Identifying the nature of metacognition instruction in reading classrooms
Başlık çevirisi mevcut değil.
- Tez No: 403297
- Danışmanlar: Prof. PETER AFFLERBACH
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2017
- Dil: İngilizce
- Üniversite: Unıversıty Of Maryland College Park
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
Metacognition helps control cognitions through the actions and interactions of metacognitive knowledge, experiences, and strategies. Since 1979, metacognition has been extensively studied and found to be an effective tool for learning. In reading, metacognition is associated with improved vocabulary, reading awareness, strategies, comprehension, and task performance. Research confirmed metacognition can be successfully taught. However, it has limited influence on mainstream classrooms; classroom instruction lacks pedagogies of metacognition. Paradoxically, teachers' practices have been assessed inconsistently and independent of students' metacognition. For these problems, this study developed a pedagogy of metacognition (PMR) and examined the structural validity of its measurement instrument (ITMR). Following a comprehensive literature review, a PMR consisted of fostering students' metacognitive knowledge, adopting goal-directedness, integrating language of thinking, scaffolding students' strategic reading, encouraging their independence with strategic reading, assessing metacognition, and prolonging instruction. Then, scale validation procedures were followed. After scale items were generated, QUAID examination, expert, cognitive, and focus-group interviews were conducted for content and construct validity. Following the ITMR's initial simulation, the data were collected from reading teachers in the United States of America. The data were collected by a computer-assisted survey method and a non-probability sampling technique. Then, the data were analyzed by a factor analysis method, Welch's, and Spearman's tests. The ITMR at elementary school level was found to have a unidimensional model accounting for 60% of the total variance (a.97). There were no mean differences in teachers' self-reported metacognition instruction practices at any grade levels. All dimensions of the ITMR were strongly and positively correlated. By these findings, the significance of this study was recognized and its contributions to the literature were summarized. Also, the discrepancy between the literature and the ITMR and the congruence of metacognition instruction practices across elementary grades was discussed. Assessment practices were recognized as potential aids for classroom metacognition instruction. Future studies were recommended to improve the validity of the ITMR and understanding of classroom metacognition instruction. Educational implications aimed to support both in-service and pre-service teachers as possible. Finally, limitations with scale development, scale's generalizability, data collection, and analyses were discussed.
Benzer Tezler
- The role of epistemic trust in common mental health disorders and their treatment
Yaygın ruh sağlığı bozukluklarında ve tedavilerinde epistemik güvenin rolü
GÜLER BERİL KUMPASOĞLU
Doktora
İngilizce
2025
PsikolojiUnıversıty College LondonPsikoloji Ana Bilim Dalı
PROF. DR. PETER FONAGY
- Matematik eğitimi programı lisans ve lisansüstü öğrencilerinin açık uçlu sorular hakkındaki bilgilerinin incelenmesi
An examination of undergraduate and graduate students' knowledge of open-ended questions in mathematics education programs
HATİCE NUR YILDIZ KOCA
Yüksek Lisans
Türkçe
2025
Eğitim ve ÖğretimYıldız Teknik ÜniversitesiMatematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı
PROF. DR. BAHAR UYAR DÜLDÜL
- Bilimin doğası inanışlarına yönelik bir ölçeğin geliştirilmesi ve fen bilgisi öğretmen adaylarının bilimin doğası inanışlarının tespiti
Development of an instrument for the nature of science beliefs and identifying of the nature of science believing of pre-service science teachers
IŞIL ÖZCAN
Yüksek Lisans
Türkçe
2011
Eğitim ve ÖğretimMarmara Üniversitesiİlköğretim Ana Bilim Dalı
YRD. DOÇ. DR. HALİL TURGUT
- The nature and measurement of financial cycles: Evidence from Turkey
Finansal çevrimlerin doğası ve ölçümü: Türkiye örneği
PAKİZE EDA KAYA
Doktora
İngilizce
2023
BankacılıkAnkara Yıldırım Beyazıt ÜniversitesiFinans ve Bankacılık Ana Bilim Dalı
PROF. DR. NİLDAĞ BAŞAK CEYLAN
- Identifying price based determinants of consumer satisfaction in discount stores: Analyzing the moderating effect of self-congruity
İndirimli mağazalarda tüketici memnuniyetinin fiyat bazlı belirleyicilerinin belirlenmesi: Kendine uyumluluğun yönlendirici etkisinin analiz edilmesi
İBRAHİM BERKE GENÇELLİ