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"https://api.zotero.org/groups/296075/items/9IV6GH33", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/9IV6GH33", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Kılıç and Demir", "parsedDate": "2012-07", "numChildren": 0 }, "data": { "key": "9IV6GH33", "version": 10, "itemType": "journalArticle", "title": "Views of Prospective Classroom Teachers Regarding Creating Instructional Environment Based on Cognitive Coaching and Cognitive Flexibility. (English)", "creators": [ { "creatorType": "author", "firstName": "Figen", "lastName": "Kılıç" }, { "creatorType": "author", "firstName": "Özden", "lastName": "Demir" } ], "abstractNote": "The purpose of this study is to examine prospective classroom teachers' views about creating teaching and learning environments based on cognitive coaching and cognitive flexibility. the study was designed as a descriptive study in survey method to explore the views of prospective classroom teachers. the participants were 492 prospective classroom teachers attending Mersin and Kafkas University. the data regarding the participants' views were elicited through a survey (Learning-teaching Environments based on Cognitive Coaching and Cognitive Flexibility) prepared by the researchers. Findings show that prospective teachers have positive views about creating learning-teaching environments based on cognitive coaching and cognitive flexibility. Survey results in relation to creating teaching environments based on cognitive coaching indicate that there is a significant difference in favour of the first graders in the 18th item, in favour of the second graders in the 1st 4th , 11th , 12th , 14th , 19th and 20th items, and in favour of the third graders in the 2nd , 3rd , 5th , 6th , 7th , 9th , 10th , 13th , 15th , 16th , 17th and 23rd items, and in terms of the fourth graders in the 30th item. Besides, significant differences were detected in favour of the male students (1st , 3rd , 17th and 20th items). Survey results in relation to creating learning environments based on cognitive flexibility reveal significant differences usually in favour of the third graders while three items demonstrated significant differences in favour of the second graders. Besides, significant differences were detected in terms of male students. that prospective teachers have positive views about creating teaching environments based on cognitive coaching and cognitive flexibility seems to have great importance in terms of these two new concepts in the field of education. (English)", "publicationTitle": "Sınıf Öğretmenliği Öğrencilerinin Bilişsel Koçluk ve Bilişsel Esnekliğe Dayalı Öğretim Ortamlarının Oluşturulmasına İlişkin Görüşleri. (Turkish)", "publisher": "", "place": "", "date": "July 2012", "volume": "11", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "578-595", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Ilkogretim Online", "DOI": "", "citationKey": "", "url": "http://0-search.ebscohost.com.wildpac.wne.edu/login.aspx?direct=true&db=ehh&AN=91577170&site=eds-live", "accessDate": "2014-11-04T23:29:42Z", "PMID": "", "PMCID": "", "ISSN": "13053515", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "COLLEGE teachers", "type": 1 }, { "tag": "Computer networks", "type": 1 }, { "tag": "ECOLOGY -- Study & teaching", "type": 1 }, { "tag": "LEARNING", "type": 1 }, { "tag": "Metacognition", "type": 1 }, { "tag": "TEACHERS", "type": 1 }, { "tag": "bilişsel esneklik", "type": 1 }, { "tag": "bilişsel farkındalık", "type": 1 }, { "tag": "bilişsel koçluk", "type": 1 }, { "tag": "cognitive coaching", "type": 1 }, { "tag": "cognitive flexibility", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "CPW9MBVV", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/CPW9MBVV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/CPW9MBVV", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Boling et al.", "parsedDate": "2014-10", "numChildren": 1 }, "data": { "key": "CPW9MBVV", "version": 10, "itemType": "journalArticle", "title": "Using online tools for communication and collaboration: Understanding educators' experiences in an online course", "creators": [ { "creatorType": "author", "firstName": "Erica C.", "lastName": "Boling" }, { "creatorType": "author", "firstName": "Erica", "lastName": "Holan" }, { "creatorType": "author", "firstName": "Brent", "lastName": "Horbatt" }, { "creatorType": "author", "firstName": "Mary", "lastName": "Hough" }, { "creatorType": "author", "firstName": "Jennifer", "lastName": "Jean-Louis" }, { "creatorType": "author", "firstName": "Chesta", "lastName": "Khurana" }, { "creatorType": "author", "firstName": "Hindi", "lastName": "Krinsky" }, { "creatorType": "author", "firstName": "Christina", "lastName": "Spiezio" } ], "abstractNote": "This case study explored educators' experiences in an online course to better understand how course design and pedagogical delivery can support student learning. Using the Cognitive Apprenticeship Model (Collins et al., 1987) as a theoretical lens, researchers investigated the following: 1) What methods of instruction assisted educators in learning how to use technology to support online communication and collaboration? How were these methods introduced and used? and 2) What were students' views of educational technology and of their own learning after participating in an online educational technology course? Interviews and course artifacts were collected from one online course instructor and 11 graduate students from various fields of study. Findings highlight specific methods of instruction that can inform educators' uses of Web 2.0 tools in online courses, illustrating how the Cognitive Apprenticeship Model can be used to inform online course development.", "publicationTitle": "Internet & Higher Education", "publisher": "", "place": "", "date": "October 2014", "volume": "23", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "48-55", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Internet & Higher Education", "DOI": "10.1016/j.iheduc.2014.07.002", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "10967516", "archive": "", "archiveLocation": "", "shortTitle": "Using