self-regulated learning
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Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
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Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
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Paz-Baruch, N., & Hazema, H. (2023). Self-Regulated Learning and Motivation Among Gifted and High-Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences Between Students From Diverse Socioeconomic Levels. Journal for the Education of the Gifted, 46(1), 34-76. https://doi.org/10.1177/01623532221143825
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Paz-Baruch, N., & Hazema, H. (2023). Self-Regulated Learning and Motivation Among Gifted and High-Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences Between Students From Diverse Socioeconomic Levels. Journal for the Education of the Gifted, 46(1), 34-76. https://doi.org/10.1177/01623532221143825
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Heaysman, O., & Kramarski, B. (2022). Enhancing students’ metacognition, achievement and transfer between domains: Effects of the simulative “SRL-AIDE” parallel teacher–student program. International Journal of Educational Research, 116. https://doi.org/10.1016/j.ijer.2022.102074
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Heaysman, O., & Kramarski, B. (2022). Enhancing students’ metacognition, achievement and transfer between domains: Effects of the simulative “SRL-AIDE” parallel teacher–student program. International Journal of Educational Research, 116. https://doi.org/10.1016/j.ijer.2022.102074
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Heaysman, O., & Kramarski, B. (2022). Promoting teachers’ in-class SRL practices: effects of Authentic Interactive Dynamic Experiences (AIDE) based on simulations and video. Instructional Science: An International Journal of the Learning Sciences, 1–33. https://doi.org/10.1007/s11251-022-09598-1
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Heaysman, O., & Kramarski, B. (2022). Promoting teachers’ in-class SRL practices: effects of Authentic Interactive Dynamic Experiences (AIDE) based on simulations and video. Instructional Science: An International Journal of the Learning Sciences, 1–33. https://doi.org/10.1007/s11251-022-09598-1
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Tova Michalsky & Schechter, C. (2018)
Teachers’ Self-Regulated Learning Lesson Design: Integrating Learning from Problems and Successes. The Teacher Educator, 53(2), 101–123
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Tova Michalsky & Schechter, C. (2018)
Teachers’ Self-Regulated Learning Lesson Design: Integrating Learning from Problems and Successes. The Teacher Educator, 53(2), 101–123
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Tova Michalsky & Schechter, C. (2018)
Teachers’ Self-Regulated Learning Lesson Design: Integrating Learning from Problems and Successes. The Teacher Educator, 53(2), 101–123
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Tova Michalsky & Schechter, C. (2018)
Teachers’ Self-Regulated Learning Lesson Design: Integrating Learning from Problems and Successes. The Teacher Educator, 53(2), 101–123
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Michalsky, T. (2017)
What Teachers Know and Do About Assessing Students’ Self-Regulated Learning. Teachers College Record Volume 119(13), 1- 16
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Michalsky, T. (2017)
What Teachers Know and Do About Assessing Students’ Self-Regulated Learning. Teachers College Record Volume 119(13), 1- 16
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Kramarski, B. (2013)
Stimulating self-regulated learning in hypermedia to support mathematical literacy of lower achieving students. In A. Shamir, & O. Korat (eds.),Technology as a support for literacy achievements for children at risk(pp.157-169), Dordrecht : Springer
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Kramarski, B. (2013)
Stimulating self-regulated learning in hypermedia to support mathematical literacy of lower achieving students. In A. Shamir, & O. Korat (eds.),Technology as a support for literacy achievements for children at risk(pp.157-169), Dordrecht : Springer
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Kramarski, B. & Revach, T. (2011)
The Role of Self-Regulated Learning in the Professional Development of Elementary Mathematics Teachers. In N. Bednarz, D. Fiorentini & R. Huang (Eds.), International Approaches to Professional Development of Mathematics Teachers (pp. 182-193). Ottawa : University of Ottawa Press
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Kramarski, B. & Revach, T. (2011)
The Role of Self-Regulated Learning in the Professional Development of Elementary Mathematics Teachers. In N. Bednarz, D. Fiorentini & R. Huang (Eds.), International Approaches to Professional Development of Mathematics Teachers (pp. 182-193). Ottawa : University of Ottawa Press
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Kramarski, B., & Michalsky, T. (2010).
Preparing preservice teachers for self- regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20, 434-447.
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Kramarski, B., & Michalsky, T. (2010).
Preparing preservice teachers for self- regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20, 434-447.
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Kramarski, B., & Michalsky, T. (2010).
Preparing preservice teachers for self- regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20, 434-447.
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Kramarski, B., & Michalsky, T. (2010).
Preparing preservice teachers for self- regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20, 434-447.
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Kramarski, B., & Michalsky, T. (2009).
Investigating pre-service teachers' professional growth in self-regulated learning environments. Journal of Educational Psychology, 101 (1), 161-175.
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Kramarski, B., & Michalsky, T. (2009).
Investigating pre-service teachers' professional growth in self-regulated learning environments. Journal of Educational Psychology, 101 (1), 161-175.
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Kramarski, B., & Michalsky, T. (2009).
Investigating pre-service teachers' professional growth in self-regulated learning environments. Journal of Educational Psychology, 101 (1), 161-175.