If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

Final Paper on ELL

Page history last edited by John Faiell 13 years, 7 months ago

Community Involvement and Media Instruction, Keystones for achievement in Literacy classrooms

JohnM.Faiell

University of SouthFlorida, St. Petersburg

Abstract

The purpose of the literacy achievement study was to question critical thought for classroom instructors in better understanding there student base through community knowledge, and the use of media as a tool to open up and breakdown student barriers and a bases for curriculum development. Fifteen educators participated in this study by completing an online survey of 32 questions. Most of the participants agreed that Based on the data from this study, it is apparent to the researcher that community involvement is necessary by the educator. It is also obvious that a more insightful, perceptive, and understanding of one’s student is necessary. Finally, the understanding of how, when and what to use in media is imperative in using this powerful tool. The study provides a complete instructional and technology plan on implementing a more insightful and innovative instructional approach for literacy deficient students.

Introduction

Literacy educators are faced with array of obstacles in their instruction of their curriculum. I have found that these educators are not only confronted with general subject instruction from math, English to the sciences as all general educators are in the student’s comprehension of these subjects. Literacy educators are faced with a more complex and integrate root problem; the literacy of the students’ ability to comprehend and communicate any subject matter through literacy deficiency. In tackling, these obstacles my study focused on the educators’ perceptual abilities and communicative skills. This encompassed their knowledge of the students school community which would bring an insightfulness of what each of their students bring into the classroom from their community and how to use these traits in a positive instructional approach for literacy achievement. A tool confronted in the study was the use of media as an approach to initiate an interactive classroom that would explore each student’s processing abilities.

The purpose of this research is to investigate how responsive educators are to their schools community based on their knowledge, and their receptiveness’ to exploratory techniques using media as a format to decipher student abilities in processing literacy achievement.

Research Questions:

• What are the attitudes of K9 through K12 educators towards their accusation of community knowledge and their involvement?

• What are the attitudes of K9 through K12 educators towards the use of media to increase literacy achievement?

• If favorable, how can one approach creating an action plan towards the use of educator knowledge and instructional tools?

Significance of the Study

This study is significant because this will be the first time attempt for X school to consider use a media driven program to increase parental literacy achievement. In addition, this study will provide an action plan toward the implementation.

Limitations of Study

This study is limited by its small survey sample, and results can only be generalized for School success of this program.

Literature Review

Educators have numerous requirements that need to be met, which include demands from the state, federal government and their own board of education. For example, teachers must prepare students for the SAT and ACT, enact required performance assessments, meet the local obligations of Parents Teacher Association, and deal with their internal school politics. The teacher must meet these requirements while trying to develop clear instructional goals and the corresponding curriculum for their students.

Teachers face many challenges while meeting the many standardized requirements placed upon them in the classroom. Some educators have pointed to the obvious, that not all geographical locations in the country are demographically the same. Within the state, the school boards have varied agendas because their student body make up is different. Within a school, the classes have differing goals, not to mention that the individuals that make up a single class can vary greatly. When a teacher then considers the need to meet the standardized requirements while addressing the class and individual’s specific needs they are confronted with a sometimes-overwhelming set of circumstances. The demands of the requirements move the teacher toward a standardized one-size fits all approach while the individual classes and students demand a personal approach. Some teachers who have recognized the problem have turned to non-traditional teaching methods within their classroom, including metacognitive approaches.

One recognized method of teaching in education is meta-cognitive instruction. These types of instruction supports the following theory whose focus is getting the student to incorporate thought when faced with an assignment.

“Metacognition can be defined simply as thinking about thinking. Learners who are metacognitively aware know what to do when they do not know what to do; that is, they have strategies for finding out or figuring out what they need to do. The use of metacognitive strategies ignites one's thinking and can lead to more profound learning and improved performance, especially among learners who are struggling (Anderson, 1).”

In the article, “The Role of Metacognition in Second Language Teaching and Learning” shows that teachers who have committed to the utilization of such metacognitive approaches working within literacy deficiencies and with at-risk students see the benefit. This kind of approach gives the student the possibility and freedom for creative expression, and the opportunity to move toward expression of their full potential. Additionally, it allows others the chance to find their potential.

Educators have been debating theories that introduce the need for new educational programming. They have recognized evidence over the past several decades which demands adjustment when they contrast today’s classroom setting to the traditional classroom setting, which points to the radical change in how today’s students assimilate information in their lives and classroom. To understand these changes in education we must first understand were we are now, and how we got here.

