ERIC Number: EJ966446
Record Type: Journal
Publication Date: 2005
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1548-9566
EISSN: N/A
The Role of Preservice Teachers in Developing Metacognitive Awareness Strategies in an Urban Language Arts Writing High School Classroom
Shabaya, Judith
College Teaching Methods & Styles Journal, v1 n3 p49-57 2005
The study used a qualitative approach to examine the development of metacognitive awareness strategies among student writers. The purposes of the study were to determine the indices of metacognitive awareness strategies used by students, the role of preservice teachers, and the relevance of instructional strategies. Participants were preservice teachers and high school students. Data collection included field notes, writing samples, reports, surveys, portfolios, and evaluations. The study results indicated the following: 1. Students' self-perceptions as writers change; 2. metacognitive awareness development occurs over time; 3. Metacognitive awareness development occurs differently among students; and 4. Varied teaching approaches yield effective writing instruction.
Descriptors: Educational Strategies, Preservice Teachers, Urban Language, Metacognition, Teaching Methods, Teacher Role, Learning Strategies, Writing Instruction, Writing Strategies, Classroom Techniques, High School Students, Student Writing Models, Portfolio Assessment, Student Evaluation, Cognitive Development, Reflection, Trend Analysis, Familiarity
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A