online tools for communication and collaboration", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "COGNITIVE apprenticeship", "type": 1 }, { "tag": "COMMUNICATION & education", "type": 1 }, { "tag": "COMMUNICATION in education", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "EDUCATORS", "type": 1 }, { "tag": "INTERNET in education", "type": 1 }, { "tag": "Online Courses", "type": 1 }, { "tag": "Teaching online", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "FRZTM4BW", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/FRZTM4BW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/FRZTM4BW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Edwards and Newton", "parsedDate": "1995-04-01", "numChildren": 1 }, "data": { "key": "FRZTM4BW", "version": 10, "itemType": "report", "title": "The Effects of Cognitive Coaching on Teacher Efficacy and Empowerment", "creators": [ { "creatorType": "author", "firstName": "Jennifer L.", "lastName": "Edwards" }, { "creatorType": "author", "firstName": "Rae R.", "lastName": "Newton" } ], "abstractNote": "This study examined the relationship between training in Cognitive Coaching and a number of qualitative and quantitative components of teacher cognition and behavior hypothesized to be positively impacted by such training. Cognitive Coaching involves a planning conference between coach and teacher, classroom observation, and a reflecting conference. The research was conducted in the context of a quasi-experimental post-test only design with 143 participants in 2 groups, one of which received training one year earlier than the other group. The control group received no training. Results were measured by the Teacher Efficacy Scale and The Vincenz Empowerment Scale (subscales are potency, independence, relatedness, motivation, values, and joy of life). Participants in the experimental group received training in 1991 or 1992. Those trained in 1991 tended to score higher on the empowerment scales than both the group trained in 1992 and the control group, and women tended to score higher than men. On the Efficacy Scale, 11 of 12 comparisons with the control group indicated higher efficacy scores for Cognitive Coaching trainees. Teachers trained in Cognitive Coaching were significantly more satisfied with teaching as a career than those not trained. Those who took Cognitive Coaching training expressed more positive feelings about all aspects of their experience as teachers than those who did not. (Contains 73 references.) (JB)", "reportNumber": "", "reportType": "", "institution": "", "place": "", "date": "April 1, 1995", "seriesTitle": "", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Cognitive Development", "type": 1 }, { "tag": "Elementary Secondary Education", "type": 1 }, { "tag": "Helping Relationship", "type": 1 }, { "tag": "Inservice Teacher Education", "type": 1 }, { "tag": "Instructional Effectiveness", "type": 1 }, { "tag": "Program Effectiveness", "type": 1 }, { "tag": "Reflective Teaching", "type": 1 }, { "tag": "Sex Differences", "type": 1 }, { "tag": "Staff Development", "type": 1 }, { "tag": "Teacher Attitudes", "type": 1 }, { "tag": "Teacher Collaboration", "type": 1 }, { "tag": "Teacher Effectiveness", "type": 1 }, { "tag": "Teacher Efficacy Scale", "type": 1 }, { "tag": "Teacher Empowerment", "type": 1 }, { "tag": "Tutors", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "NF882B5W", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/NF882B5W", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/NF882B5W", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Solvie and Sungur", "parsedDate": "2012-03-01", "numChildren": 1 }, "data": { "key": "NF882B5W", "version": 10, "itemType": "journalArticle", "title": "Teaching for Success: Technology and Learning Styles in Preservice Teacher Education", "creators": [ { "creatorType": "author", "firstName": "Pamela", "lastName": "Solvie" }, { "creatorType": "author", "firstName": "Engin", "lastName": "Sungur" } ], "abstractNote": "This study, using mixed methods design research, examined the achievement of third level preservice teachers when advice in the form of text and resources was provided based on students' identified learning styles. In this study, Kolb's learning style inventory was used to identify students' preferred learning style preferences, and an online module was developed to link prepared advice for the completion of course tasks to particular learning style preferences. Advice was provided for grasping and processing stages of the learning cycle and served as a form of scaffolding through coaching provided via the online module. Data sources used to explore the value of advice specific to learning style preferences included student assessment results from the learning style preference advice module, student reflection journals following use of advice software, and student assignment scores. Data analysis indicated positive effects of advice linked to learning style preferences on student achievement. (Contains 7 figures and 3 tables.)", "publicationTitle": "Contemporary Issues in Technology and Teacher Education (CITE Journal)", "publisher": "", "place": "", "date": "March 1, 2012", "volume": "12", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "6-40", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Contemporary Issues in Technology and Teacher Education (CITE Journal)", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1528-5804", "archive": "", "archiveLocation": "Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org", "shortTitle": "Teaching for Success", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Assignments", "type": 1 }, { "tag": "COMPUTER assisted instruction", "type": 1 }, { "tag": "Coaching (Performance)", "type": 1 }, { "tag": "Cognitive Style", "type": 1 }, { "tag": "Computer software", "type": 1 }, { "tag": "Data Analysis", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "English Instruction", "type": 1 }, { "tag": "Instructional Design", "type": 1 }, { "tag": "Learning