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ERIC Number: EJ792245
Record Type: Journal
Publication Date: 2008-Apr
Pages: 11
Abstractor: Author
Reference Count: 60
ISSN: ISSN-0046-1520
Michael Pressley's Contributions to the History and Future of Strategies Research
Harris, Karen R.; Alexander, Patricia; Graham, Steve
Educational Psychologist, v43 n2 p86-96 Apr 2008
The 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.
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Grade 1; Grade 10; Grade 11; Grade 12; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; High Schools; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A