Only in the last century and only in industrialized nations has formal schooling emerged as a widespread method of education for the young. Before schools appeared, apprenticeship was the most common means of learning and was used to transmit the knowledge required for expert practice in fields from painting and sculpting to medicine and law. Even today many complex important skills such as those required for language use and social interaction are learned informally through apprenticeship-like methods that is methods not involving didactic teaching but observation, coaching, and successive approximation.” (Resnick 453)

This theory presented in Knowing, Learning & Instruction, stipulates that student’s integration of subject matter through apprenticeship gave way over the past century to the formalized school setting of the classroom. The article further indicates that the apprentice’s hands on “doing” and hence absorption of knowledge and development of problem solving skills, actively demanded engagement by the students, whereas in today’s classroom the student is largely “fed” resulting in students who are non-participatory, not integrated, and inert.

The difference between formal schooling and apprenticeship methods is many, one is most important. Perhaps as a by-product of the relegation of learning to schools, skills, and knowledge have become abstracted from their uses in the world. In apprenticeship learning on the other hand, target skills are not only continually in use by skilled parishioners, but are instrumental to the accomplishment of meaningful activities that require students to actively integrate and appropriately apply sub skills and conceptual knowledge.” (Resnick 456-3)

As more teachers and educators have become aware of new and different formulas in classroom instruction the process of adapting them to specific projects has been a center of focus. The new formulas explored are more specific to the metacognitive approach to teaching and is introduced in the following article, ‘Toward Teachers Adaptive Metacognition’ by XiaodongLin, of the Teachers College of Columbia University. He presents a definitive description of ‘Adaptive Metacognation’ in contrast to the universal conceptual of metacognation. He states,

“We discover that many of problems and tasks used in successful metacognitive interventions tend to be reasonably well-defined problems of limited duration, with known solutions. Teaching has unique qualities that differentiate it from many of the tasks and environments that metacognitive interventions have supported. Teachers often confront highly variable situations. This led us to believe that successful teaching can benefit from what we call adaptive metacognition, which involves change to oneself and to one’s environment, in response to a wide range of classroom social and instructional variability (Lin 1 -4). “

Lin’s theory presents an array of instructional possibilities that can be innovative methods to invigorate and sustain student engagement. As stated earlier conventional meta-cognitive instruction is often used to help learners monitor and control their effectiveness and accuracy of their own understanding and problem-solving behaviors in a particular subject matter as reading, writing, and mathematics. Pintrich in his article, “The Role of Metacognitive Knowledge in Learning, Teaching and Assessing,” states that, “Although there are many definitions of models of metacognation, an important diction is the one between (a) knowledge of cognation and (b) the process involving the monitoring, control, and regulation of cognation.” (Pintrich 1) Thearticle expresses that conventional applications of metacognition fall short when it comes to the challenges teachers often face. “For instance, the problems encountered in teaching can require days if not months to resolve. Moreover, what counts as a good solution depends on clarifying and reconciling competing values, for example, those of the teachers, the school district, and the students.” (Lin 2) A metacognitive approach requires some adaptation depending on the individual student.

It is universally argued that one of the great challenges of metacognition for teachers is to help them recognize that apparently routine situations often have a number of hidden features that may make it quite different from what they believe, and therefore they require adaptation. “This is because teaching is a deeply social act involving peers, students, and parents.” (Lin 4) The article expresses that the ability to adapt, is a teacher’s virtue that is needed for all our classrooms, to accommodate all learners.

Lin and Schwartz’s article breaks down its theory of classroom metacognative instruction into four parts. “First, instead of assuming that a given task should induce almost the same activity from everybody (a series of actions aimed at a taken-for-granted goal), we emphasize that varied teaching or learning goals can be set, and thus different activities can be derived for apparently the same educational tasks and materials, depending on the values of the participants.” (Lin 6) Secondly, the article proposes that planning appropriate activities and observing activities engaged by others with different values or socio cultural backgrounds give a very good opportunity for participants to reflect on their own goals and learn how best to set goals under given constraints. “We believe that the traditional way of metacognitive training has been unduly cognitive in its assumption of a common set of goals.” (Lin 8) The article reflects that in today’s world of social assimilation our students are acquiring their knowledge through multimedia formats. For educators, this means discriminating between lesson plans that are not applicable to students with different values or socio cultural backgrounds in their processing information.

