Exploring the relationship between strategy training and the child's apparent knowledge, this study assessed (1) whether the effects of rehearsal training without added metamnemonic feedback would be evident one week after training, and (2) the effects of specific training upon more general metamnemonic awareness. Initially 40 children 6 years of…

In England, 14 elementary teachers in 7 schools collaborated on research to develop children's reflective writing by observing each other and cooperatively evaluating data. Techniques such as modeling, demonstrating text features, and focusing group discussion increased children's metacognitive awareness of good writing and helped them gain…

This paper reports on a study which examines the extent to which specified cognitive, social, and metacognitive strategies, are used by language students when working with computer-based materials (CBMs), in self-study contexts outside of the language classroom; particularly in a self-access centre (SAC). Data were collected using questionnaires,…

Explores impact of the English National Curriculum on work of teachers at Key Stage 2, focusing on how English should be taught and what constitutes primary English subject knowledge. Notes issues that emerged related to each of four language modes of English and the role of metacognition in learning English. Reviews findings in light of National…

This article presents an analysis of case study data from a project evaluating Personal Development Planning (PDP) at a large post-1992 university in England. The study was undertaken as part of a strategy of encouraging schools to build on existing experience while at the same time ensuring consistency with new national guidelines for the…

Describes work undertaken as part of a partnership program initiated to encourage collaborative research between primary school teachers in England and university tutors. Notes the teachers explored ways of developing children as reflective writers. Illustrates the impact on achievement, analyzes some examples of writing, and discusses evidence of…

Examines evidence from a study of teachers of the literacy hour as implemented by 20 teachers in the first year of the National Literacy Strategy. Suggests that though there should be opportunities for metacognitive modeling in the literacy hour, teachers find it difficult to use these opportunities. Argues that concern for improved performance…

Four experiments and an analysis of pooled data from English and Japanese children show a linear increase in understanding false beliefs with number of older siblings; no such effect for children younger than 38 months; no helpful effect of younger siblings at any age; no effect of siblings' gender; and no helpful effect of siblings on a source…

Analyzes results from a study that examined how experienced teachers work with students in the early stages of writing. Examines the process of composition as involving a cycle of two phases: engagement and reflection. Children's difficulties in sustaining their attention across successive phases of this cycle are attributed to specific problems…

Describes 10 roles teachers can perform to put the concepts of metacognition and transfer into practice, identified by interviewing students who had been taught using the innovative practice of debriefing. Discusses the broader issues of how teachers can be engaged in research and knowledge production in a satisfying relationship. (BT)

Thirty-six children between 4.4 and 5.4 years of age were assessed for understanding about the role of message ambiguity as a cause of communication failure and for level of performance in verbal referential communication tasks. Results show that training sessions illustrating when and why listeners understood or failed to understand were…

Reports on two related studies intended to explore the interactions among children's metacognitive abilities, their working memory capacity, the development and selection of strategies, and their performance on problem-solving tasks. Explains that in study 1 children performed a reclassification task, and in study 2 children performed a…

Sixty-six students in a middle school in England were administered a questionnaire that tapped their metacognitive awareness of note-taking preferences and abilities. Students then were asked to provide a note-taking sample from a core history text so that their practices could be examined in relation to their claims. The results indicate that…

Describes the author's efforts to use the ideas of the psychologist Vygotsky to build on the home language skills of young bilingual children in England and to turn communication breakdowns into learning opportunities. Talking to children about the forms of speech and their roles in communication can accelerate conceptual development. (SLD)

A research project using an instrument designed to allow teachers to investigate their students' ideas about learning found that the ideas of 193 English and Finnish adolescents about learning were varied, without clear understanding of how they learned. Finnish students seemed to depend more on their teachers than did English students. (SLD)