Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/11936
Registo completo
Campo DC | Valor | Idioma |
---|---|---|
dc.contributor.author | Rosário, Pedro | - |
dc.contributor.author | Mourão, Rosa | - |
dc.contributor.author | Trigo, João | - |
dc.contributor.author | Núñez Perez, José Carlos | - |
dc.contributor.author | González-Pienda, Júlio A. | - |
dc.date.accessioned | 2011-03-23T09:54:24Z | - |
dc.date.available | 2011-03-23T09:54:24Z | - |
dc.date.issued | 2005 | - |
dc.identifier.citation | "Academic Exchange Quarterly". ISSN 1096-1453. 9:4 (Winter 2005) 73-77. | por |
dc.identifier.issn | 1096-1453 | por |
dc.identifier.uri | https://hdl.handle.net/1822/11936 | - |
dc.description.abstract | Designed to promote students' learning self-regulation, "Testas' (Mis)adventures" is an intervention project consisting of five narrative books and one manual with the theoretical framework and working guidelines for teachers and parents. Testas' narratives introduce an embedded self-regulated learning model, which provides an opportunity to discuss a learning strategies repertoire. The ability of students to relate to Testas' study problems, enables them to understand the leading role of learning strategies in the achievement of academic goals. Some educational advantages of this tool are highlighted and discussed. | por |
dc.language.iso | eng | por |
dc.rights | openAccess | por |
dc.title | SRL enhancing narratives: testas′ (mis)adventures | por |
dc.type | article | por |
dc.peerreviewed | yes | por |
sdum.publicationstatus | published | por |
oaire.citationStartPage | 73 | por |
oaire.citationEndPage | 77 | por |
oaire.citationIssue | 4 | por |
oaire.citationTitle | Academic Exchange Quarterly | por |
oaire.citationVolume | 9 | por |
sdum.journal | Academic Exchange Quarterly | por |
Aparece nas coleções: | CIPsi - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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2005_srl_enhancing_narratives_testas_aeq.pdf | 105,54 kB | Adobe PDF | Ver/Abrir |