Processes", "type": 1 }, { "tag": "Learning Style Inventory", "type": 1 }, { "tag": "Methods Courses", "type": 1 }, { "tag": "Mixed Methods Research", "type": 1 }, { "tag": "Preferences", "type": 1 }, { "tag": "Preservice Teacher Education", "type": 1 }, { "tag": "Preservice Teachers", "type": 1 }, { "tag": "Qualitative Research", "type": 1 }, { "tag": "Reading Instruction", "type": 1 }, { "tag": "Scaffolding (Teaching Technique)", "type": 1 }, { "tag": "Scores", "type": 1 }, { "tag": "Student Evaluation", "type": 1 }, { "tag": "Student Journals", "type": 1 }, { "tag": "Teaching Methods", "type": 1 }, { "tag": "United States (Midwest)", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "8935ZA6V", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/8935ZA6V", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/8935ZA6V", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Hamman et al.", "parsedDate": "2000-06", "numChildren": 0 }, "data": { "key": "8935ZA6V", "version": 10, "itemType": "journalArticle", "title": "Teachers' coaching of learning and its relation to students' strategic learning", "creators": [ { "creatorType": "author", "firstName": "Douglas", "lastName": "Hamman" }, { "creatorType": "author", "firstName": "Joelle", "lastName": "Berthelot" }, { "creatorType": "author", "firstName": "Jodi", "lastName": "Saia" }, { "creatorType": "author", "firstName": "Ellen", "lastName": "Crowley" } ], "abstractNote": "This study examined types and frequency of coaching of learning at the middle school level and its relation to students' strategic learning. Teachers (n = 11) were videotaped during daily instruction on 3 separate occasions, and students (n = 235) responded to a self-report questionnaire about learning-strategy use. Consistent with previous research at the elementary level (E. B. Moely et al., 1992), average instances of teachers' coaching of learning (e.g., describing cognitive processes, suggesting strategy use) occurred in only 9% of the instruction segments. Teachers most frequently recommended use of learning aids, engagement in metacognitive activity, and use of elaboration strategies. Results from a multiple regression analysis indicate that students' strategic-learning activity was significantly related to teachers' coaching of learning (R² = .18). (PsycINFO Database Record (c) 2013 APA, all rights reserved). (journal abstract)", "publicationTitle": "Journal of Educational Psychology", "publisher": "", "place": "", "date": "June 2000", "volume": "92", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "342-348", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Educational Psychology", "DOI": "10.1037/0022-0663.92.2.342", "citationKey": "", "url": "http://0-search.ebscohost.com.wildpac.wne.edu/login.aspx?direct=true&db=pdh&AN=2000-07799-010&site=eds-live", "accessDate": "2014-11-04T23:41:58Z", "PMID": "", "PMCID": "", "ISSN": "0022-0663", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "6th–8th grade students", "type": 1 }, { "tag": "Coaching", "type": 1 }, { "tag": "Elementary Education", "type": 1 }, { "tag": "Learning Strategies", "type": 1 }, { "tag": "Middle School Students", "type": 1 }, { "tag": "Teaching Methods", "type": 1 }, { "tag": "types & frequency of coaching of learning & relation to students' strategic learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "2SJ8FR4J", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/2SJ8FR4J", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/2SJ8FR4J", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Gregorius", "parsedDate": "2011-05-01", "numChildren": 0 }, "data": { "key": "2SJ8FR4J", "version": 10, "itemType": "journalArticle", "title": "Student Performances in Various Learning Protocols", "creators": [ { "creatorType": "author", "firstName": "Roberto", "lastName": "Gregorius" } ], "abstractNote": "A comparison was made between students' overall performance, as measured by overall grade, in different teaching and learning protocols: (1) traditional textbook and lecture along with standard examinations; (2) lectures with online augmentation and PowerPoint lecture notes along with standard examinations; (3) similar to \"(2)\" but with modified examinations, 30% of which were questions designed to check students' conceptual learning; (4) similar to \"(2)\" but with modified examinations, 60% of which were questions designed to check students' conceptual learning; and (5) Flash-based self-guided inquiry and group learning, classroom group discussion, and modified examinations (60% concept). The data gathered indicate that students' conceptual learning is enhanced by the self-guided inquiry eBook and group discussion protocol. (Contains 1 table and 4 figures.)", "publicationTitle": "Journal of College Science Teaching", "publisher": "", "place": "", "date": "May 1, 2011", "volume": "40", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "85-95", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of College Science Teaching", "DOI": "", "citationKey": "", "url": "http://0-search.ebscohost.com.wildpac.wne.edu/login.aspx?direct=true&db=eric&AN=EJ963593&site=eds-live", "accessDate": "2014-11-04T23:40:03Z", "PMID": "", "PMCID": "", "ISSN": "0047-231X", "archive": "", "archiveLocation": "National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Chemistry", "type": 1 }, { "tag": "Coaching (Performance)", "type": 1 }, { "tag": "Cognitive Development", "type": 1 }, { "tag": "Comparative Analysis", "type": 1 }, { "tag": "Grades (Scholastic)", "type": 1 }, { "tag": "Group Discussion", "type": 1 }, { "tag": "Inquiry", "type": 1 }, { "tag": "LEARNING", "type": 1 }, { "tag": "Lecture Method", "type": 1 }, { "tag": "Science Education", "type": 1 }, { "tag": "Teaching Methods", "type": 1 }, { "tag": "Tests", "type": 1 }, { "tag": "Texas", "type": 1 }, { "tag": "Textbooks", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "3H8J9XQF", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/3H8J9XQF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/3H8J9XQF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Muldner and