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1.
We know that metacognitive students are successful in school (Sternberg Instructional Science 26:127–140, 1998). However, despite the recognition of the role of metacognition in student success, limited research has been done to explore
teachers’ explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking
(Zohar Teaching and Teacher Education 15:413-429, 1999). Therefore, the current study investigates teachers’ understanding of metacognition and their pedagogical understanding
of metacognition, and the nature of what it means to teach students to be metacognitive. One hundred-five graduate students
in education participated in this study. The data analysis results, using mixed research method, suggest that the participant’s
metacognitive knowledge had a significant impact on his/her pedagogical understanding of metacognition. The results revealed
that teachers who have a rich understanding of metacognition report that teaching students to be metacognitive requires a
complex understanding of both the concept of metacognition and metacognitive thinking strategies. 相似文献
2.
It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in
higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and regulation
skills to self-regulate their learning adequately. This study explores the potential of reciprocal peer tutoring to promote
both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a
naturalistic higher education setting, involving 67 students tutoring each other during a complete semester. A multi-method
pretest–posttest design was used combining a self-report questionnaire, assessing students’ metacognitive knowledge and their
perceived metacognitive skilfulness, with the analysis of think-aloud protocols, revealing students’ actual use of metacognitive
strategies. Results indicate no significant pretest to posttest differences in students’ metacognitive knowledge, nor in their
perception of metacognitive skill use. In contrast, significant changes are observed in students’ actual metacognitive regulation.
At posttest, students demonstrate significantly more frequent and more varied use of metacognitive regulation, especially
during the orientation, monitoring, and evaluation phases. Furthermore, our findings point to an increase in more profound
and higher-quality strategy use at posttest. 相似文献
3.
Loren M. Marulis Annemarie Sullivan Palincsar Amanda L. Berhenke David Whitebread 《Metacognition and Learning》2016,11(3):339-368
Historically, early cognitive skills have been underestimated, largely as a result of the ways these competencies have been measured, which is particularly pervasive in the area of metacognition. Only recently have researchers begun to detect evidence of contextualized metacognition in 3–5 year old preschool children through the use of observational assessment tools (e.g., Whitebread et al. J Cogn Educ Psychol 3:433-455, 2007, Metacognition Learn 4:63-85, 2009). While these observational methods are a more sensitive way to capture metacognition in young children, their exclusive use may not result in a comprehensive depiction of early metacognitive competency. In the current study, we describe the development of a metacognitive knowledge interview (McKI) and what it reveals about metacognitive processes in 43 3–5 year olds (including investigating face validity). Findings indicate that the McKI (a) is a developmentally appropriate measure for 3–5 year olds, (b) is capable of eliciting articulated metacognitive knowledge when engaging in a contextualized problem-solving task, (c) shows the expected developmental trend (i.e., older children perform at a higher level and scores increased over the course of a school year), and (d) provides sufficient variation across children. Implications for future research are discussed, including the importance of using multiple measurement tools when studying early metacognitive development. 相似文献
4.
Nora Neuenhaus Cordula Artelt Klaus Lingel Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2011,26(2):163-178
The purpose of the present study was to investigate the structure of metacognitive knowledge in fifth grade pupils and its
relation to school achievement. Since the structure of metacognitive knowledge is controversially discussed with little empirical
evidence for either its domain specificity or its domain transferability, the debate remains somewhat hypothetical up to date.
In theory it is assumed that the development of metacognitive knowledge begins highly domain and situation-specific and becomes
more flexible and domain-transcending with practice and experience (Borkowski et al. 2000). As standardized measures to assess metacognitive knowledge of students in the age group under investigation were missing,
newly developed instruments were applied to assess the domain-specific metacognitive knowledge in reading and mathematics
as well as domain-transcending metacognitive knowledge. The influences of domain-specific and general metacognitive knowledge
on school achievement in the two domains were analyzed. While findings on the structure of metacognitive knowledge indicate
some degree of domain specificity, they also point out a strong relation between general metacognitive knowledge and domain-specific
metacognitive knowledge. The cross-sectional relation between metacognitive knowledge and academic achievement were relatively
low. Implications for future research will be discussed. 相似文献
5.
Bracha Kramarski 《Metacognition and Learning》2008,3(2):83-99
This study investigates algebraic reasoning and self-regulation skills among elementary school teachers who participated in
a professional development program either with IMPROVE metacognitive questioning (PD + Meta) or with no metacognitive guidance (PD). Sixty-four Israeli teachers participated in a 3-year program designed to enhance
mathematical knowledge. Results indicated that the PD + Meta teachers outperformed the PD teachers on various algebraic procedural
and real-life tasks regarding conceptual mathematical explanations. In addition, the PD + Meta group outperformed the PD group
in using self-monitoring and evaluation strategies in algebraic problem solving. We discuss educational and practical implications. 相似文献
6.
Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related knowledge, print exposure, storybook reading, and general cultural knowledge. Children were tested on measures of letter-word knowledge, sound awareness, receptive vocabulary, oral expression, and mathematical skill. Parent reading-related knowledge showed significant positive links with child letter-word knowledge and sound awareness, but showed no correlations with child measures of mathematical skill or vocabulary. Furthermore, parent reading-related knowledge was not associated with parents' own print exposure or cultural knowledge, indicating that knowledge about English word structure may be separate from other cognitive skills. Implications are discussed in terms of improving parent reading-related knowledge to promote child literacy. 相似文献
7.
Bingham Gary E. Gerde Hope K. Pikus Arianna E. Rohloff Rebecca Quinn Margaret F. Bowles Ryan P. Zhang Xiao Y. 《Reading and writing》2022,35(9):2201-2227
Reading and Writing - This study examined preschool teachers’ writing knowledge and how this knowledge relates to classroom writing practices. Head Start teachers (N?=?47) across... 相似文献
8.
John Wallace William Louden 《International journal of qualitative studies in education》2013,26(4):323-334
Studies of teachers working together have exposed the capricious nature of collaborative activity: sometimes it seems to work well; at other times collaboration actually works against improvement. Success in collaborative relationships is best understood through an appreciation of how teachers form and use knowledge. The teachers’ knowledge perspective is used in this paper to interpret qualitative data from two successful collaborative relationships in schools. Evidence supports the contention that personal qualities, underscored by mutual trust and respect for knowledge, form the basis for successful relationships in teaching, operating in different ways, for different purposes, for different people. Providing that teachers are approached with respect, collaboration holds promise as a slow (but powerful) path towards educational change. 相似文献
9.
Children often say that strange and improbable events, like eating pickle-flavored ice cream, are impossible. Two experiments explored whether these beliefs are explained by limits in children's causal knowledge. Participants were 423 predominantly White Canadian 4- to 7-year-olds (44% female) tested in 2020–2021. Providing children with causal information about ordinary events did not lead them to affirm that improbable events are possible, and they more often affirmed improbable events after merely learning that a similar event had occurred. However, children were most likely to affirm events if they learned how similar events happened (OR = 2.16). The findings suggest that knowledge of causal circumstances may only impact children's beliefs about the possibility after they are able to draw connections between potential events and known events. 相似文献
10.
Trinidad García Celestino Rodríguez Paloma González-Castro Julio Antonio González-Pienda Mark Torrance 《Metacognition and Learning》2016,11(2):139-170
Calibration, or the correspondence between perceived performance and actual performance, is linked to students’ metacognitive and self-regulatory skills. Making students more aware of the quality of their performance is important in elementary school settings, and more so when math problems are involved. However, many students seem to be poorly calibrated, with a tendency towards over-confidence. The present study analyzes the relationship between post-performance calibration accuracy and the metacognitive process shown by 524 fifth- and sixth-grade students while solving two math problems. After calculating a calibration index and establishing the stability of students’ judgments and actual performance, differences in the metacognitive process exhibited by students with different calibration accuracy (Accurate vs. Inaccurate groups) were analyzed. The emergence of different calibration patterns and differences in the metacognitive process as a function of mathematics achievement and grade level were also examined. Results indicated that: (a) students in the overall sample were little calibrated and over-confident, showing high stability in their judgments and actual performance across problems; (b) inaccurate students reported using information representation sub-processes (drawing/summarizing) less frequently, but writing and reviewing (and also correcting mistakes) more frequently than their accurate peers; and (c) differences in calibration patterns and the metacognitive process were found when achievement level was considered, whereas grade level did not generate any important effect. These findings suggest the usefulness of process-based measures to examine the metacognitive processes involved in making post-performance judgments, considering achievement and its possible mediating role in this relationship. 相似文献
11.
