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| Obach, Mifrando S. | 1 |
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Download full textMoely, Barbara E.; And Others – 1985
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…
Descriptors: Academic Ability, Cognitive Ability, Cognitive Development, Elementary Education
Moely, Barbara E.; And Others – 1989
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.…
Descriptors: Academic Achievement, Attribution Theory, Child Development, Classroom Techniques
Obach, Mifrando S.; Moely, Barbara E. – 1993
This study of metacognition and motivation explored variations over time in the relationships between children's metacognitions about their study activities and various components of motivation for achievement. The study attempted to: (1) identify possible causal relations between metacognitive and motivational variables by looking at their…
Descriptors: Academic Achievement, Attribution Theory, Cognitive Style, Elementary School Students
