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Full-Text Articles in Education
Metacognitive Theories, Gregory Schraw, David Moshman
Metacognitive Theories, Gregory Schraw, David Moshman
Department of Educational Psychology: Faculty Publications
This paper proposes a framework for understanding people’s theories about their own cognition. Metacognitive theories are defined broadly as systematic frameworks used to explain and direct cognition, metacognitive knowledge, and regulatory skills. We distinguish tacit, informal, and formal metacognitive theories and discuss critical differences among them using criteria borrowed from the developmental literature. We also consider the origin and development of these theories, as well as implications for educational research and practice.
Interdisciplinary Collaboration: Variations On A Theme, Nancy Winitzky, Susan M. Sheridan, Nedra Crow, Marshall Welch, Colleen Kennedy
Interdisciplinary Collaboration: Variations On A Theme, Nancy Winitzky, Susan M. Sheridan, Nedra Crow, Marshall Welch, Colleen Kennedy
Department of Educational Psychology: Faculty Publications
Twenty years ago, Nicholas Hobbs, in The Futures of Children, advocated an interdisciplinary team-based approach to educate handicapped, disadvantaged, and delinquent children and youth (Hobbs, 1975). Hobbs emphasizes the school as a social system and the need for professional collaboration in educating children with special needs. Although the team-based approach was originally proposed as a promising model specifically for educating special needs students, there is a growing recognition that the education of all youth [emphasis added] is the shared responsibility of classroom teachers, special educators, administrators, related professionals, and parents (Welch et al., 1992, p. 1).
Several factors make this …
Parent Training In Interactive Book Reading: An Investigation Of Its Effects With Families At Risk, Anne Taverne, Susan M. Sheridan
Parent Training In Interactive Book Reading: An Investigation Of Its Effects With Families At Risk, Anne Taverne, Susan M. Sheridan
Department of Educational Psychology: Faculty Publications
This study investigated the efficacy of a parent training intervention on increasing the duration, frequency and quality of interactive book reading between six parents and their children. Dependent measures included self-reports of frequency and duration of parent-child interactive reading, coding of transcripts for reading quality, children’s pre-post PPVT-R performance, consumer satisfaction questionnaires, and assessment of treatment integrity. During treatment, five of six subjects improved in reading regularity and duration. Likewise, all subjects demonstrated improvements in the quality of interactive book reading with their children. Children’s PPVT-R performance also increased upon post-testing. Consumer satisfaction and treatment integrity were favorable. …