References

Cross, K. P., & Steadman, M. H. (1996). Classroom research: Implementing the scholarship of teaching. San Francisco: Jossey-Bass.

Flanagan, L., "Why Understanding Obstacles is Essential to Achieving Goals" MindShift, KQED News, (December 2014) Accessed online at http://ww2.kqed.org/mindshift/2014/12/26/why-understanding-obstacles-is-essential-to-achieving-goals/.

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

Karpicke, J. D. (2012). Retrieval-based learning active retrieval promotes meaningful learning. Current Directions in Psychological Science, 21(3), 157-163.

Tanner, K.D. (2012). Promoting Student Metacognition. CBE - Life Sciences Education. v 11, p 113.

Vanderstoep, S. W., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in self-regulated learning in college students. Contemporary Educational Psychology, 21(4), 345-362.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.

Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Metropolitan Educational Research Consortium (MERC).