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Autor/inn/en | Zepeda, Cristina D.; Hlutkowsky, Christina O.; Partika, Anne C.; Nokes-Malach, Timothy J. |
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Titel | Identifying Teachers' Supports of Metacognition through Classroom Talk and Its Relation to Growth in Conceptual Learning |
Quelle | In: Journal of Educational Psychology, 111 (2019) 3, S.522-541 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000300 |
Schlagwörter | Identification; Metacognition; Classroom Communication; Concept Formation; Classroom Observation Techniques; Middle School Teachers; Middle School Mathematics; Mathematics Achievement; Teaching Methods Identifikation; Identifizierung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Klassengespräch; Concept learning; Begriffsbildung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | A gulf exists between prior work testing metacognitive instructional interventions and teacher practices that may support metacognition in the classroom. To help bridge this gulf, we designed an observational protocol to capture whether and how teachers provide metacognitive support in their talk and examined whether these supports were related to student learning. We examined four features of metacognitive support, including the type of metacognitive knowledge supported (personal, strategy, or conditional), the type of metacognitive skill supported (planning, monitoring, or evaluating) the type of instructional manner in which the support was delivered (directives, prompting, or modeling), and the type of framing (problem specific, problem general, or domain general), during three types of instructional activities (individual, group, or whole-class instruction). We compared teacher talk from 20 middle school mathematics classrooms with high growth in conceptual mathematics scores with teacher talk from 20 classrooms with low growth. For each of these classrooms, we examined the amount of teacher talk that supported metacognition during one regular class period. Observations revealed that the high-conceptual growth classrooms had more metacognitive supports for personal knowledge, monitoring, evaluating, directive manners, and domain-general frames than the low-conceptual growth classrooms. We discuss the implications of those observations for bridging research on metacognition to teacher practice. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |