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Full-Text Articles in Education
Annotations Of Awareness: A Framework For Externalizing Thinking To Promote Metacognitive Discourse In High School English And Social Studies Classrooms, Todd Howard
All Dissertations
Teachers find it challenging to integrate metacognition into the classroom to promote critical thinking, but such rigorous instruction is one way to improve access to quality education for all students, no matter their access to outside-of-school resources. To help teachers find more comfort and confidence in designing for increased critical thinking and metacognitive discourse and to help close the theory-practice gap in metacognition research, I conducted a mixed-methods case study focusing on assessment-design interventions. Using the Metacognitive Framework for Assessment Design and Annotations of Awareness, both designed in response to my literature review, my 90-day action research included three Plan-Do-Study-Act …
The Type Of Questions Being Promoted In A 10th Grade Social Studies Textbook, Christie A. Vanderhook
The Type Of Questions Being Promoted In A 10th Grade Social Studies Textbook, Christie A. Vanderhook
Seton Hall University Dissertations and Theses (ETDs)
The importance of questioning is a crucial skill for the 21st century learner. The importance of having questioning designed to develop higher order thinking is critical. Much of today’s educational research notes the importance of the competitive skills and knowledge students must obtain in order to be successful academically in college entry courses, in vocational training programs, and ultimately, when navigating the real world. Questioning within the classroom setting can help students develop critical thinking ideas, scaffold classroom discussions, and guide students to an advanced level of cognition. Through the skillful art of questioning, teachers can establish students’ prior knowledge …
Strategies Of Reading As A Second Language Instruction Across Curriculum In Secondary Grades, Anisa A. Ben Idris
Strategies Of Reading As A Second Language Instruction Across Curriculum In Secondary Grades, Anisa A. Ben Idris
Graduate Theses and Dissertations
This study explored what themes of best practices teachers report using in real classrooms to teach reading skills to ESL students across curricula. It examined teachers’ applications of the following five themes in their instruction as a regular routine described as best practices in the literature for teaching diverse students: (1) providing comprehensible input, (2) teaching learning strategies of metacognition to bridge the gap between school literacy practices and home literacy practices (3) lowering the affective filter, (4) implementing formative assessment, and (5) cooperating between teachers and ESL facilitators. The study involved teachers from two high schools in one school …
Reflective Assessment, Feedback And Academic Achievement In High School Mathematics, Nalline S. Baliram
Reflective Assessment, Feedback And Academic Achievement In High School Mathematics, Nalline S. Baliram
Education Dissertations
The purpose of this study was to determine the effects of metacognitive strategies and content-specific feedback on student achievement in high school mathematics. Participants in the study consisted of a convenience sample of honors geometry students in grades 9 and 10 in a private high school located in Daytona Beach, Florida. Beyond answering the specific research questions raised in the study, an additional aim was to contribute to the growing body of knowledge pertaining to effective ways to use metacognitive instruction and provide effective content-specific feedback to improve student achievement and learning.
A quasi-experimental, nonequivalent control-group design with repeated-measures was …
Effects Of Embedded Study-Skills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks
Effects Of Embedded Study-Skills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks
Walden Dissertations and Doctoral Studies
The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students' attitudes toward mathematics. Metacognitive theory was used for this study's framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students' pre- and post-instruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent samples t tests for students who did and did not receive embedded instruction. Qualitative data were collected …
Change Is Learning: Metacognition To Resolve Concerns During The Third Year Of The Implementation Of A Technological Innovation, Nola Allen-Raffail
Change Is Learning: Metacognition To Resolve Concerns During The Third Year Of The Implementation Of A Technological Innovation, Nola Allen-Raffail
UNLV Theses, Dissertations, Professional Papers, and Capstones
"We are living in a time of change. Rather than viewing change as a painful course of action, let's develop an understanding of how it works, how to facilitate the process, and how to learn from our experiences" (Hall & Hord, 2011, p. 18).
This study used a snapshot of a private Kindergarten-12th grade school during the third year of the implementation of a technological innovation (RenWeb) to investigate teacher concerns during the process of change and gain insights into individuals' use of metacognition to resolve those concerns. Two primary research instruments were used, the Stages of Concern Questionnaire …