ERIC Number: ED257577
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Teachers' Expectations for Memory and Metamemory Skills of Elementary School Children.
Moely, Barbara E.; And Others
To learn about teachers' conceptualization of memory strategy use, memory knowledge, and developmental changes in these skills, investigators administered a questionnaire to 59 teachers of children in kindergarten through sixth grades. The questionnaire included sections on strategy use, metamemory skills, and memory monitoring and control activities. Teachers were asked to characterize expected performance for children in their classes achieving at high, average, and low levels. Teachers predicted major differences in memory strategy use, memory knowledge, and memory monitoring activities as a function of classroom achievement level. Differences in responses across grade level occurred for items assessing memory strategies and self-testing activities, and for some of the memory knowledge items. No differences in teachers' expectations at different grade levels were seen in evaluations of a rehearsal strategy, metamemory, or memory monitoring or control activities. Teachers showed reasonably veridical perceptions of memory development, especially in the area of memory strategies. However, findings suggested that teachers of the earlier grades may overestimate the metamemory, memory monitoring, and control skills of the children they teach. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A
Identifiers: Developmental Patterns; Teacher Knowledge
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Toronto, Ontario, Canada, April 25-28, 1985).