Annie Duguay Dorry Kenyon Erin Haynes Diane August Tiffany Yanosky 《Reading and writing》2016,29(2):321-347
This article describes the development of an instrument to measure teachers’ knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include vocabulary acquisition. While a few studies have measured teacher knowledge of reading, there are no known instruments for measuring teachers’ knowledge of vocabulary development and instruction. However, vocabulary is a crucial determinant of reading comprehension and content area knowledge, particularly for English learners (Graves, August, & Mancilla-Martinez, 2013). Statements about vocabulary development and instruction were gathered from foundational texts, reviewed by subject matter experts, and researched in cognitive labs for possible inclusion as items in the TKVS. The survey’s 52 statements comprise 6 categories, including one section on vocabulary development, four sections on instruction, and one section on instruction specifically for English learners. Ratings of item difficulty by subject matter experts were then used to distinguish three levels of teacher knowledge of vocabulary: emergent, intermediate, and expert. Fifty teachers completed the TKVS, and their performance was found to correlate with the experts’ predicted difficulties of the items. Initial analyses provide evidence for the content and construct validity of the TKVS as a measure of teacher knowledge of vocabulary development and effective instruction. The discussion considers implications for the use of the instrument, including as a needs assessment or guide for professional development for both preservice and inservice teachers. 相似文献
12.
Measuring teachers’ content knowledge of language and reading 总被引：1，自引：0，他引：1
In the context of a longitudinal, four-year study of reading instruction in low-performing, high-poverty urban schools, we
surveyed teacher knowledge of reading-related concepts, and established a modest predictive relationship between teachers’
knowledge, classroom reading achievement levels, and teachers’ observed teaching competence. There were significant associations
among these variables at the third and fourth grade levels. To obtain this result, measures of teacher content knowledge in
language and reading were refined in a three-stage process. Our purpose was to explore the type and level of questions that
would begin to discriminate more capable from less capable teachers, and that would have a predictive relationship with student
reading achievement outcomes. After experimenting with measurement of K-2 teachers’ content knowledge (Form #1), we piloted
a Teacher Knowledge Survey with 41 second and third grade teachers in one study site (Form #2). We then refined and expanded
the Survey (Form #3) and administered it to 103 third and fourth grade teachers in both project sites. Teachers’ misconceptions
about sounds, words, sentences, and principles of instruction were pinpointed so that professional development could address
teachers’ needs for insight and information about language structure and student learning. 相似文献
13.
Mesut Saçkes Mandy McCormick Smith Kathy Cabe Trundle 《International Journal of Science Education》2016,38(1):116-129
The purpose of this cross-cultural study was to describe and compare US and Turkish children's observational knowledge of the day and night cycle and to identify similarities predicted by framework theory. Fifty-six (27 US and 29 Turkish) young children (ages 48–60 months) participated in the study. Semi-structured interviews were individually conducted, digitally recorded, transcribed, and analyzed using the constant comparative method. The results demonstrate that preschoolers from the two cultures are able to make comparable informal observations of the sky, and their observational knowledge includes many similarities, with one exception, as predicted by framework theory. US children were more likely to perform better than the Turkish children on the question about the time of observation for the moon. Although science concepts and skills are better represented in US early childhood education programs than the Turkish program, the results suggest that this advantage did not translate into performance differences between US and Turkish children. 相似文献
14.
15.
We investigated relationships among elementary teachers’ reading-related content knowledge (knowledge of literature and phonology),
their philosophical orientation toward reading instruction, their classroom practice, and their students’ learning. Correlations
showed little relationship between instructional philosophy and content knowledge, and little relationship between instructional
philosophy and classroom practice. However, relationships emerged between content knowledge and instruction, and between kindergarten
teachers’ phonological knowledge and their students’ reading achievement. We recommend that the recent focus on teacher’s
disciplinary knowledge be broadened to include teachers of beginning reading and that teachers be afforded opportunities to
develop the necessary knowledge base to teach reading effectively. 相似文献
16.
Karoline Afamasaga-Fuata’i Lumaava Sooaemalelagi 《Journal of Mathematics Teacher Education》2014,17(4):331-368
Based on findings from a semester-long study, this article examines the development of Samoan prospective teachers’ mathematical understandings and mathematics attitudes when investigating authentic contexts and applying working mathematically processes, mental computations and problem-solving strategies to find solutions of problems. The prospective teachers had enrolled for the second time (having failed their first attempt), in the first-year mathematics methods course of a 2-year Diploma of Education (Primary) programme. The group also included those enrolled in the Diploma of Education (Early Childhood and Special Needs) programmes, who recognizing their own limited understanding of mathematics would ordinarily shy away from opportunities for improvement. Given the negative mathematical and learning experiences, this group was ideal to engage in innovative and creative approaches that would make mathematics learning more meaningful and contextual in a Samoan environment. Only data from the attitudinal questionnaires and interviews are presented in this article. Main findings have implications for teaching and learning mathematics. 相似文献
17.
