Daily Archives: April 1, 2014

Function and Functional Explanation in Social Capital Theory: A Philosophical Appraisal

Social capital is frequently offered up as a variable to explain such educational outcomes as academic attainment, drop-out rates and cognitive development. Yet, despite its popularity amongst social scientists, social capital theory remains the object of some scepticism, particularly in … Continue reading

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Training Metacognition in the Classroom

Three aspects of metacognition that have been researched extensively are metacognitive knowledge, metacognitive monitoring, and metacognitive control. In this paper, we focus on metacognitive monitoring, which is an individual’s ability to assess the state of their cognitive activity, and metacognitive … Continue reading

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Different Images of Knowledge and Perspectives of Pedagogy in Confucius and Socrates

Confucius and Socrates, two cultural icons of the East and West, both declared they did “not know.” Confucius said, “Am I indeed possessed of knowledge? I do not know.” Socrates said, “As for me, all I know is that I … Continue reading

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Student Action Research: Reaping the Benefits for Students and School Leaders

Student action research projects have the potential to bring great benefits to students, their schools, and their communities. These projects have the unique capacity to motivate and empower youth to not only view their lives and their futures in different … Continue reading

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