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 REFERENCES
Note: OCR errors may be found in this Reference List extracted from the full text article. ACM has opted to expose the complete List rather than only correct and linked references.
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Bandura, A., & Schu~ D. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal serf-motivation. J'oumal of Personality and Social Psychology, 41, 586-598.
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Bandura, A., & Wood, R. (I989). Effect of perceived controllability and performance standards on self-regulation of complex decision-making. Journal of_pers.onalitv and Social Psvcholoffv, ~ 805-814.
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Bereiter, C. (1993). Sumassin~ ourselves: Incluirv into the nature and implications of e___~ertise. Chicago: Open Court.
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4
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Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resuick (FA.), Knowin~ leamine, and instruction: Essays in honor of Robert Glaser. Hillsdale, New Jersey: Erlbaum Associates.
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5
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Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kiuwo (F~.), Metacojmition, motivation, ~d understandine (pp. 65-116). HiUsdale, New Jersey; Efibaum Associates.
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6
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Brown, A. Campione, J., Reeve, R., Ferrara, R., & Palincsar, A. (1991). Interactive learning and individual understanding. In L. T. Landslilann (Ed.), Ctfiture, schooling, and mvcholo~icaI development (pp. 136-170). Hillsdale, blew Jersey; Erlbaum Associates.
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7
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Bunderson, C. V. (1996). Building an Expg. rt Leaminl~ Commtmit3r in a Preservice ,'Technoloev for Teachers': Course. Paper presented at Northern Rocky Mountain Educational Research Association Conference, Fargo, SD, Oct 4, 1996.
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8
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Derry, S. 0992). Metacognitive models of learning and instructional system design. In M. Jones & P. H. Winne (Eds.), Adaptive learning environments (p. 267). Berlin: Springer Vefiag.
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English, E., & Reigeluth, C. (1996). Formative research on sequencing instruction with the elaboration theory. Educational Technolom, R~e~.ch and Deve!0omnent~ 44(1), 23-42.
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Flavell, J. (1971). First discussants comments: What is memory development. Human D_evelopment, ~ 272-278.
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11
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Flavell, I. (1979). Metacognition. American Psychologist, 34, 906-911
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12
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Flaveil, J. (1987). Speculations about the nature and development of metacognifion. In F. Weinert & R. Kluwe (Eds.). Metacomfifion, mptivafion, and understandine (pp. 21-29). Hillsdale, New Jersey: Erlbaum Associates.
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13
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Flavell, J., Friedrichs, A., & Hoyt, $. (1970) Development changes in memorization processes. Co~itive Psvcholoe~, ~ 324- 340.
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14
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Fredexi~n, N., Glaser, R., Lesgold, A., & Shafto, M. (Eds.). Diammstie monitorine of skill and knowledge acauisition (pp. 407- 432). Hillsdale, New Jersey: Erlbaum Associates.
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15
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Gagn6, R. M., Briggs, L., & Wager, W. (1992). _.P!Sn.' civies of Instructional Design (4th. ed.). New York: Harcoun Brace Jovanovich College Publishers.
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16
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Glaser, R. (1984). Education and Thinking: The role of knowledge. American Psychologist, 329, 93-104.
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17
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Lesh, R., Lamon, S., Gong, B., & Post, T. (1993). Using learning progress maps to improve instructional decision making In R. Lesh & S. Lamon (Ed.), Assessments of Authentic Performance in School Mathematics American Association for the Advancement of Sciences. Hillsdale, New jersey: Erlbaum Associates.
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18
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Mandinach, E. (1987). Clarifying the "A'in CAI for learners of different abilities. Journal of Educational Comvutine Research, 3, 113-128.
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19
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20
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Messick, S. (1995). Validity of Psychological Assessment. American Psychologist, 50(9), 741-49.
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22
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Schraw, G. (1994). The effect of metacognitive knowledge on local and global monitoring. Contemporary Educatioru~! Psycholol~y, 19, 143-154.
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23
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Snow, R. (1989). Toward Assessment of Cognitive and Comttive Structures in Learning. Educational Researcher, 18(9), 8- 14.
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24
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Snow, R. & Farr, M. (1987). Cognitiveconafive-affective processes in aptitude, learning, and instruction: An introduction. In R. Snow & M. Fan' (Eds.), Conative and Affective Process Analysis_'. Hillsdale, New Jersey: Erlbaum.
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Snow, R., & Mandinach, E. (1989). Integratinl~ assessment and instruction: A research and development~nda. Unpublished paper presented to Princeton, New Jersey: Educational Testing Center.
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26
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Snow, R., Mandinach, E., & McVey, M. (1990). Th_e tor, o~traphv of mastery assessment in instructional domains. Princeton, New Jersey: Educational Te.sting Center.
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27
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Steinberg, R. (1996). Successful intelli~ence: how practical and creative intelligence determine success in life. New York: Simon & Schuster.
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28
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Weber, R. (1972). Attribution theory, achievement motivation, and the educational process. Review of Educational Researcl~ 42, 203-215.
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29
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Zimmerman, B., & Martinez-Pons, M. (1986). Development of a structured interview fi)r assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
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30
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Zimmerman, B., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Edu_.cationa!_.Psycholo~y, 80, 284-290.
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