An Exploratory Study on Mind Wandering, Metacognition, and Verbal Creativity in Chilean High School Students.

The purpose of this study was to explore the relationship between mind wandering, metacognition, and creativity in a sample of Chilean high school students. Two hundred and twenty-eight secondary students took three self-report scales on mind wandering, metacognitive strategies and reading difficulties, two verbal creativity assessments, a test of fluid intelligence and a measure of attentional capacity. Correlational analysis, a single multiple hierarchical regression, and a three-way moderation model were performed on data.

Socially Shared Regulation of Learning and Quality of Talk: Age Differences in Collaborative Group Work in Classroom Contexts.

Collaborative group work has been recognized as a way of fostering the development of metacognition and self-regulation. Moreover, it has been claimed that these regulatory processes have an interpersonal level in which the regulation of the activity is shared with others (Iiskala et al., 2004).

Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom: An Observational Study.

This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students' self-regulation and autonomy during segments involving teacher-led public talk, student-led public talk, shared engagement, and private work. Additionally, we examined whether the instructional practices targeting self-regulation that occur throughout these segments can be accounted for based on two overall dimensions of teacher practices, namely one of promotion of metacognition and one of promotion of motivation.

Commentary: Relationships Between Classroom Dialogue and Support for Metacognitive, Self-Regulatory Development in Educational Contexts.

As indicated in the introductory article, this special issue has attempted to represent and illustrate developments in theoretical, methodological, and empirical work related to the role of primary classroom dialogue in supporting children's self-regulation. The articles included report studies carried out in the United Kingdom and Chile (two quite different cultural contexts) originally supported by a British Academy International Partnership and Mobility grant to the two editors. These articles extend the work originally reported in Whitebread, Mercer, Howe & Tolmie (2013), bringing together a number of research traditions to develop our understanding of the contribution of dialogic processes in primary classrooms to the development of children's self-regulation.

What Do We Know About the Development of Creativity in South America?

We review recent research about the development of creativity in South America focusing on studies of individual differences in creativity and educational and developmental studies of children and adolescents' creativity. Most South American researchers are influenced by mainstream psychometric approaches, although computational and cultural approaches are also considered. Two main areas of inquiry are: (a) the relationship between creativity and other constructs, and (b) the structural and cultural inhibitors of creativity in school.

Classroom research and child and adolescent development in South America.

The article reviews recent classroom research developed in South America related to child and adolescent development. We review work about three themes: ethnicity, school climate and violence, and the learning process. The few studies found on ethnicity and classroom experiences told a story of invisibility, if not exclusion and discrimination.