Metacognition and Learning

, Volume 12, Issue 2, pp 295–295 | Cite as

Erratum to: Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time


Erratum to: Metacognition Learning (2017) 12:45–78

DOI 10.1007/s11409–016-9160-z

The original version of this article unfortunately contained a mistake. The blinded version of the article was published. Please find the author citations for the article below.

Peters-Burton, E. E. (2015). The relationship of goal setting and teacher learning in professional development settings. In B. Higgins (Ed.) Goal setting and personal development: teachers’ perspectives, behavioral strategies and impact on performance (pp. 15–33). Hauppauge, NY: Nova Publishers.

Peters-Burton, E. E., Cleary, T. J., & Forman, S. (2015). Professional development contexts that promote self-regulated learning in trainees. In T. J. Cleary (Ed.) Self-regulated learning interventions with at-risk populations: Academic, mental health, and contextual considerations (pp. 205–227). New York: APA Press.

Peters-Burton, E. E. & Hiller, S. R. (2013). Fun science: The use of variable manipulation to avoid content instruction. Journal of Science Teacher Education, 24, 119–217. doi: 10.1007/s10972–012–9269-0

Peters, E. E. & Kitsantas, A. (2010). The effect of nature of science metacognitive prompts on science students’ content and nature of science knowledge, metacognition, and self-regulatory efficacy. School Science and Mathematics, 110, 382–396. doi:10.1111/j.1949–8594.2010.00050.x

Copyright information

© Springer Science+Business Media New York 2017

Authors and Affiliations

  1. 1.College of Education and Human DevelopmentGeorge Mason UniversityFairfaxUSA

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