Being aware of our thinking as we perform learning tasks and then using this knowledge to actively self-regulate what we are doing, is commonly known as metacognition. This study investigated the influence of a story-based intervention on the development of metacognition among Intermediate Phase learners engaged in content area learning. Two…

We examined the viability of using feedback from a learning environment instrument to guide improvements in the teaching practices of in-service teachers undertaking a distance-education programme. The 31 teachers involved administered a primary school version of the What Is Happening In this Class? (WIHIC-Primary) questionnaire to their 1,077…