Education Commons^™

Teacher Beliefs, Knowledge, And Practice Of Metacognition And Self-Regulated Learning, Robin S. Spruce

Teaching & Learning Theses & Dissertations

Teacher beliefs and knowledge about metacognition and self-regulated learning (SRL) as well as their knowledge for teaching metacognition and SRL were examined in this mixed-methods study. Questionnaires targeting teacher beliefs about SRL, the Self-Regulated Teacher Beliefs Scale (SRLTBS), and teacher knowledge of metacognition and knowledge for teaching metacognition, Teacher Metacognition Scale (TMS), were distributed to elementary and middle school teachers in two school districts, one urban, the other suburban. A total of 84 teachers responded to the questionnaires, and from those a criterion sample of ten were selected for observation and interview. Results from the questionnaires indicate teachers felt somewhat …

Can Practice Calibrating By Test Topic Improve Public School Students' Calibration Accuracy And Performance On Tests?, Rose M. Riggs

Teaching & Learning Theses & Dissertations

The effect of a calibration strategy requiring students to predict their scores for each topic on a high stakes test was investigated. The utility of self-efficacy towards predicting achievement and calibration accuracy was also explored. One hundred and ten sixth grade math students enrolled in an urban middle school participated. Students were assigned to either a calibration practice group or a no practice condition. Students in the practice condition completed a self-efficacy scale specific to math at the beginning of the study. They also practiced making predictions for each topic on each of three tests over a three month period …

Can Esl Teachers Teach Reading Metacognitive Strategies?, Adil Bentahar

Boise State University Theses and Dissertations

Metacognitive knowledge has been linked to use of metacognitive strategies and effectiveness in reading (e.g., Flavell, 1979). In the present research, I evaluated whether teaching three metacognitive strategies (planning, monitoring, and evaluating) would (a) improve English as a Second Language (ESL) students’ metacognitive knowledge, which in turn would (b) improve their comprehension. Eight non-English speaking students completed the Metacognitive Awareness of Reading Strategy Inventory (MARSI) (Mokhtari & Reichard, 2002) and a reading test at the beginning of a reading-writing course and again at the end of the course. The results revealed an increase from pretest to posttest in all three …

The Acquisition Of Cultural Competence: A Phenomenological Inquiry Highlighting The Processes, Challenges And Triumphs Of Counselor Education Students, Douglas L. Garner

UNLV Theses, Dissertations, Professional Papers, and Capstones

Although research has effectively isolated and identified the key characteristics of a culturally competent counselor, there are few studies regarding the acquisition of these characteristics. To close the gap between theory and practice, studies are needed researching the emergence and, acquisition of these characteristics. This study explores how Masters-level Counselor Education students narrate the encounters, challenges, triumphs and epiphanies associated with their preliminary attempts to practice in a culturally competent manner. This phenomenological inquiry seeks to shed light students attitudes, beliefs and dispositions; defines the processes related to the acquisition of cognitive awareness and learning, skills and abilities; and illuminates …

Enhancing The Calibration Accuracy Of Adult Learners: A Multifaceted Intervention, Antonio P. Gutierrez

UNLV Theses, Dissertations, Professional Papers, and Capstones

The present study employs the Nelson and Narens Model of Metacognition (NNMM) to examine the influence of metacognitive strategy training and extrinsic incentives on performance, level of confidence, and the calibration accuracy of undergraduate students' metacognitive judgments within a pretest/posttest experimental design. Calibration of performance is crucial because it allows learners to engage in appropriate comprehension monitoring during a learning episode. As metacognition implies, those individuals who are better calibrators can more adequately adapt to the demands of the situation (monitoring), and thereby better prepare for learning episodes that are similar in format or content (control). Consequently, this aids in …

A Comparison Of Bias In Four Measures Of Monitoring Accuracy, Fred Kuch

UNLV Theses, Dissertations, Professional Papers, and Capstones

Typically in calibration research, subjects perform a task and make a judgment about the success of the task. Accurate findings help subjects improve self-calibration. In addition, researchers rely on the accuracy of findings to make inferences about underlying metacognitive processes. Consequently, it is important that the measures used to assess monitoring accuracy are as free of bias as possible. Bias indicates whether an observed value of monitoring accuracy over- or underestimates the true value.

This study examined gamma and three other viable statistics, d', C, and the G Index, currently used to measure monitoring accuracy. Using Monte Carlo simulation techniques, …

The Effect Of Question-Answer Relationships On Ninth-Grade Students' Ability To Accurately Answer Comprehension Questions, Tammy Stafford

Electronic Theses and Dissertations

This experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students’ ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction followed by three weeks of maintenance activities. Results indicated that the strategy had a negative effect on students’ question-answering ability and raised questions regarding comprehension instruction, length of interventions, and the role of scaffolded support for a target …