A gulf exists between prior work testing metacognitive instructional interventions and teacher
practices that may support metacognition in the classroom. To help bridge this gulf, we …

This study examined 69 Chinese preschool teachers' use of feedback strategies in their
math lessons. Guided by the Initiation-Response-Follow-up (IRF) framework, math lessons …

High-quality instructional interaction, in which teachers engage children in conversations
that support the development of higher order thinking skills, conceptual understanding, and …

Data from a large-scale, longitudinal research study with an ethnically and
socioeconomically diverse sample were utilized to explore linkages between maternal …

Building on longitudinal findings of linkages between aspects of teachers' language during
instruction and children's use of mnemonic strategies, this investigation was designed to …

In this chapter, I examine the relations between children's ability to understand others' minds
and their school achievement. I propose that theory of mind (ToM) is a cognitive tool that …

Lack of parental involvement is an issue in the educational system because parents and
teachers do not understand each other's views. Research has shown that when parents and …

This study investigates middle school students' reasoning about parallelism and
perpendicularity of two line segments. Data were collected from 83 middle school students …

Background Tasks that involve retrieving information from memory, such as answering short
answer questions, are more effective at improving learning than restudying, concept …

As children transition from the early to later grades of elementary school, they become
increasingly skilled at employing a variety of techniques–such as rehearsal and …