The terms metacognition, self-regulation, and self-regulated learning appear frequently in the educational literature and are sometimes used interchangeably. In order to explore the theoretical and empirical boundaries between these three constructs and the perceptions or misperceptions that their broad and often unqualified application may engender, an analysis of their use within contemporary research was undertaken. A PsychInfo database search was conducted and 255 studies were identified for a comprehensive data table. Analysis of these data revealed trends that suggest nesting of the constructs in definition and keyword explication. However, important differences emerged in the measures of these three constructs and in environmental factors such as prompting. Implications for future research are discussed.Everything that can be thought at all can be thought clearly. Everything that can be said can be said clearly. (Wittgenstein 1922(Wittgenstein /2003 In Tractatus Logio-Philosophicus, Wittgenstein (1922Wittgenstein ( /2003 ideally and passionately argued that the powerful relation between thought and word demanded that language be used with great care and precision so that what is thought is expressed logically and with clarity. Although Wittgenstein came to rue some of the claims forwarded in this groundbreaking philosophical volume, his writings brought many to awareness that language, and more precisely the specificity of words, can have a profound effect on what is pondered and what is learned. Regrettably, there have been those who have decried the Educ Psychol Rev (

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Despite the importance of prior knowledge to learning, few studies have systematically addressed the extent to which or ways in which instructional resources support teachers in the activation of students' prior knowledge, or the extent to which teachers prompt students' prior knowledge activation in practice. In study one, a content analysis was applied to the language in four instructional resources to come to an understanding of the ways in which resources guide teachers to activate students' prior knowledge. In study two, we went beyond teacher resources to examine prior knowledge activation in four (two male, two female) public elementary teachers' reading classrooms. A twostep procedure was followed to analyze teachers' utterances, first discriminating language intended to activate students' prior knowledge (n ¼ 27) from other utterances (n ¼ 1,770), and then examining the 27 knowledge activation utterances and scoring them according to the frame of reference. The results suggest that instances of prior knowledge activation were rare during reading lessons, both with recommended statements and demonstrated actions. Additionally, the analysis found that instructional resources focused predominantly on world knowledge and personal experience, whereas the practitioners focused on knowledge from previously taught lessons.

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There is often a disconnect between the unit of analysis inrigorous education research, and the types of recommendations that instructors find the most useful to improve their teaching. Research often focuses onnarrow slices of the student experience, and university instructors often require broad recommendations. We present the Fearless Teaching Framework to address this gap between research and practice. In this framework, we define four pieces ofeffective teaching: classroom climate, course content, teaching practices, andassessment strategies. We argue that these are appropriate areas of focus forinstructor growth, based on their relations to student engagement.

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