Conati", "parsedDate": "2010-01-01", "numChildren": 0 }, "data": { "key": "3H8J9XQF", "version": 10, "itemType": "journalArticle", "title": "Scaffolding Meta-Cognitive Skills for Effective Analogical Problem Solving via Tailored Example Selection", "creators": [ { "creatorType": "author", "firstName": "Kasia", "lastName": "Muldner" }, { "creatorType": "author", "firstName": "Cristina", "lastName": "Conati" } ], "abstractNote": "Although worked-out examples play a key role in cognitive skill acquisition, research demonstrates that students have various levels of meta-cognitive abilities for using examples effectively. The Example Analogy (EA)-Coach is an Intelligent Tutoring System that provides adaptive support to foster meta-cognitive behaviors relevant to a specific type of example-based learning known as \"analogical problem solving\" (\"APS\"), i.e., using examples to aid problem solving. To encourage the target meta-cognitive behaviors, the EA-Coach provides multiple levels of scaffolding, including an innovative example-selection mechanism that chooses examples with the best potential to trigger learning and enable problem solving for a given student. To find such examples, the mechanism relies on our novel classification of problem/example differences and associated hypotheses regarding their impact on the APS process. Here, we focus on describing (1) how the overall design of the EA-Coach in general, and the example-selection mechanism in particular, evolved from cognitive science research on APS; (2) our pilot evaluations and the controlled laboratory study we conducted to validate the tutor's pedagogical utility. Our results show that the EA-Coach fosters meta-cognitive behaviors needed for effective learning during APS, while helping students achieve problem-solving success. (Contains 2 footnotes, 3 tables, and 11 figures.)", "publicationTitle": "International Journal of Artificial Intelligence in Education", "publisher": "", "place": "", "date": "January 1, 2010", "volume": "20", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "99-136", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "International Journal of Artificial Intelligence in Education", "DOI": "", "citationKey": "", "url": "http://0-search.ebscohost.com.wildpac.wne.edu/login.aspx?direct=true&db=eric&AN=EJ913347&site=eds-live", "accessDate": "2014-11-04T23:31:33Z", "PMID": "", "PMCID": "", "ISSN": "1560-4292", "archive": "", "archiveLocation": "IOS Press. Nieuwe Hemweg 6B, Amsterdam, 1013 BG, The Netherlands. Tel: +31-20-688-3355; Fax: +31-20-687-0039; e-mail: info@iospress.nl; Web site: http://www.iospress.nl", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "COGNITIVE ability", "type": 1 }, { "tag": "Coaching (Performance)", "type": 1 }, { "tag": "Cognitive Psychology", "type": 1 }, { "tag": "Cognitive Science", "type": 1 }, { "tag": "Computer Uses in Education", "type": 1 }, { "tag": "EXPERIENTIAL learning", "type": 1 }, { "tag": "Information technology", "type": 1 }, { "tag": "Intelligent Tutoring Systems", "type": 1 }, { "tag": "LEARNING", "type": 1 }, { "tag": "Metacognition", "type": 1 }, { "tag": "PROBLEM solving", "type": 1 }, { "tag": "Scaffolding (Teaching Technique)", "type": 1 }, { "tag": "Simulation", "type": 1 }, { "tag": "Thinking Skills", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "SQS3UN8Z", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/SQS3UN8Z", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/SQS3UN8Z", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Boling et al.", "parsedDate": "2012-03", "numChildren": 1 }, "data": { "key": "SQS3UN8Z", "version": 10, "itemType": "journalArticle", "title": "Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences", "creators": [ { "creatorType": "author", "firstName": "E.c.", "lastName": "Boling" }, { "creatorType": "author", "firstName": "M.", "lastName": "Hough" }, { "creatorType": "author", "firstName": "H.", "lastName": "Krinsky" }, { "creatorType": "author", "firstName": "H.", "lastName": "Saleem" }, { "creatorType": "author", "firstName": "M.", "lastName": "Stevens" } ], "abstractNote": "This qualitative research study was designed to inform the development and implementation of effective online learning environments by exploring, from both teacher and student perspectives, what constitute effective online learning experiences. The study examined course content, tasks, and pedagogical approaches, as identified by students and instructors, which contributed to or hindered positive online learning experiences. Researchers interviewed 6 online course instructors and 10 adult students to understand their experiences in undergraduate and graduate level online degree programs. Using a Cognitive Apprenticeship Model to inform the analysis of data, findings revealed an emphasis on text-based content and lecture; instruction that led to disconnect between students, teachers, and course content and goals; and one innovative program that links real-world experiences with online classroom learning. Given the growing number of online programs, the study provides insight for course development and pedagogy as well as offers possibilities for additional research.", "publicationTitle": "Internet & Higher Education", "publisher": "", "place": "", "date": "March 2012", "volume": "15", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "118-126", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Internet & Higher Education", "DOI": "10.1016/j.iheduc.2011.11.006", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "10967516", "archive": "", "archiveLocation": "", "shortTitle": "Cutting the distance in distance education", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "COGNITIVE apprenticeship", "type": 1 }, { "tag": "COLLEGE students -- Attitudes", "type": 1 }, { "tag": "COLLEGE teachers -- Attitudes", "type": 1 }, { "tag": "DISTANCE education", "type": 1 }, { "tag": "EXPERIENCE", "type": 1 }, { "tag": "INTERNET in higher education", "type": 1 }, { "tag": "Online