Education Commons^™

A Leadership Laboratory: Exploring The Use Of Case-In-Point Pedagogy To Develop Complex Thinking In Leaders, Erica Corley Jackson

Dissertations

Leadership scholars have identified a growing gap between the complexity of 21^st century organizations and the capabilities of individuals in positions of leadership to adequately address these challenges. This gap has contributed to a so-called complexity crisis—a situation in which the demands placed on those in leadership positions increases “at a rate that significantly outstrips the rate at which” leaders are cognitively developing (Rich-Tolsma & Oliver, 2016, p. 1). One way to respond to this growing need for complex adult thinking is through metacognitive development initiatives. However, finding educational methods to promote metacognitive development has proven to be …

Community College Students’ Awareness Of Their Reading And Writing Proficiency, Martha Paulina Campusano Rojas

Dissertations

Student’s low reading and writing proficiency in higher education has been the subject of a large body of research (e.g., Bahr, 2011; Bailey, 2010; Carlino, 2005, 2010, 2012; Flink, 2017; Jaggars, 2014 Pacello, 2014; Perin, 2011; Perin et al., 2013).The purpose of this qualitative study was to explore how students in a first-year developmental Spanish course at the Dominican community college think of the connection between their reading and writing abilities and their performance in both their current and future undergraduate courses. The study also explored how these students view the importance of the developmental course and how they understand …

The Effect Of Priming Metacognition And Critical Thinking On Dispelling Psychological Misconceptions, Marissa Renee Bamberger

Graduate Research Theses & Dissertations

This thesis examined to what extent the supraliminal, semantic priming of undergraduate introductory psychology students’ metacognitive and critical thinking skills predicts their ability to dispel common psychological myths and misconceptions. This thesis also investigated to what extent undergraduate introductory psychology students’ personality traits predict their ability to dispel common psychological myths and misconceptions. Fitting standard and hierarchical regression models, this study found that, although gender, age, year in school, and college-generation status were not significant covariates, persons of color typically exemplified greater endorsement of psychological misconceptions than their White / Caucasian peers. Also, compassion (an aspect of the agreeableness trait …

Effects Of Metacognitive Training On The Academic Self-Regulation Of Japanese College Students, Noyuri Sugitani

Education Dissertations

The ability to self-regulate is important for students at any level, especially for those in college, as they need to process a large volume of information and material a short span of time as they study. Competent self-regulated learners have the knowledge and strategies needed to learn and remember information along with the ability to apply the skills to specific learning task (Bembenutty, 2009, 2011; Ruban, 2006; Schunk & Zimmerman, 2011).

Though more than a few decades have passed since academic self-regulation has been a focus in the field of educational psychology in Japan, the focus on self-regulation has concentrated …

Exploring Female Perceptions Of Metacognitive Development In Online Learning, Heather Richards

CUP Ed.D. Dissertations

With increased access to higher education through online delivery mediums, it is necessary to evaluate the impact of the learning environment on disadvantaged populations such as female students. As the online learning classroom challenges through distance, isolation, and communication, these factors can influence a positive perception of the learning environment and interfere with deep learning. This qualitative study explored female perceptions of metacognitive development within the online learning environment, as metacognition is a core element of academic success in higher education. Through the design of the conceptual framework and with the support of the literature review, a methodology was selected …

A Mixed Method Study: Assessing Critical Thinking, Metacognition, And Motivation In A Flipped Classroom Instructional Model, Phyllis Brown

Dissertations

Technology has changed pedagogical methods in higher education. Educators are using technology more and integrating more active learning techniques. One pedagogical method, the flipped classroom, is suitable for integrating technology and active learning techniques. The pedagogical efficacy of the flipped classroom has not been determined despite being a potential solution for technology savvy millennial students. This mixed method study assessed critical thinking, metacognition, and motivation in higher education flipped classrooms in the United States. Human Anatomy and Physiology Society (HAPS) members teaching traditional and flipped format science courses were purposefully selected to participate in the study. A sample of 14 …

