A Developmental Perspective on Teachers' Cognitions about Memory Strategies and Metacognition in Classroom Teaching.

Autor/inn/en	Moely, Barbara E.; und weitere
Titel	A Developmental Perspective on Teachers' Cognitions about Memory Strategies and Metacognition in Classroom Teaching.
Quelle	(1989), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Attribution Theory; Child Development; Classroom Techniques; Cognitive Processes; Developmental Stages; Elementary Education; Elementary School Students; Elementary School Teachers; Learning Strategies; Mathematics Instruction; Memory; Metacognition; Spelling Instruction; Study Skills; Teacher Attitudes; Teacher Response + Suchen Sie Ihr Suchwort? Schulleistung; Kindesentwicklung; Klassenführung; Cognitive process; Kognitiver Prozess; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematics lessons; Mathematikunterricht; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Orthographieunterricht; Rechtschreibunterricht; Studientechnik; Lehrerverhalten; Lehrerkommentar
Abstract	The ways in which teachers' cognitions about classroom practice vary with the developmental level of the children they teach and the subject matter taught were studied through interviews with 40 teachers. Participants were 8 teachers of kindergarten and grade 1, 10 teachers of grade 2, 11 teachers of grade 3, and 11 teachers of grades 4, 5, and 6. Interviews contained a set of questions to determine teachers' views of effective procedures for encouraging children's study and retention of spelling and mathematics materials. A set of 13 strategies was formulated to summarize the kinds of study activity teachers said they suggested to children and parents. Analysis indicated that strategies were more likely to be described during discussions of spelling instruction than in remarks about mathematics. Mention of particular strategies varied as a function of grade and subject matter. Teachers valued the development of strategies and attributed the success of high achievers to their use of study strategies, their reliance on assistance from other persons, and their ability. However, poor performance was seldom attributed to failure to use strategies effectively. Results indicate that teachers were sensitive to developmental changes in children across the elementary years as reflected in the strategies they suggested. A table summarizes the strategies suggested, and a bar graph illustrates teacher attributions for the success of high achievers. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01