Peer reviewedERIC Number: EJ414273
Record Type: Journal
Publication Date: 1990
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0361-476X
EISSN: N/A
Strategy Instruction and Attributional Beliefs in West Germany and the United States: Do Teachers Foster Metacognitive Development?
Kurtz, Beth E.; And Others
Contemporary Educational Psychology, v15 n3 p268-83 Jul 1990
Teachers' reported instruction of strategies and metacognitive knowledge in the classroom, and their attributional beliefs about the reasons underlying children's academic successes/failures were studied, using 59 teachers from West Germany and 43 teachers from the United States. A 7-item questionnaire was administered. Implications for metacognitive development theory are discussed. (SLD)
Descriptors: Academic Achievement, Attribution Theory, Comparative Analysis, Cross Cultural Studies, Elementary Education, Elementary School Teachers, Foreign Countries, Individual Development, Learning Strategies, Metacognition, Questionnaires, Student Development, Teacher Attitudes, Teacher Expectations of Students, Teacher Role, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States; West Germany
Grant or Contract Numbers: N/A