Publishing For Transfer: Notes Toward An Editorial Pedagogy For The Transfer-Based Writing Program, Marcos A. Hernandez

Cal Poly Humboldt theses and projects

Scholarly journals dedicated to publishing first-year writing have cropped up at a number of four-year universities in the U.S. over the last two decades. Invariably established and run by the university’s writing program, these highly localized journals are meant to showcase the exemplary research and writing that students are doing in their introductory writing courses. Yet, while these publishing projects are nobly undertaken for students, the publications themselves are seldom edited by students. Here arises a golden opportunity for the transfer-based writing program to promote transfer of knowledge and practice in writing beyond the FYC course. This project argues that …

Metacognition And The Utility Of Pathway Maps In Introductory Chemistry, Kayla Schwartz

Honors Projects

Students historically struggle in introductory chemistry courses. This experiment was designed to test a hypothesized method to increase student success which utilized metacognition, reflection, and the creation of pathway maps. An introductory chemistry course at BGSU was given two sets of pre-assignments, pathway map assignments, and post-assignments which was related to the topics they were learning in class. The pre-assignments and post-assignments were used to determine if there was a change in understanding before and after the pathway map assignment was completed and the pathway map assignment was based on a question that was given in the pre-assignment. The students …

The Effects Of Standards-Based Grading And Differentiated Reassessment On The Metacognition, Motivation, And End Of Course Assessments Of 9th Grade American History Students, Benjamin Jeffry Hartnell

Masters Theses/Capstone Projects

This study attempts to determine whether Mastery Learning (with differentiated reassessment) and Mastery Teaching (within a standards-based curriculum) had a 1) metacognitive and/or motivational effect on how students perceive their learning and 2) whether or not Mastery Teaching had an impact on their mastery of the material when compared to students assessed in more traditional classrooms that did not offer reassessment. Using a standard district American History exam given pre- and post-semester and two student learning and motivation surveys (SMQII and PRO-SDLS), the results showed that being taught in a social studies classroom that utilizes differentiated reassessment and Standards-Based Grading …

The Transfer Of Self-Regulation And Self-Monitoring From The Resource Room To The Science Classroom, Stacy Myers

Masters Theses/Capstone Projects

The purpose of this capstone project was to determine if assignment attack strategy skills learned in the resource room setting of a middle school would transfer into the general education classroom, and if on-task behavior would increase in the general education setting as a result of the resource room instruction. The project was framed with mixed method, multiple-case study design of self-regulation across multiple settings in a middle school. The elements of the assignment attack strategy skills for my study were committing to an assignment, preparing materials, proceeding, and sustaining attention. For the study, data collection included general education teacher …

Enhancing Psychology Majors’ Meta-Cognitive Understanding Of Desirable Workplace Skills Using A Short Discussion-Based In-Class Activity, Alena S. Gordienko

Masters Theses, 2010-2019

The skills psychology students possess that employers look for in job applicants include: reliability, integrity, work ethic, communication, technology, critical thinking, teamwork, and professionalism (Rodgers, 2012). I conducted a study to determine whether participating in a brief classroom activity would improve students’ ability to effectively describe their skills. Students were asked to write a cover letter before and after the activity. The activity included a discussion of four skills and student reflection on their experiences that demonstrated these skills. I hypothesized that overall letter-writing would improve, that students’ self-reported levels of preparedness to find a job would improve, that students …

The Effects Of Self-Regulated Learning On Community College Students' Metacognition And Achievement In Developmental Math Courses, Karen D. Y. Campbell

Educational Leadership & Workforce Development Theses & Dissertations

The effects of training in self-regulation on metacognition and math achievement were investigated in this study. The moderator effect of gender, age and ethnicity on the relationships between training and the outcomes of metacognition and math achievement were also explored. The participants for this study were 116 community college students enrolled in developmental math courses during the spring semester. Teachers volunteered their classes for the study; there were a total of 16 classes participating in the study over two four-week terms. Classrooms were bifurcated and students were randomly assigned to the treatment and control groups. Participants in the treatment group …