The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design.

MLA

Lawson, Michael J., et al. “The Levels of Cognitive Engagement of Lesson Tasks Designed by Teacher Education Students and Their Use of Knowledge of Self-Regulated Learning in Explanations for Task Design.” Teaching & Teacher Education, vol. 125, Apr. 2023, p. N.PAG. EBSCOhost, https://doi.org/10.1016/j.tate.2023.104043.

APA

Lawson, M. J., Van Deur, P., Scott, W., Stephenson, H., Kang, S., Wyra, M., Darmawan, I., Vosniadou, S., Murdoch, C., White, E., & Graham, L. (2023). The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design. Teaching & Teacher Education, 125, N.PAG. https://doi.org/10.1016/j.tate.2023.104043

Chicago

Lawson, Michael J., Penny Van Deur, Wendy Scott, Helen Stephenson, Sean Kang, Mirella Wyra, Igusti Darmawan, et al. 2023. “The Levels of Cognitive Engagement of Lesson Tasks Designed by Teacher Education Students and Their Use of Knowledge of Self-Regulated Learning in Explanations for Task Design.” Teaching & Teacher Education 125 (April): N.PAG. doi:10.1016/j.tate.2023.104043.