In the description of Juliette Goldman's constructivist project, what role did metacognition play?
Explanation
This question tests the understanding of how a key cognitive concept, metacognition, was embedded within the design of a constructivist, project-based learning activity.
Other questions
In Professor Rosemary Sutton's study on the effects of high-stakes testing, what was a reported negative effect of the PRAXIS II licensing exam on her teaching of educational psychology?
In Mark Onslow's behaviorist study to remedy stuttering, what was the research strategy used with parents of young children?
Juliette Goldman's constructivist study on health education for seventh-grade students involved what primary activity?
What was an identified ambiguity in the after-school program for obesity prevention organized by physicians at the University of Georgia?
According to the description of Ebonics (African-American English), how does the use of the verb 'to be' differ from Standard English?
In the study of inclusion in high schools by Joseph Stowitschek and his colleagues, what was identified as a major problem limiting collaboration between general and special education teachers?
What concept did Lori Lindley's review of self-efficacy research introduce to describe a belief in the capacity of a group or community to accomplish its goals?
In David Brown's study of 13 teachers in urban schools, what did 'caring' involve beyond simple warmth and nurturance?
A survey of 75 countries mentioned in the research on lying found a nearly universal belief that liars exhibit what nonverbal behavior?
In the study of eye contact by Anjanie McCarthy, when were people more likely to avert their gaze?
What is the definition of the 'treatment' component in an aptitude-treatment interaction (ATI)?
In Peterson's study of cooperative learning groups, what was the outcome when the instructor assigned students to groups to ensure a mix of problem-solving skills?
According to the study by Donna Perkins and Carolyn Mebert, under what condition did a multicultural education program most effectively increase children's 'expertise' about race?
In the study by Cohen, Steele, and Ross on giving feedback, what was 'wise feedback'?
For which group of students was the distinction between 'criticism with a positive buffer' and 'wise feedback' most important for motivation, according to the Cohen, Steele, and Ross study?
According to Susan Fuhrman's 'theory of action' underlying NCLB, what is the assumption about the role of standardized tests?
What was a key insight Betty Ragland gained from her action research self-study while teaching in a juvenile correctional facility?
How many teachers did David Brown interview for his study on culturally responsive classroom management?
In Stowitschek's study on high school inclusion, which of these was NOT mentioned as an effective form of collaboration that boosted inclusion?
What was the key finding of Lori Lindley's review regarding self-efficacy for students from Taiwan?
What did Anjanie McCarthy's study reveal about cultural differences in gaze aversion while thinking?
What dilemma did Professor Sutton describe regarding her students' reaction to the PRAXIS II exam?
What was the conclusion of Onslow's behaviorist study on stuttering, in terms of its effectiveness?
Besides publishing a manual, what other culminating activities did students in Juliette Goldman's constructivist project perform?
What was the stated reason for including homework assistance in the University of Georgia's after-school program on obesity?
What did Anita Bohn's study illustrate about how teachers can use features of African-American English?
What did Stowitschek's study find regarding general education teachers' knowledge of the Individualized Education Programs (IEPs) of students with disabilities in their classes?
According to Lindley's review, what is a second point explaining why self-efficacy might not always predict success for some groups?
In the study on culturally responsive management, what pattern of interaction did teachers need to acknowledge in some classrooms with African American students?
What does research evidence cited in the text, such as the study by DePaulo et al., suggest about the relationship between averting eye contact and lying?
In the study by Crutsinger, Knight, and Kinley, what learning preference did the human ecology students tend to have?
What was a finding from the Perkins and Mebert study regarding the effect of the multicultural/emergent program on children's views of others?
In the Cohen, Steele, and Ross study, what effect did 'unbuffered criticism' have on students?
Which of these is NOT one of the four assumptions of the 'theory of action' for NCLB as described by Susan Fuhrman?
What benefit of collaboration did Betty Ragland and her colleagues experience in the correctional facility?
What projection is cited regarding children born in the year 2000 and the health side-effects of being overweight?
According to the research team that studied the belief about gaze aversion and lying, what is the suggested function of this belief?
What was the 'catch' in Peterson's study where he assigned students to cooperative learning groups to maximize productivity?
The study by Cohen, Steele, and Ross asked 45 African American and 48 White college students to perform what task?
What reason does the text give for why business leaders in the 1980s influenced the educational reforms that led to NCLB?
What positive effect did the introduction of the PRAXIS II exam have on Professor Sutton's relationship with her students?
According to the research described, what is a key difference between behaviorist and constructivist approaches to instruction?
The research on the obesity epidemic mentions that the physical activities in the after-school program were of what nature?
What is one of the practical questions raised about Anita Bohn's study on using Ebonics in the classroom?
Why does the text suggest progress on including students with disabilities has been slower in secondary schools compared to elementary schools?
In David Brown's study of urban teachers, what was a key aspect of being consistent in showing care to students?
What is the 'irony' mentioned in the section on lying and gaze aversion?
In the multicultural curriculum study by Perkins and Mebert, what was the total number of children interviewed from the six preschool and after-school centers?
What does the text suggest is a better way to reduce lying by students than trying to detect nonverbal cues?