Courses", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "5JNETTKA", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/5JNETTKA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/5JNETTKA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Stalmeijer et al.", "parsedDate": "2013-06", "numChildren": 1 }, "data": { "key": "5JNETTKA", "version": 10, "itemType": "journalArticle", "title": "Clinical teaching based on principles of cognitive apprenticeship: Views of experienced clinical teachers", "creators": [ { "creatorType": "author", "firstName": "Renée E.", "lastName": "Stalmeijer" }, { "creatorType": "author", "firstName": "Diana H. J. M.", "lastName": "Dolmans" }, { "creatorType": "author", "firstName": "Hetty A. M.", "lastName": "Snellen-Balendong" }, { "creatorType": "author", "firstName": "Marijke", "lastName": "van Santen-Hoeufft" }, { "creatorType": "author", "firstName": "Ineke H. A. P.", "lastName": "Wolfhagen" }, { "creatorType": "author", "firstName": "Albert J. J. A.", "lastName": "Scherpbier" } ], "abstractNote": "Purpose: To explore (1) whether an instructional model based on principles of cognitive apprenticeship fits with the practice of experienced clinical teachers and (2) which factors influence clinical teaching during clerkships from an environmental, teacher, and student level as perceived by the clinical teachers themselves. The model was designed to apply directly to teaching behaviors of clinical teachers and consists of three phases, advocating teaching behaviors such as modeling, creating a safe learning environment, coaching, knowledge articulation, and exploration. Method: A purposive sample of 17 experienced clinical teachers from five different disciplines and four different teaching hospitals took part in semistructured individual interviews. Two researchers independently performed a thematic analysis of the interview transcripts. Coding was discussed within the research team until consensus was reached. Results: All participants recognized the theoretical model as a structured picture of the practice of teaching activities during both regular and senior clerkships. According to participants, modeling and creating a safe learning environment were fundamental to the learning process of both regular and senior clerkship students. Division of teaching responsibilities, longer rotations, and proactive behavior of teachers and students ensured that teachers were able to apply all steps in the model. Conclusions: The theoretical model can offer valuable guidance in structuring clinical teaching activities and offers suggestions for the design of effective clerkships. (PsycINFO Database Record (c) 2014 APA, all rights reserved). (journal abstract)", "publicationTitle": "Academic Medicine", "publisher": "", "place": "", "date": "June 2013", "volume": "88", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "861-865", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Academic Medicine", "DOI": "10.1097/ACM.0b013e31828fff12", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1040-2446", "archive": "", "archiveLocation": "2013-23414-015", "shortTitle": "Clinical teaching based on principles of cognitive apprenticeship", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Apprenticeship", "type": 1 }, { "tag": "COGNITIVE apprenticeship", "type": 1 }, { "tag": "Medical Education", "type": 1 }, { "tag": "TEACHERS", "type": 1 }, { "tag": "TEACHING", "type": 1 }, { "tag": "clinical teachers", "type": 1 }, { "tag": "clinical teaching", "type": 1 }, { "tag": "learning environment", "type": 1 }, { "tag": "teaching hospitals", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "IXTE3DQ7", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/IXTE3DQ7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/IXTE3DQ7", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/296075/items/CPW9MBVV", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } } }, "data": { "key": "IXTE3DQ7", "version": 10, "parentItem": "CPW9MBVV", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2014-11-04T23:42:46Z", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=97603048&site=ehost-live&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "Z8F67SDT", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/Z8F67SDT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/Z8F67SDT", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/296075/items/FRZTM4BW", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": 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"https://api.zotero.org/groups/296075/items/5D537MFD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/5D537MFD", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/296075/items/SQS3UN8Z", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } } }, "data": { "key": "5D537MFD", "version": 10, "parentItem": "SQS3UN8Z", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2014-11-04T23:43:34Z", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=72342107&site=ehost-live&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "MRI58VRX", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/MRI58VRX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/MRI58VRX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Sirmaci and Ceylan", "parsedDate": "2014-01", "numChildren": 0 }, "data": { "key": "MRI58VRX", "version": 10, "itemType": "journalArticle", "title": "The Effects of Cognitive Awareness Strategies Taught with Cognitive Coaching Method on Achievement, Attitudes and Cognitive Awareness Skills of Students", "creators": [ { "creatorType": "author", "firstName": "Nur", "lastName": "Sirmaci" }, { "creatorType": "author", "firstName": "Mehriban", "lastName": "Ceylan" } ], "abstractNote": "The aim of this study was to investigate the effects of education based on cognitive awareness strategies taught with cognitive coaching method on achievement, attitudes and cognitive awareness skills of students. The study was carried out on 6th grade students in an elementary school in Erzurum. In study group consisting of 50 people, experimental group included 25 people and control group included 25 people. The study was designed according to re-test-posttest control