metacognition
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Apelboim-Dushnitzky, G., & Shamir A. (2024). Promoting emergent literacy skills among children at risk for specific learning disorder: general vs. Specific vs. Combined metacognitive interventions. European Journal of Special Needs Education, 17p. https://doi.org/10.1080/08856257.2024.2354604
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Maor, R., Paz-Baruch, N., Grinshpan, N., Milman, A., Mevarech, Z., Levi, R., Shlomo, S., & Zion, M. (2023). Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings. Thinking Skills & Creativity, 50, https://doi.org/10.1016/j.tsc.2023.101425
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Murphy, D.H, Halamish, V., Rhodes, M.G, & Castel, A.D.(2023). How evaluating memorability can lead to Unintended Consequences. Metacognition and Learning. January 2023,1-29. doi:10.1007/s11409-023-09332-3
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Halamish, V., & Elias, D. (2022). Digital versus paper-based foreign-language vocabulary learning and testing: A study-test medium congruency effect. Computers & Education, 190. https://doi.org/10.1016/j.compedu.2022.104606
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Halamish, V. (2018)
Pre-service and in-service teachers' metacognitive knowledge of learning strategies. Frontiers in Psychology, 9, DOI: 10.3389/fpsyg.2018.02152
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Gidalevich, S., & Kramarski, B. (2017)
Guidance for metacognitive judgments: A thinking-aloud analysis inmath problem solving. Hellenic Journal of Psychology, 14(2):83-113
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Spektor-Levy, O., Basilio, M., Zachariou, A., & Whitebread, D. (2017)
Young Children’s Spontaneous Manifestation of Self-Regulation and Metacognition During Constructional Play Tasks. Teachers College Record, 119(13), 1-28
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Tzohar-Rozen, M., & Kramarski, B. (2017)
Metacognition and Meta-Affect in Young Students: Does It Make a Difference in Mathematical Problem Solving? Teachers College Record,119(13), 1-26
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Adler,I., Zion, M. & Mevarech, Z.R. (2016)
The Effect of Explicit Environmentally Oriented Metacognitive Guidance and Peer Collaboration on Students’ Expressions of Environmental Literacy. Journal of Research In Science Teaching, 53(4) 620-663.
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Schiff, R., Sasson, A., Nuri, Y. & Ben-Artzi, E. (2016)
The Efficiency of Metacognitive and Metalinguistic Awareness in Word Spelling Among Hebrew .Speaking Children with SLI: An Intervention Study. In R. Schiff & R. Malatesha Joshi (Eds.). Interventions in Learning Disabilities; A Handbook on Systematic Training Programs for Individuals with Learning Disabilities (pp, 67-89). Cham : Springer International Publishing
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Soderstrom, N., Clark, C. T., Halamish, V. & Bjork, E. L. (2015)
Judgments of learning as memory modifiers. Journal of Experimental Psychology 41(2), 553-558
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Zion, M., Adler, I. & Mevarech, Z. (2015)
The Effect of Individual and Social Metacognitive Support on Students’ Metacognitive Performances in an Online Discussion. Journal of Educational Computing Research, 52(1), 50–87
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Kramarski, B. and Friedman, S. (2014)
Solicited versus Unsolicited Metacognitive Prompts for Fostering Mathematical Problem-Solving Using Multimedia. Journal of Educational Computing Research, 50(3), 285-314
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Mevarech, Z. and Kramarski, B. (2014)
Critical Maths for Innovative Societies: The Role of Metacognitive Pedagogies. Educational research and innovation. Paris : OECD
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Tzohar-Rozen, M. and Kramarski, B.(2014)
Metacognition, Motivation, and Emotions:Contribution of Self-Regulated Learning to Solving Mathematical Problems. Global Education Review 1(4), 76-95
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Kramarski, B., & Michalsky, T. (2013)
Student and teacher perspectives on IMPROVE self-regulation prompts in web-based learning. In R. Azevedo, & V. Aleven, (Eds). International Handbook of Metacognition and Learning Technologies (pp. 35-51). New York : Springer
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Shamir, A. (2013)
Cognitive Education in the Digital Age: Bridging the Gap Between Theory and Practice. Journal of Cognitive Education and Psychology, 12(1), 96-107
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Shamir, A. & Lifshitz, I. (2013)
E-Books for supporting the emergent literacy and emergent math of children at risk for learning disabilities: can metacognitive guidance make a difference? European journal of special needs education, 28(1), 33-48.
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Halamish, V., McGillivray, S. & Castel, A. D. (2011)
Monitoring One's Own Forgetting in Younger and Older Adults. Psychology and Aging, 26(3), 631-635
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Kramarski, B., Weiss, I., & Kololshi-Minsker, I. (2010).
How can self- regulated learning (SRL) support problem solving of third-grade students with mathematics anxiety? ZDM - The International Journal on Mathematics Education, 42(2), 179-193.
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Kramarski, B., & Dudai, V. (2009).
Group-metacognitive support for online inquiry in mathematics with differential self-questioning. Journal of Educational Computing Research, 40 (4), 365-392.
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Kramarski, B. (2009).
Developing a pedagogical problem solving view among mathematics teachers with two reflection programs. International Electronic Journal of Elementary Education , 2 (1),138-153.
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Kramarski, B., & Michalsky, T. (2009).
Three metacognitive approaches to training pre-service teachers in different learning phases of technological pedagogical content knowledge. Educational Research and Evaluation, 15 (5), 465-490.
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Shamir, A., Mevarech, Z. R & Gida, C.(2009)
The assessment of meta-cognition in different contexts: individualized vs. peer assisted learning. Metacognition and Learning, 4(1), 47-61.