The third part of Lin and Schwartz’s theory emphasizes that “metacognitive research on individual’s ‘inward looking’ processes could be broadened to include a consideration of social behaviors designed to alter one’s social environment (Lin & Schwartz 2003).” The study also points that the teacher should be aware as to avoid an optimistic assumption that any interactions and cultural exposure to new information or new forms of practices lead to productive reflection (Lin & Schwartz 2003-10). The fourth and final part emphasizes that media from film to computers can help teachers metacognition practice by giving them “both (a) a set of experiences with specific and recurrent events where personal decision making is required and (b) opportunities to appreciate what other sources of information are important to consider and to reflect on.” (Lin 10) The hope that is expressed by teachers involved in metacognative programs is that the example of ‘critical-event-based’ instruction produces one concrete instance that will help the field move in the direction of increasingly integrative approaches toward metacognitive interventions that use both cognitive and social information to help teachers develop practical metacognitive capabilities.

Current literature on meta-cognitive instruction supports that no matter its inadequacies within today’s traditional classroom instruction, this method of instruction should serve as both a useful teaching tool for educators in a multitude of classroom settings, and as a reminder of the value of using teaching aids and approaches that are ‘outside the box.’ One size does not fit all schools, classes, or individual students.

Methodology

This purpose of this study is meant to promote critical thought for classroom instruction for K9 through K12 students with literacy deficiencies and who have little or no desire to be in a classroom. A technology action plan for conducting an online survey of both teachers and educators regarding their beliefs about the use of inquire and communication tools to better understand their students strategic processing as well as there community involvement.

Participants

High school teachers (N=6) and six pre-service teachers in Elementary Education Program (N=6) participated in this study by completing an online survey of teachers and educators regarding their beliefs about the use of inquire and communication tools to better understand their students strategic processing as well as their community involvement.

Participants were uncompensated volunteers from various High schools, solicited by e-mails which were sent to these state certified teachers and educators.

Instrument

A 34-question online survey was prepared for both teachers and educators to collect information regarding their beliefs about the use of inquire and communication tools to better understand their students strategic processing as well as their community involvement.

The survey consisted two sections. In the first phase consisted of (14 questions) within, the survey which asked participants about their opinions on how important community knowledge and involvement was for them as educators The second section of the survey listed 20 questions and asked participants to select the elements that they considered to be essential components of a literacy student’s interpretation and instruction process. A title and description were provided for each element to familiarize those without the technical knowledge. Finally, demographic information of three questions was asked in the first section of the survey including age, gender, years of teaching experience in High schools.

The survey was based on the Likert Scale Rating in which the teachers and parents rated their attitudes and thoughts on the items one to five (1 - Strongly Agree, 2 - Agree, 3 - Neutral, 4 - Disagree, 5 - Strongly Disagree). This helped researcher to compile the data for statistics.

Because of the time and environment limitations, the researcher was not able to collect or analyze the data for measuring the reliability or the validity of the survey used in the study.

Research Design

A non-experiment descriptive research was used for this study to find out information regarding teachers beliefs about the use of teacher inquire and communication tools to better understand their students strategic processing as well as their community involvement it also addressed literacy student’s interpretation and instruction process for instructors. However, this study will be used as base for a future experimental action research.

Procedure

During the first phase of data collection, the researcher created the survey and asked for peer-review and the course instructor for a second opinion. After the confirmation of the survey, the researcher built the online survey for the study. A free software program (SurveyMonkey) was used to develop this anonymous online survey, conducted on a secure site. This method ensured a secure, fast and easy method of data collection. The survey took an average of 10 minutes to complete.

Before the survey, participants are reminded that no risks or discomforts are anticipated from taking part in the study. They were informed that if they feel uncomfortable with a question, they can skip that question or withdraw from the study altogether. Also, in a case of quitting at any time before finishing the questionnaire, their answers were not recorded. The participants are also informed that their responses will be kept completely anonymous and confidential. The survey has not recorded participants IP address when you respond to this survey.

21 participants were emailed to volunteer for the study. The participants were given two weeks for the completion of the survey. They were asked to participate only once. After the data collection, the data analyzed using Microsoft Excel and Survey Monkey Data Tool.