group experimental model among experimental study models. In qualitative section of the study, achievement test, attitude scale and cognitive awareness scale were used; in quantitative section of the study, written opinions of the students were included. According to the findings of the study, a significant difference was observed on mathematical achievement of the students in favor of experiment group, who were taught with experimental method. In addition, based on the findings obtained from the attitude scale and opinions of the students, it was found that there was a difference between attitudes of the students in experimental group towards mathematics lesson. Furthermore, it was observed that cognitive awareness skills of the students increased.", "publicationTitle": "International Journal of Academic Research", "publisher": "", "place": "", "date": "January 2014", "volume": "6", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "374-379", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "International Journal of Academic Research", "DOI": "10.7813/2075-4124.2014/6-1/B.50", "citationKey": "", "url": "http://0-search.ebscohost.com.wildpac.wne.edu/login.aspx?direct=true&db=aph&AN=95739130&site=eds-live", "accessDate": "2014-11-04T23:35:37Z", "PMID": "", "PMCID": "", "ISSN": "20754124", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Algebra Learning Domain", "type": 1 }, { "tag": "COGNITIVE ability", "type": 1 }, { "tag": "CRITICAL thinking", "type": 1 }, { "tag": "Cognitive Awareness", "type": 1 }, { "tag": "Cognitive Awareness Strategies", "type": 1 }, { "tag": "Cognitive Development", "type": 1 }, { "tag": "ELEMENTARY schools", "type": 1 }, { "tag": "ERZURUM (Turkey)", "type": 1 }, { "tag": "cognitive coaching", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "WMMECCRQ", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/WMMECCRQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/WMMECCRQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Jehng", "parsedDate": "1993", "numChildren": 1 }, "data": { "key": "WMMECCRQ", "version": 10, "itemType": "journalArticle", "title": "The alternative design approach for computer-assisted learning systems. Cognitive apprenticeship method", "creators": [ { "creatorType": "author", "firstName": "J -C J", "lastName": "Jehng" } ], "abstractNote": "This paper discusses the concept of situated learning and its implication to the field of instructional design. Recent research on learning and cognition has strongly indicated the situated nature of knowledge. Knowledge itself can not be abstracted from the situation in which it is learned, but is a product of the activity, the culture, and the context in which it is developed and used. The design of a learning environment needs to help students contextualize their knowledge so that students can flexibly transfer their knowledge to various novel situations. The cognitive apprenticeship, suggested by recent learning psychologists, is a tenable method in company with current computer technology for developing such a learning environment.", "publicationTitle": "Journal of Educational Media & Library Sciences", "publisher": "", "place": "", "date": "1993", "volume": "31", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "55-66", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Educational Media & Library Sciences", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1013090X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "COGNITION", "type": 1 }, { "tag": "Computer aided instruction", "type": 1 }, { "tag": "Design", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "FX8QH2IP", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/FX8QH2IP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/FX8QH2IP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Cooper", "parsedDate": "2013", "numChildren": 1 }, "data": { "key": "FX8QH2IP", "version": 10, "itemType": "journalArticle", "title": "Student Reflections on an LIS Internship From a Service Learning Perspective Supporting Multiple Learning Theories", "creators": [ { "creatorType": "author", "firstName": "Linda Z.", "lastName": "Cooper" } ], "abstractNote": "This paper presents a case study that examines an internship as service learning and participating students' perceptions of their learning in two learning environments. The internship experience in this situation is first examined to ascertain that it qualifies as service learning. At the conclusion of this service learning internship experience, participating students were asked to reflect on their learning in a service learning experience compared to their learning in traditional classroom learning experiences. Students' reflections are examined for evidence linking their perceptions regarding their learning to multiple theories of learning. Findings indicate that (a) the particular intern- ship examined qualifies as service learning; (b) participating students feel they learn more in a hands-on service learning situation than in a traditional classroom learning situation; (c) participating students feel that classroom learning is an important pre- and/or co-requisite to service learning; (d) multiple theories of learning are supported via a service learning experience thus offering more paths to learning to a broader, more diverse scope of learners; and (e) a service learning experience may open the way to a transformative learning experience while, at the same time, supporting the community and the LIS profession.", "publicationTitle": "Journal of Education for Library & Information Science", "publisher": "", "place": "", "date": "Fall 2013", "volume": "54", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "286-298", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Education for Library & Information Science", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "07485786", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ACTIVE learning -- Case studies", "type": 1 }, { "tag": "COGNITIVE apprenticeship", "type": 1 }, { "tag": "COGNITIVE apprenticeship -- Case studies", "type": 1 }, { "tag": "COMMUNITIES