Metacognition---thinking about thinking---is an abstract concept which makes it difficult to teac... more Metacognition---thinking about thinking---is an abstract concept which makes it difficult to teach and assess. This study sought to address this problem by using students' reflective journal writing to describe student metacognition within the context of their normal classroom interactions. The study began by giving the Metacognitive Awareness Inventory to a class of twelfth grade English Language Arts students (N=16). After administering the inventory, the selected classroom was observed on eleven occasions over the course of eight weeks. During this observation period, the journal entries of the sample were collected and analyzed for their metacognitive properties. The participating teacher and a sub-set of students from the sample (n=6) were interviewed at the conclusion of the observation period. ^ On the Metacognitive Awareness Inventory, a self-reported measure of students' metacognitive abilities, more students' (75%) MAI scaled scores fell into the low range than the high, suggesting a generally low self-concept of their metacognitive ability. ^ The coding of students' journal entries revealed a matrix of different levels (i.e., no, low, medium, and high) and types of metacognition (i.e. content, strategy, learnings). Analysis of student responses in relationship to the journal prompt also showed that most journal entries were direct responses to the prompt (69.92%). Direct responses to the prompt also resulted in the most instances of 'high' metacognition (22.96%). Chi square tests (χ 2=52.705) (8, N=675, p=.000) also established a statistical difference in the type of responses to the prompt and the level of metacognition of the responses. ^ The participating teacher's interview revealed that she had metacognitive goals, but viewed students' journals as an assignment worth the exercise and not necessarily one in which she was monitoring their thoughts. Interviews with the students (n=6) exposed their propensity to be externally motivated to do what the teacher asked of them. Their interviews also showed how students see some benefits from journaling, but generally feel that journaling is not necessary for them to think and reflect.
Interacting with school leaders from different countries on overseas study missions can yield pra... more Interacting with school leaders from different countries on overseas study missions can yield practical payoffs. Hearn is one of eight school system leaders who describe one valuable practice they observed on their recent trips to sundry spots across the globe.
This paper highlights the challenges that arise when three organizations - a university, schools,... more This paper highlights the challenges that arise when three organizations - a university, schools, and an affiliate organization – each with different visions, practices, and personnel partner to provide teacher education and support to beginning teachers on an alternate path to the profession. Drawing on survey and interview data, as well as programmatic tools from an existing partnership between a large mid-west university’s school of education and an affiliate alternate route organization, the paper underscores the sometimes conflicting messages beginning teachers must decipher from the university teacher education program, the partnering organization, and the school in which they are working. The paper uses hybridity theory as a basis for leveraging ‘third space’ theory as a way to conceive how to create coherence. It also suggests strategies that the partners can employ to build a third space that increases beginning teachers’ understanding of performance expectations and ability to execute them.
Metacognition---thinking about thinking---is an abstract concept which makes it difficult to teac... more Metacognition---thinking about thinking---is an abstract concept which makes it difficult to teach and assess. This study sought to address this problem by using students' reflective journal writing to describe student metacognition within the context of their normal classroom interactions. The study began by giving the Metacognitive Awareness Inventory to a class of twelfth grade English Language Arts students (N=16). After administering the inventory, the selected classroom was observed on eleven occasions over the course of eight weeks. During this observation period, the journal entries of the sample were collected and analyzed for their metacognitive properties. The participating teacher and a sub-set of students from the sample (n=6) were interviewed at the conclusion of the observation period. ^ On the Metacognitive Awareness Inventory, a self-reported measure of students' metacognitive abilities, more students' (75%) MAI scaled scores fell into the low range than the high, suggesting a generally low self-concept of their metacognitive ability. ^ The coding of students' journal entries revealed a matrix of different levels (i.e., no, low, medium, and high) and types of metacognition (i.e. content, strategy, learnings). Analysis of student responses in relationship to the journal prompt also showed that most journal entries were direct responses to the prompt (69.92%). Direct responses to the prompt also resulted in the most instances of 'high' metacognition (22.96%). Chi square tests (χ 2=52.705) (8, N=675, p=.000) also established a statistical difference in the type of responses to the prompt and the level of metacognition of the responses. ^ The participating teacher's interview revealed that she had metacognitive goals, but viewed students' journals as an assignment worth the exercise and not necessarily one in which she was monitoring their thoughts. Interviews with the students (n=6) exposed their propensity to be externally motivated to do what the teacher asked of them. Their interviews also showed how students see some benefits from journaling, but generally feel that journaling is not necessary for them to think and reflect.
Interacting with school leaders from different countries on overseas study missions can yield pra... more Interacting with school leaders from different countries on overseas study missions can yield practical payoffs. Hearn is one of eight school system leaders who describe one valuable practice they observed on their recent trips to sundry spots across the globe.
This paper highlights the challenges that arise when three organizations - a university, schools,... more This paper highlights the challenges that arise when three organizations - a university, schools, and an affiliate organization – each with different visions, practices, and personnel partner to provide teacher education and support to beginning teachers on an alternate path to the profession. Drawing on survey and interview data, as well as programmatic tools from an existing partnership between a large mid-west university’s school of education and an affiliate alternate route organization, the paper underscores the sometimes conflicting messages beginning teachers must decipher from the university teacher education program, the partnering organization, and the school in which they are working. The paper uses hybridity theory as a basis for leveraging ‘third space’ theory as a way to conceive how to create coherence. It also suggests strategies that the partners can employ to build a third space that increases beginning teachers’ understanding of performance expectations and ability to execute them.
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