuals with a reading disability. 1999.
Chong, Sin Wang. Metacognitive Mindscapes: Understanding Secondary EFL Writing Students' Systems of Knowledge. Taylor & Francis Group, 2020.
Chong, Sin Wang. Metacognitive Mindscapes: Understanding Secondary EFL Writing Students' Systems of Knowledge. Taylor & Francis Group, 2020.
Bireda, Martha Russell. Adult students' perceptions of educational barriers: Demographic and metacognitive factors. 1987.
Chong, Sin Wang. Metacognitive Mindscapes: Understanding Secondary EFL Writing Students' Systems of Knowledge. Taylor & Francis Group, 2020.
Chong, Sin Wang. Metacognitive Mindscapes: Understanding Secondary EFL Writing Students' Systems of Knowledge. Taylor & Francis Group, 2020.
Browning, Birch P. How Students Learn. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199928200.003.0006.
Memory and metamemory of deaf students. 1988.
Schurman, Georgina Elizabeth. Teaching learning disabled students analytical perception and metacognition strategies: relationships to reading and spelling. 1986.
Conyers, Marcus y Donna Wilson. Teaching Students to Drive Their Brains: Metacognitive Strategies, Activities, and Lesson Ideas. Association for Supervision & Curriculum Development, 2016.
Gombrich, Carl y Michael Hogan. Interdisciplinarity and the Student Voice. Editado por Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.44.
Fishman-Weaver, Kathryn. Brain-Based Learning with Gifted Students: Lessons from Neuroscience on Cultivating Curiosity, Metacognition, Empathy, and Brain Plasticity. Prufrock Press, 2020.
Angelo, Thomas, Saundra Yancy McGuire y Stephanie McGuire. Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation. Stylus, 2015.
Brain-Based Learning With Gifted Students Grades 3-6 : Lessons from Neuroscience on Cultivating Curiosity, Metacognition, Empathy, and Brain Plasticity. Sourcebooks Inc, 2020.
Angelo, Thomas, Saundra Yancy McGuire y Stephanie McGuire. Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation. Stylus Publishing, 2015.
Bjork, R. A. Prologue. Editado por John Dunlosky y Sarah (Uma) K. Tauber. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.32.
Hiller, Suzanne E. Mastering Science with Metacognitive and Self-Regulatory Strategies: A Teacher-Researcher Dialogue of Practical Applications for Adolescent Students. Nova Science Publishers, Incorporated, 2018.
Hiller, Suzanne E. Mastering Science with Metacognitive and Self-Regulatory Strategies: A Teacher-Researcher Dialogue of Practical Applications for Adolescent Students. Nova Science Publishers, Incorporated, 2017.
Alexander, Patricia A., Emily M. Grossnickle, Denis Dumas y Courtney Hattan. A Retrospective and Prospective Examination of Cognitive Strategies and Academic Development. Editado por Angela O'Donnell. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199841332.013.23.
Kornell, Nate y Bridgid Finn. Self-Regulated Learning. Editado por John Dunlosky y Sarah (Uma) K. Tauber. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.23.
Shaw, Brian P. Music Assessment for Better Ensembles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190603144.001.0001.
King, Patricia M. y Karen Strohm Kitchener. Cognitive Development in the Emerging Adult. Editado por Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.14.
Kühnen, Ulrich y Marieke van Egmond. Learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0012.
Mackey, Thomas P., Trudi E. Jacobson y Alison J. Head. Metaliteracy in Practice. American Library Association, 2015.
Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, Estela Daukšienė, Rasa Greenspon, Giedrė Tamoliūnė, Marius Šadauskas y Gintarė Vaitonytė. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.