of practice", "type": 1 }, { "tag": "Case Studies", "type": 1 }, { "tag": "INTERNSHIP programs -- Case studies", "type": 1 }, { "tag": "LEARNING", "type": 1 }, { "tag": "Reflection", "type": 1 }, { "tag": "SERVICE learning -- Case studies", "type": 1 }, { "tag": "SITUATED learning theory -- Case studies", "type": 1 }, { "tag": "Situated Learning", "type": 1 }, { "tag": "action learning", "type": 1 }, { "tag": "service learning", "type": 1 }, { "tag": "transformative experience", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "BAD23G4F", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/BAD23G4F", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/BAD23G4F", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Taylor and Boyatzis", "parsedDate": "2012-08", "numChildren": 0 }, "data": { "key": "BAD23G4F", "version": 10, "itemType": "journalArticle", "title": "Looking at Stress and Learning: Peer Coaching with Compassion as a Possible Remedy", "creators": [ { "creatorType": "author", "firstName": "Scott N.", "lastName": "Taylor" }, { "creatorType": "author", "firstName": "Richard E.", "lastName": "Boyatzis" } ], "abstractNote": "We contribute to scholarship by linking recent research on stress to student learning. Specifically, we discuss how chronic stress results in lower immune system functioning, cognitive and perceptual impairment, less openness to emotions, ideas, and other people, and decreased ability to learn (or to retain learning). We emphasize the importance of paying attention to emotions in the classroom and propose peer coaching with compassion as one possible means to counter the effects of stress.", "publicationTitle": "Transformative Dialogues: Teaching & Learning Journal", "publisher": "", "place": "", "date": "August 2012", "volume": "6", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "1-14", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Transformative Dialogues: Teaching & Learning Journal", "DOI": "", "citationKey": "", "url": "http://0-search.ebscohost.com.wildpac.wne.edu/login.aspx?direct=true&db=ehh&AN=95251826&site=eds-live", "accessDate": "2014-11-04T23:40:13Z", "PMID": "", "PMCID": "", "ISSN": "19180853", "archive": "", "archiveLocation": "", "shortTitle": "Looking at Stress and Learning", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "AFFECTIVE education", "type": 1 }, { "tag": "EMOTIONS (Psychology)", "type": 1 }, { "tag": "LEARNING", "type": 1 }, { "tag": "LEARNING ability", "type": 1 }, { "tag": "PSYCHOLOGY of learning -- Research", "type": 1 }, { "tag": "STRESS (Psychology)", "type": 1 }, { "tag": "STUDENTS -- Psychology", "type": 1 }, { "tag": "peer coaching", "type": 1 }, { "tag": "positive emotion", "type": 1 }, { "tag": "stress", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "UI4WQ8D7", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/UI4WQ8D7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/UI4WQ8D7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Archon", "parsedDate": "2008", "numChildren": 0 }, "data": { "key": "UI4WQ8D7", "version": 10, "itemType": "journalArticle", "title": "Cognitive Coaching - An Effective Communications Tool for Teacher Librarians. (cover story)", "creators": [ { "creatorType": "author", "firstName": "Mark", "lastName": "Archon" } ], "abstractNote": "The article focuses on cognitive coaching which is considered as an effective communications tool for teacher librarians. It states that cognitive coaching is a communication skill set that allows participants to transform their abilities to work effectively with others. Art Costa and Bob Garmston, founders of cognitive coaching, define it as a set of strategies, a way of thinking and a way of working that invite partners to shape and reshape their thinking and problem-solving capacities. Related issues are further discussed including its implications for teacher librarians and research on its effects.", "publicationTitle": "CSLA Journal", "publisher": "", "place": "", "date": "Fall 2008", "volume": "32", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "11-12", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "CSLA Journal", "DOI": "", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=34990647&site=ehost-live", "accessDate": "2014-11-04T23:45:03Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "COGNITIVE ability", "type": 1 }, { "tag": "COGNITIVE apprenticeship", "type": 1 }, { "tag": "COGNITIVE learning", "type": 1 }, { "tag": "COSTA, Art", "type": 1 }, { "tag": "CRITICAL thinking", "type": 1 }, { "tag": "Cognitive Psychology", "type": 1 }, { "tag": "GARMSTON, Bob", "type": 1 }, { "tag": "INTERPERSONAL communication", "type": 1 }, { "tag": "LIBRARY media specialists", "type": 1 }, { "tag": "PERSONAL coaching", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "HXJIDMM3", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/HXJIDMM3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/HXJIDMM3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Tilley", "parsedDate": "2001-11", "numChildren": 1 }, "data": { "key": "HXJIDMM3", "version": 10, "itemType": "journalArticle", "title": "Cognitive Apprenticeship", "creators": [ { "creatorType": "author", "firstName": "Carol L.", "lastName": "Tilley" } ], "abstractNote": "Discusses the cognitive apprenticeship approach to teaching and learning. Difference of cognitive apprenticeship from traditional apprenticeship; Examples of complex sets of skills and knowledge that are amenable to teaching and learning through cognitive apprenticeship; Some ideas to begin implementing an apprenticeship approach in the library media center.", "publicationTitle": "School Library Media Activities Monthly", "publisher": "", "place": "", "date": "November 2001", "volume": "18", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "37", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "School Library Media Activities Monthly", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "08899371", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "APPRENTICESHIP programs", "type": 1 }, { "tag": "COGNITIVE learning", "type": 