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Autor/inn/enHarris, Karen R.; Alexander, Patricia; Graham, Steve
TitelMichael Pressley's Contributions to the History and Future of Strategies Research
QuelleIn: Educational Psychologist, 43 (2008) 2, S.86-96 (11 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0046-1520
SchlagwörterReading Comprehension; Models; Metacognition; Instructional Effectiveness; Learning Strategies; Educational Research; Educational Researchers
AbstractThe history of strategies research during the past quarter century has been a story of significant conceptualizations and reconceptualizations regarding the nature, development, and teaching of cognitive and metacognitive strategies. Theoretical models, empirical research, and discussions contributed by Michael Pressley have been central to explicating these central concepts and establishing the characteristics of effective strategies instruction. In this tribute, we cover defining issues that have shaped over 3 decades of strategies research and highlight Michael Pressley's role in bringing those issues to the forefront. Specifically, we discuss his contributions to what we know regarding the nature of strategies, including the role of human consciousness and intentionality in strategic behavior, multiple strategy use in learning and performance, and attributes of effective strategies instruction. Continuing issues and needs in strategies research impacted by the work of Michael Pressley are also addressed. (Author).
AnmerkungenLawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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