Gabrielle Bonnet 《Prospects》2008,38(3):325-344
It is easier to collect data on teachers’ qualifications, experience, or training than to get a precise idea of their command
of subject matter or their classroom behaviour. However, research consistently shows that “class effect” (the impact on a
student of being in one class rather than another) on pupil performance is relatively high, especially in Africa, whereas
the impact of qualifications, experience, or training on pupil learning is generally low. The purpose of this paper is to
compare teacher academic qualifications and professional training on the one hand, with teacher test scores and behaviour
on the other, showing the weak links between the former and the latter. What also emerges is the importance of certain external
management-related factors such as the vastly reduced hours of effective learning time due to high rates of absenteeism and
delayed term starts. Despite the importance of what really happens in the classroom, it remains difficult to measure the classroom
dynamic reliably and accurately.
Gabrielle Bonnet (France) Associate Expert in the Section for Teacher Education, Division of Higher Education, at UNESCO, she is currently devoting most of her time to the UNESCO Teacher Training Initiative for Sub-Saharan Africa (TTISSA). Previously she managed an in-service project on scientific and learning resources for physics teachers in France, teaching in Senegal and in France in particular at the Ecole Normale Supérieure de Lyon and at Orsay University. She holds a Doctorate in Theoretical Physics, and Master’s Degrees in Maths, Physics, Education and Didactics. 相似文献
| Gabrielle BonnetEmail: |
Gabrielle Bonnet (France) Associate Expert in the Section for Teacher Education, Division of Higher Education, at UNESCO, she is currently devoting most of her time to the UNESCO Teacher Training Initiative for Sub-Saharan Africa (TTISSA). Previously she managed an in-service project on scientific and learning resources for physics teachers in France, teaching in Senegal and in France in particular at the Ecole Normale Supérieure de Lyon and at Orsay University. She holds a Doctorate in Theoretical Physics, and Master’s Degrees in Maths, Physics, Education and Didactics. 相似文献
18.
This research examined preservice teachers’ knowledge of emotional and behavioural disorders (EBD) and their sense of efficacy. The participants included a convenience sample of 230 undergraduate general education and special education preservice teachers enrolled in teacher education classes. The age of the participants ranged from 19 to 51 with a mean age of 23.37 years (SD = 6.8 years). The Teacher Self Efficacy Scale (TSES) (long form) and Knowledge of Emotional and Behavioural Disorders questionnaire were administered. The participants had higher efficacy in instructional strategies, classroom management, and instructional abilities than in student engagement. There was no significant correlation between field experience, additional coursework, and familiarity with a child with EBD and the preservice teachers’ knowledge of EBD or self efficacy. This information is relevant to teacher programme coordinators indicating that further efforts should be made to increase preservice teachers’ knowledge of EBD, and to provide strategies for identifying and working with students with EBD in classrooms. 相似文献
19.
In order to corroborate and grow teacher educator knowledge (TEK) scholarship, this paper describes an in-depth-focused exploration of a group of teacher educators providing professional development. Our grounded data analysis allowed us to define different major elements, sub-elements, and components that comprise TEK, as well as make explicit how the use of this knowledge—in the context of teaching professional development—draws upon multiple components at any given moment. These findings hold implications for TEK scholarship and practice. Specific to scholarly efforts, while current models for TEK are useful for explicating common understandings amongst the research community, the most functional representations should be fluid and dynamic, in part by balancing both breadth and depth in their scope. Specific to the development of teacher educators, teacher educator preparation should recognize, emphasize, and develop future teacher educators’ layered understandings (i.e. knowledge of students and teachers) and robust knowledge of contexts. 相似文献
20.
After rating their own literacy-related knowledge in three areas (knowledge about reading/reading development, phonemic awareness/phonics,
and morpheme awareness/structural analysis), graduate teacher-education students completed five tasks intended to measure
their actual disciplinary knowledge in these areas. Teachers with high levels of prior background (i.e., course preparation
and experience) rated themselves as significantly more knowledgeable than did low-background teachers in all areas; high-background
participants also significantly outperformed low-background participants on all tasks. However, even high-background teachers
scored well below ceiling on the tasks. Regression analyses indicated that teachers’ self-perceptions and knowledge were positively
influenced by both level of preparation and teaching experience, although the influences on teachers’ knowledge differed by
task. Teachers had some accurate perceptions of their own knowledge, especially in the area of phonics. Results suggest that
differentiating levels of preparation may be useful in studying teacher knowledge, and also support the notion of a substantial
gap between research on reading and teacher preparation in reading. 相似文献