Results

The literacy achievement study is in two parts, part 1 consisting of twelve questions to investigate educators in how they perceive their involvement within there schools community. Part 2 consists of twenty questions with fourteen pertaining to educator’s instructional strategies and perception of student’s abilities. The studies goal was to evaluate survey data in determining an approach to a more cohesive and innovative instruction using media concerning literacy achievement. This study is on educator’s community and student’s knowledge and assessment data, to boost student literacy achievement. Fifteen educators participated in this study by completing an online survey of 32 questions.

Section 1: Demographics: The questions 1-10 of part one addressing demographic data, requested Knowledge of instructor of schools community, its resources, and their validity. The following ten responses are illustrated in a (Yes), (No) and (Not Sure) or (extensive) (moderate) or (little)* response Table 1.

Table 1. Knowledge Resources and Validity

	(Yes) *Extensive	(No) *Little	(Not Sure) Moderate/* Somewhat		Response Count
1.Students social circumstances advantageous	100%(15)	0.0%	0.0%		15
2.Instructor social involvement in community*	33.3%(5)	0.0%	66.7%(10)*		15
3.Instructors knowledge of students community involvement.* (questions 3 & 4 same)	33.3%(5)	0.0%	66.7%(10)*	15
5.Police department resource	33.3%(5)	26.7%(4)	66.7%(6)**	15
6.Non-supervised teen hangouts	40%(6)	6.7%(1)	53.3%(8)**	15
7.Supervised teen hangouts	20.0%(3)	13.3%(2)	66.7%(10)**	15
8.Community educational resources	40.0%(6)	6.7%(1)	53.3%(8)**	15

Section 2

Question 9 asked how much family information was appropriate for an instructor to have. Of the 15 survey participants, (none at all) 0.0% (as little as possible) 6.7% (1) and (as much as possible) 93.3% (14)

Question 10 Asked how much validity was in the prior questions in developing a communication and curriculum for students. Of the 15 survey participants, (Very little validity) 0.0% (some validity) 40.0% (6) extremely valid 60.0% (9)

Section 3

Additionally, educators were asked about their level of comfort they had within there schools community and with its inhabitants. Questions 11 - 13 the results are displayed in Table 2.

Table 2. Instructors comfort level

	Comfortable	Uncomfortable	Somewhat	Response Count
11.Perceive and relate to schools community and inhabitants	33.3%(5)	0.0%	66.7%(10)	15
12.Community and students are comfortable for instructor	20.0%(3)	0.0%	80.0%(12)	15
13.Instructor is sensitive to the issues of community	53.3%(8)	0.0%	46.7%(7)	15

Section 4

This section of the study questions educators in instructional strategies and perception of student’s abilities. Question 14 has a subcategory of 1 through 14 all with yes no not sure answers (Table 3).

Table 3. Instructional strategies and perception

	Yes	No	Not Sure	Response Count
a. African American English is a Language?	9.1%(1)	81.1%(9)	9.1%(1)	11
b. Do all students have strategize/process ability?	90.9%(10)	9.1(1)	0.0%	11
c. Should ELL students only be taught by native language instructors?	50.0%(6)	33.3%(4)	16.7%(2)	12
d. Processing information is different social to education	81.1%(9)	0.0%	18.2%(2)	11
e. Is information retained better when relevant to you?	100%(11)	0.0%	0.0%	11

Section 5

This section of the study questions educators in instructional strategies of innovative use of media and its validity (Table 4).

Table 4. Innovative instruction using media

	Yes	No	Not Sure	Response Count
f. Film, music, computer, and TV shape students processing and strategies.	90.9%(10)	9.1%(1)	0.0%	11
g. Visual media activate interactive classroom	81.8%(9)	9.1%(1)	9.1%(1)	11
h. Interactive exchange exposes students’ character, processing, and strategies.	100%(11)	0.0%	0.0%	11
i. Literacy through reading and writing involves critical thinking.	100%(11)	0.0%	0.0%	11
j. Literacy through reading and writing involves visual association	90.9%(10)	9.1%(1)	0.0%	11
k. Films and video games induce processing and strategies through character association	91.7%(11)	8.3%(1)	0.0%	12
l. film script induce word association and critical thinking	91.7%(11)	0.0%	8.3%(1)	12
m. Music lyrics induce processing and strategies through character association	100%(12)	0.0%	0.0%	12
n. Music lyrics induce word association and critical thinking	90.9%(10)	9.1%(1)	0.0%	11
o. Do students consider reading and writing a form of entertainment?	53.8%(7)	38.5%(5)	7.7%.3(1)	13

