About
36
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Introduction
Tova Michalsky currently works at the School of Education, Bar Ilan University. Tova does research in Educational Technology, Teacher Education and Teaching Methods. Their current project is 'teaching SRL'.
Skills and Expertise
Current institution
Additional affiliations
January 2014 - September 2016
Publications
Publications (36)
Primary school pupils have difficulty making accurate judgments of learning (JOL) in a digital environment. In two studies, we examined the contribution of metacognitive self-questioning to JOL accuracy in the course of reading literacy (Study 1) and mathematical literacy (Study 2) digital learning programs. Both studies comprised a six-session int...
This study compared two professional training courses targeting self-regulated learning (SRL) amongst preservice secondary science teachers in the context of didactic content knowledge for teaching higher-order thinking (HOT-PCK), either with metacognitive scaffolding (Meta group) or without (Control group). Measures included trainees' comprehensio...
Teachers need to notice and interpret student behavior as part of their everyday classroom work. Current teacher education programs often do not explicitly focus on helping pre-service teachers learn to analyze and interpret student behavior and understand how it may influence teachers’ teaching behaviors, which in turn may affect students’ thinkin...
Problem-based learning (PBL) is a widely recommended method in science, technology, engineering, and mathematics (STEM) education through which students develop their scientific knowledge by collaboratively solving real-world problems. PBL benefits from both the activation of creative thinking and from socially shared regulation of learning (SSRL)-...
Noting the important role of motivation in science students' reading comprehension, this 14-weeks quasi-experiment investigated the optimal timing for implementation of metamotivational scaffolding for self-regulation of scientific text comprehension. The “IMPROVE” metamotivational self-regulatory model (Introducing new concepts, Metamotivation que...
Contemporary theories of learning and instruction as well as a large body of research have pinpointed the benefits of effective self-regulated learning (SRL) for students' academic achievements, yet research findings indicate that teachers' actual promotion of students' SRL strategies and students' actual use of such strategies are less common than...
This quasi-experimental study examined training in two types of reading strategies: self-generated questions either connecting to prior knowledge (Extra-Text) or connecting between the text’s parts (Within-Text). Immediate and long-term effects were assessed on ninth graders’ science text comprehension, versus an untrained control group. The three...
Background
Self-regulation in learning (SRL) represents a major topic in educational research. Nevertheless, there remains a gap in the research concerning how teachers can incorporate SRL into the classroom. This study focuses on the Professional Vision for SRL (PfS) method, which aims to bridge the gap between theory and practice so that teachers...
Researchers have been affirming that the issue of scale of instructional innovations is one of the key challenges for educational reform (e.g., Coburn, 2003; Lee & Krajcik, 2012; McDonald & et al., 2006). Coburn (2003) notes that definitions of scale that focus on the quantitative aspects of the implementation mask the complex challenges of reachin...
Teachers' design of a lesson is critical for helping their students develop academically effective forms of self-regulating learning (SRL) in classrooms. Using a quasi-experimental design, the researchers integrated systematic collaborative learning from problematic and successful experiences into teachers' preparatory programs and examined how suc...
To foster their students’ self-regulated learning (SRL), teachers’ lesson goals should include not only SRL teaching but also assessment of students’ SRL behaviors/processes to verify whether teachers achieved their goals. This article presents a study that sought to examine teachers’ knowledge about SRL assessment, actual assessment of SRL in thei...
Existing preparation programmes for school principals have been widely criticized for failing to prepare their students adequately for their future roles. This study investigated a workshop at a principal preparation programme which focused on collaborative learning from personal real-life cases, exploring its potential contribution to the professi...
Background
Technology represents a major topic in educational research. Nevertheless, a gap in the research remains concerning how teachers can bring technology into the classroom. This study focuses on the technological pedagogical content knowledge (TPCK) framework, which aims to consolidate the multidisciplinary professional knowledge related to...
The study examined whether enabling preservice science teachers to use the TPCK-SRL model for integrating SRL (Self-Regulated Learning) into TPCK (Technology Pedagogical Content Knowledge) influenced (a) beliefs about teaching and learning pedagogy, (b) self-efficacy beliefs in the context of using technology in the classroom, and (c) the extent to...
The present study aimed to: (a) develop the SRL-PV scheme for assessing preservice teachers’ integration of professional vision (PV) considerations (noticing/describing/explaining/predicting) while analyzing two delivery modes for teaching of self-regulated learning (SRL): direct SRL teaching (explicit/implicit) and indirect SRL teaching (via envir...
