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Inviting Outsiders inside Disciplinary Literacies: An Interview with Cynthia Greenleaf, Gayle Cribb, and Heather Howlett
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Greenleaf, Cynthia; Cribb, Gayle; Howlett, Heather; Moore, David W. – Journal of Adolescent & Adult Literacy, 2010
In this Research Connections column, Editor David Moore interviews Cynthia Greenleaf, Gayle Cribb, and Heather Howlett. Greenleaf codirects the Strategic Literacy Initiative and leads professional development projects in its Reading Apprenticeship instructional framework. Her approach to disciplinary literacy instruction is based on her findings…
Descriptors: Interviews, Metacognition, Reading Instruction, Reading Processes
Analysing Cognitive Learning Processes through Group Interviews of Successful High School Pupils: Development and Use of a Model
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Dahl, Bettina – Educational Studies in Mathematics, 2004
The focus is on the metacognitive awareness of ten high-achieving high school pupils in mathematics in Denmark and England and their understanding of their cognitive learning processes and strategies. Mainly unstructured focus group interviews investigate how they explain that they learn a mathematical concept that is new to them. I develop the…
Descriptors: Foreign Countries, Learning Processes, Focus Groups, Metacognition
What Can We Learn about Cognitive Learning Processes by Asking the Pupils?
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Dahl, Bettina – International Group for the Psychology of Mathematics Education, 2003
The focus is on the metacognitive awareness of ten high-achieving high school pupils from Denmark and England and their cognitive learning process. Un-structured interviews in smaller groups investigates how they say they learn a mathematical concept that is new to them. I develop the "CULTIS model for analysis" (Consciousness,…
Descriptors: Learning Theories, Metacognition, Learning Processes, Foreign Countries
What Is at Stake in Knowing the Content and Capabilities of Children's Minds?: A Case for Basing High Stakes Tests on Cognitive Models
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Norris, Stephen P.; Leighton, Jacqueline P.; Phillips, Linda M. – Theory and Research in Education, 2004
Many significant changes in perspective have to take place before efforts to learn the content and capabilities of children's minds can hold much sway in educational testing. The language of testing, especially of high stakes testing, remains firmly in the realm of "behaviors", "performance" and "competency" defined…
Descriptors: High Stakes Tests, Test Construction, Test Items, Educational Testing