ERIC Number: ED277652
Record Type: RIE
Publication Date: 1986-Oct
Reference Count: 0
The Implications of Metacognition as an Intellectual Enrichment Strategy to Increase the Success of Black Students on Standardized Assessment Measures.
King, Debra A.
In this discussion on differences between white and black students in academic achievement, it is pointed out that apparent differences in scholastic ability may actually be differences in ways of thinking and relating to schooling which arise more from cultural background than from innate cognitive ability. It is suggested that disparities that exist (or are measured by standardized tests) may be attributed in part to different ways of interpreting the spoken or written word. Focusing upon students' knowledge or beliefs about factors affecting their own cognitive activities, and reinforcing their ability to reflect on or monitor their own cognitive processes will strengthen academic performance. One skills training format that may be used to this end is a task analysis instructional sequence for teaching metacognitive skills for test taking. This approach can be used as an intellectual enrichment strategy. Such treatment sessions emphasize the necessity for students to independently plan, regulate, and monitor their reading/thinking activities, focusing on thoughts, goal setting, planning, assessment of ways to achieve goals, and checking to see whether the academic goal has been met. A five-page reference list concludes the document. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference on the Preparation and Survival of Black Public School Teachers (7th, Norfolk, VA, October 9-10, 1986).