Background
Collective learning in teacher education has primarily focused on learning from problematic practices/approaches, depriving preservice teachers of learning opportunities embedded in professional successes.
Purpose
The goal of the present study was to explore the value of systematic learning from success as a complementary reflective fra...
This study investigated the effectiveness of cognitive-metacognitive versus motivational components of the IMPROVE self-regulatory model, used while reading scientific texts, for 10th graders’ scientific literacy and self-regulated learning (SRL). Three treatment groups (N = 198) received one type of self-addressable questions while reading scienti...
Using a quasi-experimental design, we integrated systematic learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning affected preservice physics teachers' capacity to teach students self-regulated learning (SRL). Results indicated that preservice teachers who contemplated both problemat...
This study examined 188 preservice science teachers' professional growth along three dimensions—self‐regulated learning (SRL) in a science pedagogical context, pedagogical content knowledge, and self‐efficacy in teaching science—comparing four learner‐centered, active‐learning, peer‐collaborative environments for learning to teach higher order scie...
Based on the prerequisite role of teachers’ professional development for students’ progress, our study aimed to shift the DeSeCo (Definition and Selection of Competencies; OECD, 2002) theoretical model from students’ competencies for life challenges to teachers’ professional context by creating a reliable, valid questionnaire based on the three DeS...
The present study investigated effects of two hypermedia environments on 95 preservice university teachers' self-regulated learning (SRL) in the context of technological pedagogical content knowledge (TPCK): hypermedia with metacognitive instruction (HYP + META) and without (HYP). The study combined online reflections with self-report measures to a...
Our study investigated 3 metacognitive approaches provided during different phases of learning technological pedagogical content knowledge (TPCK) in a Web-based learning environment. These metacognitive approaches were based on self-question prompts (Kramarski & Mevarech, 200312.
Kramarski , B. and
Mevarech , Z. R. 2003. Enhancing mathematical re...
The authors investigated effects of metacognitive instruction at different phases of reading scientific texts on elementary school students' scientific literacy and metacognitive awareness. In all, 108 Israeli 4th-grade students in 4 science classrooms read the same scientific texts and completed the same scientific tasks. From them, 3 treatment gr...
Educational reforms have suggested that the ability to self-regulate learning is essential for teachers' professional growth during their entire career as well as for their ability to promote these processes among students. This study observed teachers' professional growth along 3 dimensions: self-regulated learning (SRL) in pedagogical context, pe...
This study investigates the effects of two Computer Based Learning environments: CBL with metacognitive instruction (CBL+META),
and CBL without this instruction. Both environments were implemented to: (a) prepare pre-service teachers for self-regulated
learning (SRL), (b) strengthen student-centered learning perceptions, and (d) develop skills for...
The main goal, of the present study is to investigate empirically the effects of Asynchronic Learning Network (ALN) embedded within metacognitive instruction (META) on two components of metacognitive awareness: Knowledge about Cognition. (KC) and Regulation, of Cognition (RC). Participants were 202 tenth grade students: 102 students who studied und...
The authors describe part of a larger study examining the conditions under which peer-assisted learning implemented in A-synchronic Learning Network (ALN) or Face-to-Face (F2F) supports learning. The present study focuses on the differential effects of these environments, on scientific
inquiry skills of higher and lower achieving students. Particip...
The study is aimed at investigating the effects of four learning methods on students' scientific inquiry skills. The four learning methods are: (a) metacognitive-guided inquiry within asynchronous learning networked technology (MINT); (b) an asynchronous learning network (ALN) with no metacognitive guidance; (c) metacognitive-guided inquiry embedde...
Diphtheria toxin and fragment B bind to hydrocarbon-coated agaroses. Fragment A of the toxin is not adsorbed to such resins. Using Seph-C4, the toxin and fragment B can be eluted from the column after adsorption by increasing the ionic strength of the eluent. The toxin is also eluted from the Seph-C6 column, but fragment B is eluted only in the den...
ALN-inquiry is a new model enhancing the development of cognitive and metacognitive skills, that has recently been developed by us. ALN-inquiry enables collaborative work among students from different schools and backgrounds, and this environment exposes students and teachers to various ideas and methods of thinking. This collaborative work also he...
The present study combined an electronic diary approach with self-report measures in order to investigate the process of student-teachers' pedagogical SRL in two hypermedia environments: hypermedia with metacognitive instruction (HYP+Meta) and hypermedia without metacognitive instruction (HYP). The electronic diary approach was based on self-reflec...