Section 6

p. Dividing class into learning groups on ability of processing and strategies. Of the 14 survey participants, (Yes) 85.7% (12), (No) 0.0% (Not Sure) 14.3% (2)

15. What or who do think is responsible for lack of interest or major obstacle to literacy achievement. Of the 15 survey participants, (Teachers) 26.7% (4) (Students) 0.0% (Curriculum) 20% (3) (All of the above) 53.3% (8)

16. Would a two-week workshop at the beginning of class year in getting to know students and them you benefit the future process of education within your class? Of the 15 survey participants, (Yes) 73.3% (11) (No) 13.3% (2) (Not Sure) 13.3% (2).

17. How much relevance does the students background and interests bare on your effectiveness as an educator? (Great Deal) 73.3% (11) (None) 0.0% (Some) 26.7% (4) (Not Sure) 0.0% 15 responses

18. How important is it for a educator to be familiar with contemporary media that their students are engaged in? (Very Important) 66.7% (10) (Somewhat) 33.3% (5) (Not) 0.0% (Do not Know) 0.0% 15 responses

Section 7: Additional Comments and Suggestions

To learn more about educators’ ideas and suggestions to community involvement and innovative instruction a comment section was available per question within the survey. Educators offered these comments.

“Understanding the cultural background of the group of children you teach, helps you to custom fit the curriculum better to your students. You can come up with better "hooks" to get them interested.”

“I think it is necessary to keep boundaries, so you, as an educator, do not get burned out.”

“Without invading anyone's sense of boundaries, it is important to get as much information about the student as possible, to help them improve.”

“It is important to know about how your students fit into their community. But it is also important to be separate from it, so that you can create your own community when you are together in a classroom.”

“It is important to know enough to help determine how to teach, but an instructor should not become enmeshed in the student's social community. There needs to be boundaries and space so that when together, the focus is academics.”

“I have worked with lower elementary K-6, and have luckily not needed to use the police as a source of information.”

“never thought doing this.”

“The more information you have - that the parent (and student) is willing to give - helps you teach better.”

“again, never thought of this”

“I think it is extremely valid, but I also know that you can only tweak the curriculum so far, or recreate curriculum taught so much before you come under question from the administration. The admin. doesn't like teachers to tweak how and what to use to teach, as then it seems not valid and reliable in their eyes.”

Section8:

Analysis of the data suggested that educators in sections one through three of part one in the survey concerning community knowledge and their participation in it was moderate to somewhat but overall 60% felt that it was imperative that educators should be more involved and knowledgeable within their schools community. Part two, section four concerned itself with student perception, with over 75% agreeing on student individuality in strategizing. Section five of the study questions educators in instructional strategies of innovative use of media and its validity. This section showed an overwhelming 92% approval rating of using media for interactive instruction and student involvement. Section six of the survey asked outlying questions concerning the relevance of educators having a more intimate knowledge of their students, community, and media, in preparing them for a curriculum that would adhere to successful achievement in literacy. With over 70% believing that being more knowledgeable of the student individual is imperative in education.

Discussion

The literacy achievement study is in two parts, part 1 consisting of twelve questions to investigate educators in how they perceive their involvement within there schools community. Part 2 consists of twenty questions with fourteen pertaining to educator’s instructional strategies and perception of student’s abilities. The studies goal was to evaluate survey data in determining an approach to a more cohesive and innovative instruction using media concerning literacy achievement. Fifteen educators participated in this study by completing an online survey of 32 questions.

Analysis of the data suggested that educators in sections one through three of part one in the survey concerning community knowledge their participation was (moderate to somewhat) with 60% responding that it was imperative for educators to be more involved and knowledgeable within there schools community. What was eminent within the survey was the lack of knowledge and use of the resources within the community by educators. Part two, section four concerned itself with student perception, with over 75% agreeing on student individuality in strategizing. This was evident with educators in agreement that each student has strategic processing abilities. Having the tools to tap those abilities is vital for the instructor to breakdown student barriers. Section five of the study questions educators in instructional strategies of innovative use of media and its validity. This section showed an overwhelming 92% approval rating of using media for interactive instruction and student involvement as these resources have the power to engage a student, which is the number one priority in education. Section six of the survey asked outlying questions concerning the relevance of educators having a more intimate knowledge of there students, community, and media, in preparing them for a curriculum that would adhere to successful achievement in literacy. With over 70%, believing that being more knowledgeable of the student individuality and there community is essential in education.