1 }, { "tag": "TEACHING", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "ECDNSMND", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/ECDNSMND", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/ECDNSMND", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Bal and Demi̇r", "parsedDate": "2011-12", "numChildren": 0 }, "data": { "key": "ECDNSMND", "version": 10, "itemType": "journalArticle", "title": "Bilişsel Koçluk Yaklaşımının Öğretmen Adaylarının Görüşleri Açısından İrdelenmesi. (Turkish)", "creators": [ { "creatorType": "author", "firstName": "Ayten Pınar", "lastName": "Bal" }, { "creatorType": "author", "firstName": "Özden", "lastName": "Demi̇r" } ], "abstractNote": "In this research, the students studying at Primary Teaching Department and studying at Science and Technology Department have been analyzed in respect to their observations about cognitive coaching approach. The research is a descriptive study done through a survey method. This study has been conducted on the students studying at Primary Teaching Department and studying at Science and Technology Education Department at Çukurova University in 2008- 2009 academic years. The research has been done with 180 students. Cognitive Coaching Questionnaire (CCQ) has been arranged in order to find out how much teachers acquire metacognitive skills based on cognitive coaching approach by the researchers. The data obtained from CCQ has been analyzed via SPSS 15 program. Arithmetic average and standard deviation of the data have been given descriptively, and t-test has been applied on independent groups. As a result, in the direction of the data obtained from CCQ, it has been found out that teacher use the activities related to planning, thinking and evaluating stages of cognitive coaching when appropriate. (English)", "publicationTitle": "Cognitive Coaching Approach in View of Pre-Service Teachers. (English)", "publisher": "", "place": "", "date": "December 2011", "volume": "12", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "325-340", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Kirsehir Education Faculty", "DOI": "", "citationKey": "", "url": "http://0-search.ebscohost.com.wildpac.wne.edu/login.aspx?direct=true&db=ehh&AN=91606075&site=eds-live", "accessDate": "2014-11-04T23:32:25Z", "PMID": "", "PMCID": "", "ISSN": "13025007", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ANALYSIS of variance", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "LEARNING by teaching", "type": 1 }, { "tag": "STUDENT teachers", "type": 1 }, { "tag": "STUDENT teaching", "type": 1 }, { "tag": "TEACHER education", "type": 1 }, { "tag": "bilişsel koçluk", "type": 1 }, { "tag": "fen ve teknoloji öğretmenliği", "type": 1 }, { "tag": "primary school teachers", "type": 1 }, { "tag": "science and technology teachers", "type": 1 }, { "tag": "sınıf öğretmenliği", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } }, { "key": "KGPEX6W3", "version": 10, "library": { "type": "group", "id": 296075, "name": "creu-hfoss", "links": { "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296075/items/KGPEX6W3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/creu-hfoss/items/KGPEX6W3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2133274, "username": "suisen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/suisen", "type": "text/html" } } }, "creatorSummary": "Demir and Doğanay", "parsedDate": "2009", "numChildren": 0 }, "data": { "key": "KGPEX6W3", "version": 10, "itemType": "journalArticle", "title": "Bilişsel Farkındalık Becerilerinin Geliştirilmesinde Bilişsel Koçluk Yaklaşımı. (Turkish)", "creators": [ { "creatorType": "author", "firstName": "Özden", "lastName": "Demir" }, { "creatorType": "author", "firstName": "Ahmet", "lastName": "Doğanay" } ], "abstractNote": "As a thinking process, learning requires self management skills. In this paper conceptual base of cognitive coaching approach was put forth and its place in the instructional practices was explained. Cognitive coaching approach contributes in developing metacognitive skills, critical and creative thinking skills and mature epistemological beliefs of students. Cognitive coaching is a process that helps to coached person to sail toward his/her thoughts by using tools and maps. Implementation of cognitive coaching with different methods and strategies and its contribution to social interaction process also supports constructivist philosophy. A teacher who is a cognitive coach helps to develop metacognitive skills in students by using scaffolding and this causes development of self management skills. In this paper, metacognition, metacognitive strategies, cognitive coaching and basic principles of cognitive coaching method were discussed. Furthermore, a self management constructivist learning model which is based on metacognitive skill was also been tryed to evaluate. (English)", "publicationTitle": "Cognitive Coaching Approach in Developing Metacognitive Skills. (English)", "publisher": "", "place": "", "date": "Winter 2009", "volume": "15", "issue": "60", "section": "", "partNumber": "", "partTitle": "", "pages": "601-623", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Educational Administration: Theory & Practice", "DOI": "", "citationKey": "", "url": "http://0-search.ebscohost.com.wildpac.wne.edu/login.aspx?direct=true&db=ehh&AN=47506179&site=eds-live", "accessDate": "2014-11-04T23:30:25Z", "PMID": "", "PMCID": "", "ISSN": "13004832", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "CREATIVE thinking", "type": 1 }, { "tag": "LEARNING", "type": 1 }, { "tag": "Metacognition", "type": 1 }, { "tag": "SOCIAL interaction", "type": 1 }, { "tag": "Students", "type": 1 }, { "tag": "TEACHERS", "type": 1 }, { "tag": "Teaching Methods", "type": 1 }, { "tag": "bilişsel farkındalık", "type": 1 }, { "tag": "bilişsel farkındalık stratejileri", "type": 1 }, { "tag": "bilişsel koçluk", "type": 1 }, { "tag": "cognitive coaching", "type": 1 }, { "tag": "metacognitive strategies", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-11-04T23:46:28Z", "dateModified": "2014-11-04T23:46:28Z" } } ]