Nance S. Wilson

TL;DR: Zohar et al. as mentioned in this paper investigated teachers' understanding of metacognition and their pedagogical understanding of it, and the nature of what it means to teach students to be metacognitive.

TL;DR: This article examined how content area teachers' literacy knowledge developed during a yearlong professional development initiative focused on using the framework of Question-Answer Relationships (QAR) within explicit instruction and found that teachers successfully enacted a literacy strategy in their content classrooms, understanding that students would become more actively engaged and metacognitive about the content being learned.

TL;DR: In this article, the authors describe a framework for questioning designed to assist in the development of an active instructional pattern promoting the joint negotiation of meaning, and use the Question as Thinking framework to provide teachers with tools to enable pupils to reflect on their reading and understanding of expository texts.

TL;DR: This design-based research study examines how a collaborative annotation tool, Perusall, supported the development of community within an asynchronous online graduate course, offering insights for teachers, teacher educators, and school leaders about new approaches for developing community in online educational contexts.

TL;DR: The Questioning as Thinking (QAT) framework as discussed by the authors is a metacognitive framework that allows teachers and students to actively incorporate strategies for asking and answering questions, such as Think-Alouds, Question Answer Relationships (QAR), and Self-Questioning.