Gregory Schraw
University of Nevada, Las Vegas
RecallStatisticsEpistemologyMetacognitionHigher educationEducational psychologyMathematics educationArtificial intelligencePsychologyCognitionCognitive psychologyCognitive sciencePedagogyReading comprehensionTeacher educationComputer scienceLinguisticsComprehensionReading (process)Social psychology
149Publications
68H-index
10.1kCitations
Publications 149
Newest
#2Gregory SchrawH-Index: 68
Last. Aaron S. RichmondH-Index: 12
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Gutierrez et al. (2016) realizaron un experimento que proporciono evidencia de la existencia de dos factores distintos en el monitoreo metacognitivo: precision general y error general. Encontraron factores de error y precision especificos de dominio de nivel 1 que se cargaron en factores de error y precision general de dominio de segundo orden, que luego se cargaron en un factor de monitoreo general de tercer orden. En el presente estudio, ese experimento se repitio con 170 participantes diferen...
#1David E. James (UNLV: University of Nevada, Las Vegas)H-Index: 10
#2Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 68
Last. Fred Kuch (UNLV: University of Nevada, Las Vegas)H-Index: 5
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AbstractWe proposed an extended form of the Govindarajulu and Barnett margin of error (MOE) equation and used it with an analysis of variance experimental design to examine the effects of aggregati...
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#1Daniel H. Robinson (UTA: University of Texas at Arlington)H-Index: 28
#2Joel R. Levin (UA: University of Arizona)H-Index: 74
Last. Sharon Vaughn (University of Texas at Austin)H-Index: 113
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#1Florian C. Feucht (UT: University of Toledo)H-Index: 6
#2Jo Lunn Brownlee (QUT: Queensland University of Technology)H-Index: 7
Last. Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 68
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Building on reflective practices and action taking as cornerstones of teacher education and professional development, we argue that epistemic reflexivity becomes a powerful tool for teachers to facilitate meaningful and sustainable change in their classroom teaching. In this introductory article, we provide an overview of epistemic reflexivity conceptualized in the 3R-EC Framework, briefly review key theories in teachers' personal epistemologies, and introduce the four core articles that compose...
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#1Lisa D. BendixenH-Index: 8
#2Gregory SchrawH-Index: 68
Last. Michael E. DunkleH-Index: 6
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Source
#1Gregory SchrawH-Index: 68
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The focus of this book is to explore teachers’ evolving personal epistemologies, or the beliefs we hold about the origin and development of knowledge in the context of teaching. The chapters focus on a range of conceptual frameworks about how university and field‐based experiences influence the connections between teachers’ personal epistemologies and teaching practice. In an earlier volume we investigated preservice and inservice teachers’ beliefs and teaching practices (Brownlee, Schraw and Be...
#1Antonio P. Gutierrez (GS: Georgia Southern University)H-Index: 15
#2Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 68
Last. Aaron S. Richmond (Metropolitan State University of Denver)H-Index: 12
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Abstract We examined the latent structure of metacognitive monitoring judgments using hierarchical confirmatory factor analysis to compare five competing theoretical models with respect to domain-specific versus domain-general monitoring processes. We expected our results to support a domain-general monitoring model. Of the five models, the domain general monitoring model provided the best fit. In this model, level-1 domain-specific accuracy and error factors for each of the three tests loaded o...
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#1Jo Lunn Brownlee (QUT: Queensland University of Technology)H-Index: 7
#2Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 68
Last. Mary Ryan (QUT: Queensland University of Technology)H-Index: 17
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While much has been written about the relationship between personal epistemologies and learning-teaching approaches, outcomes, and intentions, little has focused specifically on these relationships in the context of teacher education. This chapter addresses changes in preservice teachers’ personal epistemologies by overviewing this emerging body of research and arguing for a new approach to conceptualizing and supporting changes in personal epistemologies based on reflexivity. The overview inclu...
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#1David E. James (UNLV: University of Nevada, Las Vegas)H-Index: 10
#2Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 68
Last. Fred Kuch (UNLV: University of Nevada, Las Vegas)H-Index: 5
view all 3 authors...
We present an equation, derived from standard statistical theory, that can be used to estimate sampling margin of error for student evaluations of teaching (SETs). We use the equation to examine the effect of sample size, response rates and sample variability on the estimated sampling margin of error, and present results in four tables that allow users to assess the interpretative validity (IV) of a SET score for a specific evaluation context. In this framework, a small margin of error, e.g. 3% ...
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#1Antonio P. Gutierrez (GS: Georgia Southern University)H-Index: 15
#2Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 68
This study examined the effect of strategy instruction and incentives on performance, confidence, and calibration accuracy. Individuals (N = 107) in randomly assigned treatment groups received a multicomponent strategy instruction intervention, financial incentives for high performance, or both. The authors predicted that incentives would improve performance, while strategy instruction would improve performance, confidence, and calibration accuracy as a result of better monitoring and self-regul...
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