Based on the data from this study, it is apparent to the researcher that community involvement is necessary by the educator. It is also obvious that a more insightful, perceptive, and understanding of one’s student is necessary. Finally, the understanding of how, when and what to use in media is imperative in using this powerful tool. To be able to accommodate the stated needs, based on the data obtained from the study, the following recommendations should be considered.

1. A Training, workshop for educators in community involvement, psychological perception of students, and the correct media use to acquire predetermined information.

2. Instruction (Handbook) would complement the training workshop, which would give detailed information and direction on each function covered in the workshop.

3. A pilot study is needed (1 trainer / support person, 2-5 teachers) for a year to measure the efficiency / successes of using this program for literacy achievement.

ActionPlanSchool: Imagine school at St Petersburg
Prepared by: JohnM.FaiellGoal: Implementation of an educator’s knowledge of student’s community their abilities, and how media can be used as a legitimate educational tool.

Step	Key Task	Responsible Person	Time	Estimated Cost	Evaluation
1	Acquiring all training materials and designing the workshop.	Researcher	Two weeks	N / A all free resources	N / A
2	Training is necessary for the educator to be able to create and modify instructional approach	Researcher	One Week	N/A Researcher Cost Free	Survey
3	Instruction (Handbook) would complement the training workshop, which would give detailed information and direction on each function covered in the workshop	Researcher	One Week	Handbooks $1.00 each	Survey
4	A pilot study will be necessary for one year to measure the success and efficiency of the program	Researcher	One Year	Not applicable in school budget	Progress Performance Quarterly

For Step 1 to be completed, the researcher will use two weeks to research, compile and organize all relevant information pertaining to the subject matter of the workshop. The information will be compiled through multiple sources instructor input; psychological and educational research studies will be gathered from various educational venues. Once this material is organized, a workshop curriculum will be offered to educators.

Step 2 will require the researcher to provide training to all teachers at ImagineSchool at St Petersburg on the skills necessary for implementation and creation of innovative instructional programs. The one day workshop will be given free of cost by the researcher at ImagineSchool at St Petersburg prior at the beginning of the fall, winter or summer semester. The program will be offered for a one week period with the educator choosing within that week their day of attendance to the workshop.

Step 3 will be creating an instructional handbook that will complement the training workshop, which would give detailed information and direction on each function covered in the workshop. The researcher will be making 25 copies of the handbook consisting 25 to 30 pages at an estimated cost of $1.00 per handbook and a total cost of $25.00. Their will also be media excerpts in defining detailed function of its use within a classroom at no extra cost.

The final step will require a pilot study to be exercised for one year to measure the efficiency and success of the literacy achievement study. This study will be used with the teachers at ImagineSchool at St Petersburg, who are specifically working in literacy achievement curriculums, and will be measured via progress reports compared to previous year reports.

References

Dweck, C.S. (1999). Self-theories: Their role in motivation, personality, and development.

Ann Arbor, MI: Edwards Brothers.

Lin, X.D.,& Schwartz, D. L. (2003). Reflection at the crossroad of cultures. Mind, Culture &

Activities, 10(1), 9–25.

NeilJ.Anderson, (2009) The Role of Metacognition in Second Language Teaching and Learning

Retrieved October 15, 2009, from

http://s16.ntue.edu.tw/flame/teachers/fen/%B1%D0%BE%C7%AC%EC%A7%DE/%BA%F4%B8%F4%B1%D0%BE%C7/EFL%20articles.doc

Resnick, LaurenB. (1989) Knowing, Learning, and Instruction: essays in honor of Robert

Glaser Lawrence Erlbaum Associates Inc HillsdaleN.J. USA Retrieved November 1,

2009 from

http://books.google.com/books?hl=en&lr=&id=3aWSKo8v5KoC&oi=fnd&pg=PA453&dq=metacognitive+teaching&ots=ScMhYz9ML1&sig=G-YNlA5FOQPARpTr0v4gqJCTaAw#v=onepage&q=metacognitive%20teaching&f=false