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ERIC Number: ED312290
Record Type: RIE
Publication Date: 1989-Mar
Pages: 13
Abstractor: N/A
Reference Count: 0
A Developmental Perspective on Teachers' Cognitions about Memory Strategies and Metacognition in Classroom Teaching.
Moely, Barbara E.; And Others
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)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).