Increasing Student Engagement Using Effective and Metacognitive Writing Strategies in Content Areas

Autor/inn/en	Smith, Karen S.; Rook, Johan Erik; Smith, Thomas W.
Titel	Increasing Student Engagement Using Effective and Metacognitive Writing Strategies in Content Areas
Quelle	In: Preventing School Failure, 51 (2007) 3, S.43-48 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	World History; Writing Strategies; Academic Achievement; Academic Failure; Questioning Techniques; Educational Strategies; High Stakes Tests + Suchen Sie Ihr Suchwort? Weltgeschichte; Schreibtechnik; Schulleistung; Befragungstechnik; Fragetechnik; Lehrstrategie
Abstract	The issue of school failure at the 9th grade level is of great concern to educators. In this study, the author examined the use of cognitive, affective, and metacognitive questioning strategies in a 9th grade world history class as a means to increase student engagement and academic success. Through the use of structured journal questions over a 12-week period, students who responded only to text-related questions showed no benefit compared to students who did not participate in journal questions at all. Students who responded to metacognitive and affective questions in addition to text-related questions demonstrated better retention of content material as evidenced by course grades at the end of the study. These results suggest that students who respond to questions designed to promote thinking as well as personal connections, experience a positive effect on achievement. (Contains 4 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10