Opportunity to address the student metacognition theory-practice gap with faculty development: Study


A recently published article by Jayne L Dennis & Matthew P Somerville explores the metacognition theory-practice gap in postsecondary education. Metacognition – the knowledge and regulation of one’s cognition – has been associated with academic performance, but teaching practices at the primary and secondary levels of education have shown a gap between theory and practice. Through a study of academics at a UK research-intensive university, Dennis and Somerville identified a similar gap in postsecondary education. They noted that this finding highlighted an opportunity for dedicated faculty development on the topic of how to support students’ metacognitive development. Springer (Article) Note: Archived stories may contain dead links or be missing source links.

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